Overcoming the anxiety of unknowing the language: the role of mentoring in the acquisition of the language of instruction by adolescents of immigrant background
DOI:
https://doi.org/10.37536/LYM.2.15.2023.1840Keywords:
youth mentoring, adolescence, immigration, language acquisition, social inclusionAbstract
This study aims to promote a better understanding of how social support provided by youth mentoring contributes to the acquisition of the language of instruction by immigrant adolescents in the new context of reception. Thus, this inquiry analyzed the main effects of mentoring relationships from the Nightingale and EnTàndem mentoring programmes run in Catalonia. This is a mixed methods study using a quasi-experimental design, with a pre-test and post-test to the participant and control group of adolescents of migrant background, and to their teachers. Interviews in depth with mentors and mentees were also conducted. Main results contribute with new knowledge on the role of mentoring in the acceleration of the language of instruction and on how social inclusion of migrant adolescents may take place in the first years of arrival due to the informal support received by mentors.
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