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TIP: Tailored Intercultural Pedagogy for teachers working with cross-border learners
The challenge
Schools
With new rigour being introduced to literacy and numeracy in the Curriculum, there is a fresh focus on supporting new settler and long-stay international students to meet raised standards. The capacity to do so is, in some cases, constrained by limited knowledge of students' cross-border experience, English language proficiency and learning backgrounds.
Tertiary
Tertiary teachers in Aotearoa are, in general, not required to undertake teacher training. The International Education Association is working with educators to develop pedagogic tools for lecturers and tutors engaging diverse student cohorts that include cross-border learners. The TIP training package for tertiary teachers is designed to support those teaching diverse cohorts and delivering courses for fledgling transnational education programmes (TNE).
Our response
What is TIP?
This new product is a response to the emerging needs in both the schools and the tertiary sectors. TIP is the fruit of extensive classroom experience, attention to key interdisciplinary insights, and research that investigates the international learner and new settler experience.
Training includes the following components, and the mode of delivery is adapted to sub-sector and host institution contexts:
Training format:
- (i) Introduction to the objectives, polices and practices of the international education sector; (ii) Refugee-background learners' multi-varied needs (school sector) are highlighted; (iii) Salient clauses are identified in the 2021 Education Code of Practice, and their significance for teachers is discussed.
- Supporting entry-level English users: An introduction to up-to-date tools for mainstream subject teachers without TESOL/Linguistics backgrounds to assist their use of language that is accessible for entry-level English learners.
- Emergent issues: An overview of perennial and current student learning-wellbeing issues. This will include reference to social isolation, mismatched expectations, at-risk international learners, learner unfamiliarity with teaching approaches, and academic misconduct. Effective interactive strategies are presented and discussed, e.g. Socratic dialogue, scaffolding and collaborative learning (Bryce & Blown, 2023).
Impact
Schools
- Compliance with Code of Practice obligations (Outcomes 1, 2, 3, 8 & 18)
- Reduce organisational risk
- Build staff confidence and reduce burnout
- Strengthen student safety, wellbeing, and retention
- Enhance intercultural capabilities
Tertiary
- Compliance with Code of Practice obligations (Outcomes 1, 2, 3, 8 & 18)
- Reduce organisational risk
- Build staff confidence and reduce burnout
- Strengthen student safety, wellbeing, and retention
- Enhance intercultural capabilities
There are Pioneer Partner opportunities and discounts for early adopters.
For more information, contact chris.beard@isana.nz
Partner feedback
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Institution
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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
