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With the curriculum introducing new rigour to literacy assessments, there is concern about the capacity for long-stay international students to meet these standards. A quick scan of teacher education syllabi will reveal limited attention to culturally responsive pedagogy for cross-border learners, especially those arriving from outside the South Pacific. And classroom teachers, in most cases, are unaware of the cultural/EAL/learning backgrounds of international students. Further, recent research has identified refugee-background learners as “invisible in New Zealand’s education system” (Anderson et al, p.14, 2023).

The training package for tertiary teachers is designed to support those teaching on 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. Using English learners understand: An introduction to up-to-date tools for mainstream subject teachers without TESOL/Linguistics backgrounds to assist their use of language for teaching and assessments 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, unfamiliarity with learning 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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Reference:��

*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.