Track 08 - Evaluation in education and guidance Authors: Paloma No-Gutiérrez, Mª José Rodríguez-Conde, Valentina Zangrando and Antonio M Seoane-Pardo https://www.youtube.com/watch?v=vg5adrRs7vg&list=PLboNOuyyzZ86-C6svvpQJ8IF8ibUXfBl1&index=4

1. Peer tutoring with
migrant students:
Intercultural Mentoring
Programme
Paloma No Gutiérrez
UNIVERSIDAD DE SALAMANCA
Mª José Rodríguez Conde
UNIVERSIDAD DE SALAMANCA
Valentina Zangrando
UNIVERSIDAD DE SALAMANCA
Antonio M. Seoane Pardo
UNIVERSIDAD DE SALAMANCA

2. INDEX
1. FRAMEWORK
2. METHODOLOGY
3. STEPS OF THE PROCESS & EVALUATION
4. CONCLUSSIONS & FINDINGS

3. •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)

4. •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)

5. “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)

6. 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)

7. “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).

8. 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

9. 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

10. 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

13. RESOURCES
OF THE
PROGRAMME
1.Learning
kit
2.Training
courses
3.Guideline
Handbook
4.Mentors´
kit

18. 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.

19. 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.

20. THANK YOU SO
MUCH FOR
YOUR
ATTENTION
www.interculturalmentoring.eu