A Peer-Mentoring Scheme for Immigrant Students in English Secondary Schools: A Support Mechanism for Promoting Inclusion?

Autor/inn/en	Messiou, Kyriaki; Azaola, Marta Cristina
Titel	A Peer-Mentoring Scheme for Immigrant Students in English Secondary Schools: A Support Mechanism for Promoting Inclusion?
Quelle	In: International Journal of Inclusive Education, 22 (2018) 2, S.142-157 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1362047
Schlagwörter	Foreign Countries; Peer Teaching; Mentors; Secondary School Students; Immigrants; Inclusion; Semi Structured Interviews; Focus Groups; Educational Benefits; Empathy; English Language Learners; Second Language Instruction; Friendship; Skill Development; Social Support Groups; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Peer group teaching; Peer Group Teaching; Sekundarschüler; Immigrant; Immigrantin; Immigranten; Inklusion; Bildungsertrag; Empathie; Fremdsprachenunterricht; Freundschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Social support; Soziale Unterstützung
Abstract	Immigration in Europe has increased rapidly over the last years. As a result, schools are accepting students arriving from other countries at various stages of the school year. This can be a challenging process both for students and for schools. This paper describes the introduction of a peer-mentoring scheme to support immigrant students in three English schools, which took part in a European Union funded project that involved five countries. Data from semi-structured interviews with mentors, mentees and facilitators were analysed and highlighted a number of positive impacts, such as getting support from mentors, making new friends and increased confidence both for mentors and mentees. However, it seems that the way that the programme was implemented in the English schools, focused only on the individual students, rather than having an impact on the whole school. The implications of such an approach in relation to inclusion are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01