1. Matt Getze Spring 2013
Foreign Language & Culture Mentoring Program (FLCMP)
Program Overview
The FLCMP provides intensive, authentic foreign language learning and cross-cultural support to
undergraduate foreign language students at the University of Notre Dame. The program pairs
undergraduate foreign language students with international graduate student mentors. The
program’s primary goal is to enhance and deepen foreign and second language learning and
cross-cultural experience among Notre Dame students through direct, structured and personal
interaction in academic and social contexts. Specific learning goals for undergraduate students are
established at the beginning of the program by the collaborating faculty, mentee and mentor.
The FLCMP goals and objectives are based on ACTFL’s 5 C’s standards for foreign language
education. Pedagogical considerations are many but chief among are 1) communicative approach
2) social/cultural interactionist theories 3) community-based, experiential learning.
At the end of the program each semester, undergraduate students who participate in the FLCMP
program will receive the following:
• Certificate of Completion of the Foreign Language & Culture Mentoring Program
• Letter of recommendation by the Graduate Mentor and CSLC
• Count towards participation grade
• Funding for a cultural activity (e.g., performance, dinner…)
• Increased foreign language skills and cross-cultural awareness
Objectives
Mentees
• Increase conversational fluency through targeted, meaningful discussions
• Gain target language skills in writing
• Gain cross-cultural (target) experience and enrichment
• Gain deeper and more factual knowledge of target culture social norms and themes
• Increase interpersonal communication skills
• Apply language skills to primary interests
• Lower language and culture learning anxiety through supportive environment
• Prepare for study abroad
Mentors
• Develop/increase leadership skills
• Increase interpersonal, facilitative skills
Goals
Learning goals are determined by faculty and mentee.

2. Matt Getze Spring 2013
Candidate Qualifications
Graduate Mentors
• Must be a Notre Dame international student
• Must be native speakers and have a high proficiency of target language and culture to be
able to make cultural and linguistic comparisons to facilitate cross-cultural understanding
• Must demonstrate and model language and cultural appropriateness
• Must commit to two – three hours a week to the program
• Have good interpersonal communication skills
• FLTA’s as part of their regular duties and responsibilities
Mentees
• Must be undergraduates majoring in a foreign language
• Must have a language proficiency level of intermediate to advanced
• Must commit to the requirements of the program
• Must be proactive, motivated and a self-starter
• Must be accountable to the learning goals of the program
Duties and Responsibilities
Both Mentor and Mentee
• Fill out program applications
• Set language and cultural goals for mentees
• Meet once or twice a week for one to two hours
• Attend two to three social, cultural or volunteer activities per semester
• Must be accountable to each other and to all partnering units
Graduate Students
- Develop activities/exercises to facilitate discussions, use authentic resources such as
media (print and online), and attend cultural events and activities
• Prepare undergraduate students who are going abroad, linguistically and culturally
o Activities and exercises that review cultural and social norms and themes
• Help facilitate cross-cultural events/activities such as a movie nights
• Monitor development and progress of mentee
• Keep mentee accountable
Undergraduate Students
• Attend sessions
• Complete assignments
• Must not miss more than 3 meetings
Activities
Activities of the FLCMP may include, but are not limited to, the following:
Articles. Event/activity. Debrief. Reflection.
• Mentee reads articles (print or online) selected by Graduate Mentor focusing on a social,
education, cultural theme. For example, the Red Cross or target culture health care
• Mentor and mentee discuss the article and mentee’s take away

3. Matt Getze Spring 2013
• Mentor and mentee go to local Red Cross together or attend Annual Latino Health Fair in
South Bend
• Debrief
• Mentee reflects in a blog or informal, reflection essay
Follow Authentic Blog
• Mentee follows blog. Contributes by commenting, discusses with mentor.
Language Across the Curriculum (LAC)
• If mentee is a pre-med/science major, read article, discuss with mentor.
• Mentor and mentee visit Memorial Hospital or St. Joseph’s, or clinic, speak with hospital
translator or official
• Debrief
• Reflect
Prepare for Study Abroad
Ex. Chinese graduate student from Beijing with undergraduate student preparing to go abroad to
Beijing.
• Mentee takes in selected media – watch documentaries, read online, newspapers, etc—of
major aspects of Beijing
• Mentee and mentor discuss assignment
• Mentee and mentor work together on Chinese Speech Contest skit
• Coaching and debriefing
Capstone Project
• Make a video, write an informal, reflection essay
Evaluation & Accountability
• Mentee assignments, whether in writing or multimedia projects, serve as evidence of
participation and data
• Mentor will keep track of mentee status and progress and report to faculty
Other Info
• Mentors will be compensated to ensure they keep accountable and consistent (starting
Fall 2013)
• Timeframe is 3 months per semester
• Attend training session (maybe touch base with Multicultural Center to ask for training
tips)
• The mentoring program is not a “tutoring” program. The mentoring program rests on the
principle of reciprocation where mentors and mentees meet goals through mutual respect,
participation and commitment.