Peer tutoring with migrant students:

Intercultural Mentoring Programme

Paloma No GutiérrezUNIVERSIDAD DE SALAMANCA

Mª José Rodríguez CondeUNIVERSIDAD DE SALAMANCA

Valentina ZangrandoUNIVERSIDAD DE SALAMANCA

Antonio M. Seoane PardoUNIVERSIDAD DE SALAMANCA

INDEX

1. FRAMEWORK

2. METHODOLOGY

3. STEPS OF THE PROCESS & EVALUATION

4. CONCLUSSIONS & FINDINGS

• INTO project (Intercultural Mentoring tools to support migrant integration at school)

•Comenius Multilateral Project (Ref. 540440-LLP-1-2013-1-IT-COMENIUS-CMP)

• leaded by Oxfam Italia•Duration: December 2013 – December 2015

1. FRAMEWORK (I)

• In Spain, around 10% of the entire population is migrant.•Migrant students with language and integration issues.•The measures taken up until today haven´t been as

successful as hoped.•We need a different approach in education:

intercultural education

1. FRAMEWORK (II)

“Training intercultural competent citizens that can interact with “others”, that accept

other perceptions of the world, that intercede between different perspectives

and that are conscious of their own assessments on diversity”

(Byram, Nichols, & Stevens, 2001)

Main objective:Introduce in the partner countries’ Secondary School context peer tutoring actions which could help migrant students in risk of early leaving school or school failure in order to improve not only their marks but their future opportunities as well.

2. METHODOLOGY (I)

“a cooperative learning method based on the creationof students couples, with an asymmetric

relationship, with a common aim, known andshared (like the teaching and learning process of a

subject), that takes place through a relationshipbetween said students, planned by the teacher” (David

Durán, 2004).

1. Achieve a realistic view of the educational system and migrant students

2. Assess the usefulness of mentoring among peers in Spain, specially in the Compulsory Education.

3. Improve the academic performance of migrant students with this methodology.

1. METHODOLOGY (II)OTHER OBJECTIVES

4. Help achieving a better social integration.5. Achieve a decrease in the absenteeism, early leaving

school and grade retention rates.6. Assess the way “mentor” students have faced the task.7. Improve the future chances for foreign students.

1. METHODOLOGY (II)OTHER OBJECTIVES

3. STEPS OF THE PROCESS & EVALUATION

GENERAL AND INTERNATIONAL NEED ANALYSIS. NEED ANALISYS OF THE FORMATIVE NEEDS OF THE SCHOOLS AND SELECTION OF MENTORS AND MENTEES

TEACHERS AND EDUCATIONAL SCHOOLS STAFF TRAINING

MENTORS SELECTION AND TRAINING. SELECTION OF PAIRS OF MENTOR AND MENTEE

IMPLEMENTATION OF INTERCULTRUAL PEER MENTORING PROGRAMME

MONITORING AND EVALUATION OF THE MENTORING MODEL

RESOURCES OF THE

PROGRAMME

1.Learning kit

2.Training courses

3.Guideline Handbook

4.Mentors´ kit

4. CONCLUSSIONS & FINDINGS (I).

• Peer tutoring is highly valued among experts, however, rarely used.

• Training needed for both mentors & teachers.• This kind of programs needs to celebrate our students´ diversity

and not just integrate students.• Because the current lack of motivation, with this methodology

we try to motivate students by allowing them not only to build their own knowledge but to help others as well.

3. CONCLUSSIONS & FINDINGS (II).

• Mentors have seen improvements in mentees´:• Self-esteem.• Knowledge of the host society´s language • Integration at school.

• It should involve at some point the rest of their peers in class.• Teachers & mentors recommend to use this programme with

native students as well that show integration or/and performance issues or even suffer bullying.

THANK YOU SO MUCH FOR

YOUR ATTENTION

www.interculturalmentoring.eu