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Language mentoring programs

at RMIT University

Guosheng Chen, Malamatania Demiraki, Lynne Li, Kerry Mullan, Susana Chaves Solis, Barbara White

Language DisciplineSchool of Global Studies, Social Science and Planning

RMIT University

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Introduction

What are the language mentoring programs at RMIT: an overview

Why a mentoring program:

- Challenges in language teaching at university

- Documented benefits of peer learning and teaching

How: Logistics of mentoring program

- Engaging the University

- Engaging the Students

- Procedures and Processes

Outcomes: - Feedback from mentors

- Feedback from mentees

Conclusion

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What are the language

mentoring programs at RMIT

– An Overview

Intermediate, advanced, or native speaker students of Chinese, French, Greek,

Japanese and Spanish at RMIT mentor beginner students for up to two extra-

curricular hours a week, assisting with specific language or study related

difficulties and/or providing extra practice activities related to course content.

“The mentor acts as a facilitator and a catalyst for learning. The mentee is

responsible for their own learning. The mentor is responsible for supporting,

facilitating and learning with the learner.”

(Kehoe 2007: 6)

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Why a mentoring program (1) :

Challenges in language teaching

at university

Current trend for larger class sizes

Reduced contact hours

Attrition (one third of beginner level university language students do not continue

their language study after one semester, and a further third do not continue after

their second semester)

Report to the Council of the Australian Academy of the Humanities (2008: 14)

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Why a mentoring program (2) :

Documented benefits of peer learning

and teaching

Very little literature on mentoring for language students

Benefits of peer learning and teaching in general well documented:

(Annis 1983; Bargh and Schul 1980; Biggs and Tang 2007; Boud 2001; Chi,

Siler, Jeong, Yamauchi and Hausmann 2001; Scarino and Liddicoat 2009:

Slavin 1987)

We learn best when we have to teach something

No single best method of teaching, “but the second best is students teaching

other students.”

(Svinicki and McKeachie 2010: 192)

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Why a mentoring program (2) :

Documented benefits of peer learning

and teaching (Cont.)

Benefits to all students:

Regular study

Enhanced students’ learning experience

Increased confidence and interest in learning

Discovering different learning styles

Networking with students from different cultural backgrounds

Learning effective ways to communicate

Realising importance of motivation in learning

Increased autonomy in language learning

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Why a mentoring program (2) :

Documented benefits of peer learning

and teaching (Cont.)

Additional benefits to mentees:

Sessions tailored to mentees’ specific needs

Assistance from student with direct experience of learning the same content

Removes “expert” teacher and formal setting of classroom

One on one explanations

Friendly and informal (non-threatening) learning environment*

*at least 50% of all language learners suffer from unusually high levels of anxiety

(Lanir 2010: 70)

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Additional benefits to mentors:

Revision and consolidation

Improved organizational and communication skills

Learning how to give and receive feedback

Learning how to evaluate their own learning

Learning to deal with unexpected questions and problems

Reaffirms own level of language proficiency

(cf. Cohen et al 1982; Pascarella and Terenzini 2005; Polirstok and Greer 1986;

Webb and Farivar 1999)

Why a mentoring program (2) :

Documented benefits of peer learning

and teaching (Cont.)

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How: Logistics of mentoring program (1):

Engaging the University

RMIT LEAD (Student engagement and leadership development)

http://www.rmit.edu.au/lead

Students who volunteer for 15 hours and complete five hours of training in an

RMIT LEAD accredited volunteer program get a certificate signed by the Vice

Chancellor and their contribution recorded on their official academic transcript

Mentoring program design based on Brown et al. (2008) and Falchikov

(2001: 135-141)

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How: Logistics of mentoring program (2):

Engaging the Students

Participants:

Mentors: intermediate / advanced students / native speakers (local or

exchange students; language assistants)

Mentees: beginner students

All students: undergraduate / postgraduate; any year of study; volunteers;

no minimum level of proficiency required

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How: Logistics of mentoring program (3):

Procedures and Processes

YYYReflectivejournal

YQuestionnaire

YMentoringstarts

YYYYY

Menteessign up forprogram

1 hr3 hr1 hrMentortraining

YYMentorsrecruited

W12W11W10W9W8W7W6W5W4W3W2W1

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Summary of Outcomes

Feedback overwhelmingly positive

Some suggestions for minor improvements, but all participants say they would recommend this program to others

Enthusiasm of mentors (increasing numbers)

Some mentees go on to become mentors – in their target or native language

Some students continue to mentor despite not being enrolled in a language course

Two mentors won RMIT Student Life Awards in 2010 for their contribution to the French mentoring program

Learning diaries far exceeded requirements (some students wrote diaries after each mentoring session, spent a lot of time reflecting on process; some students found process so useful they volunteered additional entries on own learning)

Achieved aims of restoring confidence and increasing motivation among students

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Outcomes (1): Feedback from mentors

Consolidating their own learning:

‘I was again amazed at how much repetition does for my current study and how it

enforces me to go back and re-learn/research old material.’

Increasing their awareness of learning:

‘Mentoring has forced me to think about how I learn and what methods have

helped me most.’

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Outcomes (1): Feedback from mentors

(Cont.)

Increased confidence:

‘I was surprised as to how far I have come and gained some confidence in my

own ability.’

‘I think it’s been good for the mentees to have a session where they can ask

questions in a small and reasonably relaxed environment and come away from it

hopefully feeling more confident in their abilities. I think this has helped me too,

as mentoring other people has consolidated what I know and I think helped to

make me feel more confident about my abilities.’

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Outcomes (1): Feedback from mentors

(Cont.)

Encouraging learner autonomy in the mentee:

‘I tried to establish a friendly relationship with my mentees rather than that of a 'teacher' - this meant that there was a general understanding that I did not know everything and that they were responsible for their own learning rather than them relying upon me. I tried to be there just for guidance and for anything they needed clarification of.’

Motivation:

‘I also recently realised that watching French beginners and asking them why they chose to study French has made me excited to continue studying French’.

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Outcomes (1): Feedback from mentors

(Cont.)

Problems:

Time (with mentees; lack of preparation time for mentoring)

Two mentees at once could be problematic

Mentee (lack of) commitment to the program

Language barrier with international students

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Outcomes (2): Feedback from mentees

Benefits:

‘It has helped me to clearly understand the content of the course. The information

that was learned in class was successfully backed up by the mentoring.’

‘It has improved my grammar rules and motivation to learn.

‘It was helpful to have things explained in my native language.’

‘It was good to be able to work through things I didn’t understand one on one.’

‘Because mentors are like us, it’s easier to communicate with them.’

‘Good for building strong friendships with classmates and creating “study

buddies”.’

‘Seeing other students struggling with the same things I struggle with made me

feel more comfortable about the difficulties I have.’

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Outcomes (2): Feedback from mentees

(Cont.)

Has the mentoring made a difference to your wanting to continue learning

the target language? If so, why?

‘The contact between student and tutor was very rewarding and helpful.’

‘[The mentoring] makes learning more fun.’

‘Because I feel like I have support in the sometimes daunting task of learning

another language; also it makes me feel that I am not as dumb as I sometimes

think!’

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Conclusion

1

Language mentoring programs an effective way of enhancing and diversifying

the language learning experience for students.

Partial solution to some of the challenges affecting language learning today.

Such programs help with engagement and retention of language learners, and

may even encourage students to begin learning a language.

Benefits of mentoring can be applied to all areas of learning.

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Conclusion

2

“There is now a good deal of research evidence to suggest that the more time and effort students invest in the learning process and the more intensely they engage in their own education, the greater will be their growth and their achievement, their satisfaction with their educational experiences, and their persistence in college, and the more likely they are to continue their learning.”

(Study Group on the Conditions of Excellence in American Higher Education 1984: 17)

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Conclusion

3

“A brilliant initiative with effective outcomes that plays as much a role in aiding the mentees, as it allows for personal reflection of knowledge and further education in the mentor.”

(Mentor)

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French mentors semester 2 2009 L-R: Andy Mitchell, Anna Nottle, Cassie Oaten, Kate Lowsby, Beate Stavik, Madeleine Cleary, Jan Kilicaslan (front row), Susan Cash (back row), Caitlin Caruana, Sarah Doyle (front row), Catherine Pelling

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References

1

Annis, L. F. 1983. The processes and effects of peer tutoring. Human Learning 2: 39-47.

Astin, A. W. 1997. What matters in college? Four critical years revisited. San Francisco:

Lossey Bass.

Bargh, J. A. and Schul, Y. 1980. On the cognitive benefits of teaching. Journal of Educational

Psychology 72, 5: 593-604.

Biggs, J. B. and Tang, C. 2007. Teaching for quality learning at university. Open University

Press/Mc Graw-Hill Education.

Boud, D. 2001 Introduction: making the move to peer learning. In D. Boud, R. Cohen and J.

Sampson (eds.). Peer Learning in Higher Education: learning from and with each other.

UK: Kogan Page Ltd.

Brown, A., Carmichael, R. and Ryan, R. 2008. An apple a day: Supporting 1st year learning and

teaching through academic mentoring and peer tutoring. 11th Pacific Rim First year in

Higher Education Conference, Hobart. http://mams.rmit.edu.au/24357m6zabq6z.pdf

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References

2

Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T and Hausmann, R. G. 2001. Learning from

human tutoring. Cognitive Science 25: 471-533.

Cohen, P. A., Kulik, J. A. and Kulik, C. C. 1982. Educational outcomes of tutoring: a meta-

analysis of findings. American Educational Research Journal 19: 237-248.

Draft Shape of the Australian Curriculum: Languages. 2011. Australian Curriculum,

Assessment and Reporting Authority, Sydney.

Falchikov, N. 2001. Learning Together: peer tutoring in Higher Education. London / New York:

Routledge Falmer.

Jacobi, M. 1991. Mentoring and Undergraduate Academic Success; a Literature Review.

Review of Educational Research, 61/4: 505 – 532.

Kehoe, D. 2007. Developing your people: 25 action-based articles showing you how to develop

your people through coaching and mentoring. Australia: McGraw Hill.

Lanir, L. 2010. Foreign language learning difficulties. Modern English Teacher, 19, 3: 70.

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References

3

Mullan, K. (Forthcoming.) Parlez-vous français? French academic mentoring program: a case study among language students. Local -Global Journal Special Edition: Globalization, Linguistic Diversity and Sustainability.

Pascarella, E. T. and Terenzini, P. T. 2005. How College Affects Students Vol. 2. USA: Jossey-Bass.

Polirstick, S. and Greer, R. 1986. A replication of collateral effects and a component analysis of a successful tutoring package for inner-city adolescents. Education and Treatment of Children 9: 101-121.

Report to the Council of the Australian Academy of the Humanities 2008 : Beginners’ LOTE (Languages Other than English) in Australian Universities: an Audit Survey and Analysis. http://www.humanities.org.au/Resources/Downloads/Publications/OccasionalPapers/BeginnersLOTEAudit.pdf

Scarino, A. and Liddicoat, A. 2009. Teaching and Learning Languages: a guide. Australia: Department of Education, Employment and Workplace relations. http://www.tllg.unisa.edu.au/lib_guide/gllt_front.pdf.

Slavin, R. E. 1987. Making Chapter 1 make a difference. Phi Delta Kappan 69: 110-119.

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References

4

Smith, B. 2005. Unveiling the Hidden Curriculum of Higher Education Through the Academic

Mentoring Process. Paper presented at the annual meeting of the American Sociological

Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005.

http://www.allacademic.com/meta/p19467_index.html

Study Group on the Conditions of Excellence in American Higher Education. 1984. Involvement

in learning: Realizing the potential of American higher education. Washington DC: National

Institute of Education.

Sviniki, M. and McKeachie, W. 2010. McKeachie's Teaching Tips: strategies, research, and

theory for college and university teachers, International Edition. Australia: Wadsworth.

Webb, N. M., and Farivar, S. 1999. Developing Productive Group Interaction in Middle School

Mathematics. In O’Donnell, A. M. and King, A. (eds.). Cognitive Perspectives on Peer

Learning. Mahwah, NJ: Lawrence Erlbaum Associates.

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Appendix 1

1 hour training session with French coordinator

(a) organisational aspects of the program (where to meet etc)

(b) activities to determine learning styles

(c) challenges related to learning a language and possible solutions

(d) suggested study techniques

(e) potential problems

(f) the content of the mentoring sessions

(g) useful study resources

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Appendix 2

3 hour training session by RMIT LEAD:

(a) role, benefits, and ethical considerations of being a mentor

(b) effective methods of communicating, listening and questioning

(c) working with students from different cultural backgrounds

(d) facilitating a small group

(e) diverse learning styles

(f) peer learning

(g) reflective practice

Training based on the RMIT Student Mentoring Handbook available at http://mams.rmit.edu.au/bvs3pjx08xai1.pdf