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With the curriculum introducing new rigour to literacy assessments, there is concern about the capacity for new settler and long-stay international students to meet these standards. There is also limited attention to the intersecting cultural/EAL/academic backgrounds of cross-border learners in teacher education. This means for these students, teachers are constrained in their embrace of Ausubel's famous dictum: “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach [sic.] accordingly.” (Ausubel, 1968). Furthermore, recent research has identified refugee-background learners as being “invisible in New Zealand’s education system” (Anderson et al., p. 14, 2023)

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). Currently, there is ambiguity with respect to the *Code implications for offshore programmes. This training will focus on enabling a “dragnet pedagogy” responsive to the different cultural instincts, English language proficiencies and learning expectations that offshore learners bring, i.e, crafting Code-responsive practice.��

Training includes the following components, and the mode of delivery is adapted to sub-sector and host institution contexts:

1. (i) Introduction to the objectives, polices and practices of the international education sector; (ii) Key research findings in relation to refugee-background learners' unique, multi-varied needs are outlined (school sector). Salient clauses in the *2021 Education Code of Practice, which has a limited profile among subject teachers, will be discussed.

2. 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.��

3. Chronic and 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 integrative strategies are introduced and discussed.

There are Pioneer Partner opportunities and discounts for early adopters. For more information, contact chris.beard@isana.nz��

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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.