Abstract
SUMMARY This paper presents a model of learning support for local and overseas students in transition, specifically those entering an Australian university. The intrinsic knowledge and abilities of students are placed at the forefront of tertiary teaching and student learning. Different aspects of the model are described together with comments and student examples. Outcomes and implications of the model are also discussed. Both the support teacher and students were seen to rethink their cultural stereotypes, academic knowledge, and approaches to teaching and learning.
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