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TIP: Tailored Intercultural Pedagogy for teachers working with cross-border learners
The challenge
This training assists you with responding to cross-border learners’ distinctive needs, which is an Education Code of Practice requirement. There are clear challenges for school-based and tertiary teachers in terms of meeting these needs.
With new rigour being introduced to literacy and numeracy in the New Zealand Curriculum, there is a need to further tailor support for newly arrived cross-border students in schools. For tertiary teachers, retention, mitigating academic misconduct and strengthening international student participation present acute and complex challenges.
Literature shows that local teachers possess limited knowledge of: (i) cross-border learners' acculturation stressors; (ii) the impact of smaller English vocabulary sizes; and (iii) the adjustment cross-border learners need to make to adapt to unfamiliar (and unexplained) teaching methods.
Our response
What is TIP?
TIP is the fruit of extensive classroom experience, insights from specialist international educational networks, and the integration of interdisciplinary findings. This training will offer a “dragnet pedagogy” that is responsive to learners’ cultural orientation, English language limitations and unfamiliarity with New Zealand teaching approaches.
Training includes the following components, and the mode of delivery is adapted to sub-sector and host institution contexts:
Training format:
- Policies and practice: Introduction to the objectives, policies and practices of the international education sector. This includes the highlighting and discussion of salient clauses in the 2021 Education Code of Practice in relation to all cross-border learners.
- Cross-border learners’ unique needs: An overview of the cross-border dynamics learners negotiate, which sets their needs apart from those of domestic students. This includes learner unfamiliarity with teaching approaches, susceptibility to academic misconduct and smaller vocabulary sizes.
- Dragnet pedagogy and language use: Effective interactive strategies informed by interdisciplinary insights are presented and discussed. This includes supporting entry-level English users with user-friendly linguistic tools and techniques for mainstream subject teachers.
Training price on inquiry. For more information, please email admin@isana.nz or chris.beard@isana.nz.
References
- Ausubel, D. P. (1968). Educational psychology: a cognitive view. Holt, Rinehart and Winston.
- Anderson, V., Ortiz-Ayala, A., Mostolizadeh, S. (Ali), Burgin, A., Oranje, J., Fraser-Smith, A., Laufiso, P., Cooke, J., & Atkins, G. (2023). Refugee-background students in Aotearoa: Supporting successful secondary to tertiary education transitions. Teaching & Learning Research Initiative, 2–18.
- Bryce, T. G. K., & Blown, E. J. (2023). Ausubel's meaningful learning re-visited. Current psychology (New Brunswick, N.J.), 1–20. Advance online publication. https://doi.org/10.1007/s12144-023-04440-4
