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Students Mentoring Students from Grade School to Grad School Kathy Lobo (grade school) Melissa Latham (high school) Leslie...
<ul><li>This presentation demonstrates the potential of student mentoring programs to provide a venue for authentic commun...
<ul><li>Language is acquired through authentic interactions  </li></ul><ul><li>Many of our students may be isolated and ha...
Mentoring in “Grade School” <ul><li>Lunch groups held on a frequent basis  -opportunity for students in the same grade to ...
What the lunches look like:
What we do to get the ball rolling. . .
Activities and Games
Cultural Connections
After school activities include <ul><li>Apple picking </li></ul><ul><li>Carving pumpkins </li></ul><ul><li>Making holiday ...
 
 
Connecting to Community
Making things-cards and gifts
Connecting to the Wider Community <ul><li>Museums often have free admission hours </li></ul><ul><li>Students and families ...
Annual Sundae Event
Venue to Cultivate Relationships
High School Demographics <ul><li>2% of high school students are LEP </li></ul><ul><li>96% of high school students plan to ...
High School Student Voices <ul><li>“ Well there’s four [Spanish-speaking students], 3, 4…have been here for a long time, l...
<ul><li>And then there’s the people who are learning now and still feel awkward when they try to speak and it gets uncomfo...
High School Student Voices <ul><li>“ I want to say when I first came to here, I felt everyone was so unfriendly because wh...
High School Student Voices <ul><li>“ It was really difficult.  Kind of difficult.  In the first time, the first class was ...
High School Student Voices <ul><li>“ And also, Buyee, you know her?  She was crying in the office of my drawing/painting t...
Mentor Program <ul><li>Two versions </li></ul><ul><ul><li>One-on-one: Students were paired with another student and met on...
One-on-One <ul><li>Mentor was a student who had already spent one academic year in the school. </li></ul><ul><li>Mentee wa...
Logo Design Contest
International Food Party
Whole Group <ul><li>Mentors were students who had already spent one academic year in the school. </li></ul><ul><li>Mentees...
Scavenger Hunt <ul><li>What is the title of the book under the call number: 523.89 REY </li></ul><ul><li>What are the name...
Questions for Consideration <ul><li>My mentors were very motivated to participate.  The mentees didn’t seem to have as muc...
Mentoring at the Graduate Level <ul><li>Pairs with current students and incoming students (via email) </li></ul><ul><li>Pa...
Current and Incoming <ul><li>Incoming students are asked if they would like to correspond with a current student. </li></u...
M.A. Mentoring Groups <ul><li>3-6 M.A. students </li></ul><ul><li>1 st  and 2 nd -year M.A. students </li></ul><ul><li>NES...
Group Tasks <ul><li>Social events – cooking together for department events </li></ul><ul><li>Member support – for English ...
M.A. Group Bulletin Boards
M.A. Feedback <ul><li>Students liked  </li></ul><ul><ul><li>getting to know other students and their cultures. </li></ul><...
Ph.D. Mentoring Group <ul><li>All students in Language Education concentration  </li></ul><ul><li>Monthly meetings for stu...
Mentoring across Levels  <ul><li>LinkingLanguageLearners student organization plans events </li></ul><ul><li>M.A. Mentorin...
Annual Language Game Day
 
<ul><li>Now it’s your turn for a mentoring task… </li></ul>
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Grade School To Grad School Tesol Barratt Latham Lobo

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This presentation describes models of programs in which students mentor other students. Participants will gather ideas for how they can implement student mentoring in their own contexts.

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Grade School To Grad School Tesol Barratt Latham Lobo

  1. 1. Students Mentoring Students from Grade School to Grad School Kathy Lobo (grade school) Melissa Latham (high school) Leslie Barratt (grad school)
  2. 2. <ul><li>This presentation demonstrates the potential of student mentoring programs to provide a venue for authentic communication and increased social integration for language learners. </li></ul><ul><li>Three models of mentoring at middle school (grades 5-8), high school, and university were implemented. </li></ul>
  3. 3. <ul><li>Language is acquired through authentic interactions </li></ul><ul><li>Many of our students may be isolated and have a small/limited social network </li></ul><ul><li>Fostering social networking and authentic communication can in turn foster language development and greater academic success </li></ul><ul><li>Student mentoring programs provide both a venue for authentic communication and increased social integration for language learners </li></ul>
  4. 4. Mentoring in “Grade School” <ul><li>Lunch groups held on a frequent basis -opportunity for students in the same grade to meet and interact </li></ul><ul><li>Special Events for English Language Learners held several times a year -opportunity for students across grade levels to meet and interact </li></ul>
  5. 5. What the lunches look like:
  6. 6. What we do to get the ball rolling. . .
  7. 7. Activities and Games
  8. 8. Cultural Connections
  9. 9. After school activities include <ul><li>Apple picking </li></ul><ul><li>Carving pumpkins </li></ul><ul><li>Making holiday decorations </li></ul><ul><li>Making cards </li></ul><ul><li>Making gifts </li></ul><ul><li>Visiting museums </li></ul><ul><li>Attending concerts </li></ul><ul><li>Community service projects </li></ul>
  10. 12. Connecting to Community
  11. 13. Making things-cards and gifts
  12. 14. Connecting to the Wider Community <ul><li>Museums often have free admission hours </li></ul><ul><li>Students and families can use public transportation </li></ul><ul><li>Free events at local libraries, music schools, churches, town halls. . . </li></ul><ul><li>Historical reenactments. . .annual events. . . </li></ul>
  13. 15. Annual Sundae Event
  14. 16. Venue to Cultivate Relationships
  15. 17. High School Demographics <ul><li>2% of high school students are LEP </li></ul><ul><li>96% of high school students plan to attend college </li></ul><ul><li>The native languages spoken by students in the ELE program or FLEP monitoring in the 2008-2009 school year included Korean (14), Mandarin Chinese (11), Spanish (6), Cantonese Chinese (2), Russian (2), German (2), Armenian (2), Nepali (1), French (1), Albanian (1), Gujarati (1), Hebrew (1), Haitian Creole (1) and Japanese (1) </li></ul>
  16. 18. High School Student Voices <ul><li>“ Well there’s four [Spanish-speaking students], 3, 4…have been here for a long time, like their whole lives, so they’re really comfortable with it. And they can use it anytime they want and move it around and express themselves very well and, yeah, it’s basically their first language. They have two first languages because they were raised here so they can use it very well. Then, there’s like three groups, that and then there’s a middle group where I put myself where we’re still learning but have like a basic English…we can talk to people and express ourselves, but we still need more. We’re comfortable but we could use more. </li></ul>
  17. 19. <ul><li>And then there’s the people who are learning now and still feel awkward when they try to speak and it gets uncomfortable. I don’t know. Every time I’m with them I try to speak in Spanish half the time and in English half the time to get…in their heads somehow…how I learned. One of my friends helped me that speaks Spanish. It’s like three different groups.” (Al, 17, from Chile, 2.5 years in the US) </li></ul>
  18. 20. High School Student Voices <ul><li>“ I want to say when I first came to here, I felt everyone was so unfriendly because when I asked them something they didn’t respond, but until now I feel like so many kids are nice and they’re all good kids and then because I communicate with them…It’s like I gave them something and then they gave me back.” (Yu, 15, from China, 1 year in the US) </li></ul>
  19. 21. High School Student Voices <ul><li>“ It was really difficult. Kind of difficult. In the first time, the first class was History class, and Mr. S., when I was a freshman and everyone know each other, but I didn’t know who was my classmate. Mr. S. let us to know the people’s name, just memorize the name, and I failed because it was kind of unfamiliar to me. English name, and I can’t really understand what they saying. My turn, it was something. It was Peter…I don’t know…but I failed. I feel really awkward because everybody know each other, but I don’t know. It was kind of awkward. Yeah, six months, I know each other. It’s getting better. Yeah. It’s getting better.” (Yoon, 18, from Korea, 2 years in the US) </li></ul>
  20. 22. High School Student Voices <ul><li>“ And also, Buyee, you know her? She was crying in the office of my drawing/painting teacher, and then I asked her why and she said, she feel so sad because…her Algebra teacher so mean, and then she was like, she feels it is so hard for us to come here because she was a great student in Korea, but in here her grade went down so much because of the language and the teacher didn’t understand her and then like said something so mean about her. So she was so…and I had that same experience before. And we were crying in the office and…it’s always hard for foreigners to come to a country that they don’t know before.” (Yu, 15, from China, 1 year in the US). </li></ul>
  21. 23. Mentor Program <ul><li>Two versions </li></ul><ul><ul><li>One-on-one: Students were paired with another student and met once a week. Whole group meeting at the end of the month. (‘08-’09) </li></ul></ul><ul><ul><li>Whole group: Students met in a large group once a term. (’09-’10) </li></ul></ul>
  22. 24. One-on-One <ul><li>Mentor was a student who had already spent one academic year in the school. </li></ul><ul><li>Mentee was a new student that year. </li></ul><ul><li>Mentor received service hours. </li></ul><ul><li>Pros: some pairs met a lot, helped with school work, friendships </li></ul><ul><li>Cons: some pairs had a hard time connecting, more mentors than mentees </li></ul>
  23. 25. Logo Design Contest
  24. 26. International Food Party
  25. 27. Whole Group <ul><li>Mentors were students who had already spent one academic year in the school. </li></ul><ul><li>Mentees were new students that year. </li></ul><ul><li>Mentors received service hours. </li></ul><ul><li>Pros: Eliminated problem of pairs connecting, all mentors could participate </li></ul><ul><li>Cons: Fewer meetings, fewer individual connections, less collaboration on school work </li></ul>
  26. 28. Scavenger Hunt <ul><li>What is the title of the book under the call number: 523.89 REY </li></ul><ul><li>What are the names of the three secretaries in the main office? </li></ul><ul><li>What are three ways you can receive gym credit at BHS? </li></ul><ul><li>What is the BHS mascot? </li></ul><ul><li>What Shakespearean play is the English director reading? (HINT: It is on her desk!) </li></ul><ul><li>What five pictures are on Mr. Millington’s door? </li></ul><ul><li>Where is the lost and found? </li></ul><ul><li>Who teaches in room 114? </li></ul><ul><li>What are the four languages taught in the Foreign Language Department? </li></ul><ul><li>What department does Ms. Lints teach in? </li></ul>
  27. 29. Questions for Consideration <ul><li>My mentors were very motivated to participate. The mentees didn’t seem to have as much buy-in. How can the program be more useful to mentees? </li></ul><ul><li>Should the program look different depending on the needs of the population in a given year? </li></ul><ul><li>How should students be matched? Is native language/cultural background important? Age group? </li></ul>
  28. 30. Mentoring at the Graduate Level <ul><li>Pairs with current students and incoming students (via email) </li></ul><ul><li>Pairs with first- and second-year TAs </li></ul><ul><li>M.A. Mentoring Groups </li></ul><ul><li>Ph.D. Mentoring Group </li></ul><ul><li>Mentoring across groups – LinkingLanguageLearners organization </li></ul>
  29. 31. Current and Incoming <ul><li>Incoming students are asked if they would like to correspond with a current student. </li></ul><ul><li>Current student chosen based on various factors: time, enthusiasm, similar situation, sometimes country or culture. </li></ul>
  30. 32. M.A. Mentoring Groups <ul><li>3-6 M.A. students </li></ul><ul><li>1 st and 2 nd -year M.A. students </li></ul><ul><li>NEST and NNEST students </li></ul><ul><li>Students of several countries/languages </li></ul><ul><li>At least one student with a car </li></ul>
  31. 33. Group Tasks <ul><li>Social events – cooking together for department events </li></ul><ul><li>Member support – for English or studies </li></ul><ul><li>Collaboration on Professional task </li></ul><ul><ul><li>bulletin boards </li></ul></ul><ul><ul><li>Language games </li></ul></ul><ul><ul><li>Other service project </li></ul></ul>
  32. 34. M.A. Group Bulletin Boards
  33. 35. M.A. Feedback <ul><li>Students liked </li></ul><ul><ul><li>getting to know other students and their cultures. </li></ul></ul><ul><ul><li>Cooking and language games. </li></ul></ul><ul><li>Participation is a challenge. </li></ul><ul><li>Benefits vary depending on the student. </li></ul><ul><ul><li>help with assignments </li></ul></ul><ul><ul><li>teamwork experience </li></ul></ul><ul><ul><li>Social support </li></ul></ul>
  34. 36. Ph.D. Mentoring Group <ul><li>All students in Language Education concentration </li></ul><ul><li>Monthly meetings for students to </li></ul><ul><ul><li>report progress on dissertations/proposals </li></ul></ul><ul><ul><li>get feedback from others </li></ul></ul><ul><ul><li>Pre-candidate students get advice on classes and topics </li></ul></ul>
  35. 37. Mentoring across Levels <ul><li>LinkingLanguageLearners student organization plans events </li></ul><ul><li>M.A. Mentoring Groups (as well as others) bring their games and teach them </li></ul><ul><li>Students at all levels help plan and run events </li></ul>
  36. 38. Annual Language Game Day
  37. 40. <ul><li>Now it’s your turn for a mentoring task… </li></ul>

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