Peer tutoring at school with migrant students: Intercultural Mentoring Program

Peer tutoring at school 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

Lorenzo LuattiOXFAM

INDEX1. FRAMEWORK

2. KEY CONCEPTS

3. WORK HYPOTHESIS

4. VARIABLES

5. DESIGN AND IMPLEMENTATION OF THE PROGRAMME1. DESIGN OF THE GENERAL NEED ANALYSIS

6. RESULTS OF THE GENERAL NEED ANALYSIS

1. FRAMEWORK

• INTO project (Intercultural Mentoring tools tosupport migrant integration at school), a ComeniusMultilateral Project, leaded by Oxfam Italia, aims tointroduce in the partner countries’ Secondary Schoolcontext peer tutoring actions which could helpmigrant students in risk of early leaving school orschool failure in order to improve not only theirmarks but their future opportunities as well.

2. Key

Concepts

Peer tutoring

Migrant students

Intercultural Education

“a cooperative learning method based on the creation

of students couples, with an asymmetric

relationship, with a common aim, known and

shared (like the teaching and learning process of a

subject), that takes place through a relationship

between said students, planned by the teacher” (David

Durán, 2004).

3. WORK HYPOTHESIS• The kind of mentoring programme designed as part of the

INTO project for migrant students in risk will help toimprove their integration in the classroom and schoolenvironment and support a higher participation in theirformative process, not just inside the school, but in thesociety in general, decreasing early leaving school rates ofthis group and improving their academic performance.

4. VARIABLES (I)The most important dependent variables of this researchwill be the following:

a. Migrant students level of integration in the school andin the society.

b. Early leaving school and absenteeism rates

c. School performance.

d. Level of satisfaction with the program.

The independent variable will be the type of MentoringProgramme design within the INTO Project.

The control variables are the level of implication of thementor students, teachers, the level of motivation of themigrant students, generation of migrant (first or secondgeneration). Type of school, family socioeconomic status,level of family implication…

4. VARIABLES (II)

5. DESIGN AND IMPLEMENTATION OF THE PROGRAMME

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

5.1. DESIGN OF THE GENERAL NEED ANALYSIS

In each country involved in this project we looked forinformation about the following contexts:

- Educational system structure.- The real situation of migrant students- Peer tutoring best practices.

5.1. DESIGN OF THE GENERAL NEED ANALYSIS

• First part based on a documentary research donein each country based on:

• Legislation• Thesis•Official reports from organizations (E.U., O.E.C.D,

E.A.C.E.A., I.N.E.E.)• Books and Journal articles.

5.1. DESIGN OF THE GENERAL NEED ANALYSIS (II)

• The second part of the Need Analysis was a focus group done ineach partner country in which experts in intercultural educationwere invited.

• They explained to us what is the real situation, what their resourcesare and how they face this challenge in their classrooms.

• Afterwards the partners shared all the collected data and saw thesimilarities and also the differences.

New approach

More active role

Self-esteemTraining needed

Helpseverybody

6. RESULTS FROM THE

GENERAL NEED ANALYSIS

6. RESULTS FROM THE GENERAL NEED ANALYSIS (VI)

•Most common themes that emerged from the focus group

meetings:

•About Students

•About Schools

•About our Model

6. RESULTS FROM THE GENERAL NEED ANALYSIS (III)

•Most common themes that emerged from the focus group

meetings:

•About Students

•About Schools

•About our Model

•Poor knowledge of their new language

•A lack of motivation for education.

•Bullying and racism is linked to migration

6. RESULTS FROM THE GENERAL NEED ANALYSIS (V)

•Most common themes that emerged from the focus group

meetings:

•About Students

•About Schools

•About our Model

• A whole school approach is needed. Weneed to include teachers, teachingassistants, administration and evenNGOs working with schools.

• Need to consider individuals studentsand individual schools. One size does notfit all.

6. RESULTS FROM THE GENERAL NEED ANALYSIS (VII)

•Most common themes that emerged from the focus group

meetings:

•About Students

•About Schools

•About our Model

• Need to be aware of the culturaldifferences and unique contexts ofeach country

• Specific training for all stakeholdersinvolved in the programme

• The model needs to celebratediversity not just seek integration

THANK YOU SO MUCH FOR

YOUR ATTENTION

www.interculturalmentoring.eu