Skills Learning through a Bilingual Mentors Program in Higher Education

Autor/inn/en	Arco-Tirado, José L.; Fernández-Martín, Francisco D.; Hernández-Moreno, Nuria
Titel	Skills Learning through a Bilingual Mentors Program in Higher Education
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 8, S.1030-1040 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arco-Tirado, José L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1228601
Schlagwörter	Mentors; Teacher Education; Second Language Learning; Program Effectiveness; Cognitive Development; Undergraduate Students; English (Second Language); Second Language Instruction; Intervention; Program Descriptions; Elementary School Teachers; Foreign Countries; Bilingual Education; Academic Discourse; Learning Strategies; Questionnaires; Pretests Posttests; Spain; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Zweitsprachenerwerb; Kognitive Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Bilingual teaching; Bilingualer Unterricht; Discourse; Diskurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Spanien
Abstract	The purpose of this study was to demonstrate the effectiveness of a Bilingual Mentors Program to develop cognitive, non-cognitive or second language skills on senior and freshmen university students, respectively, from two different Degrees at the University of Granada (Spain). Two Degrees were involved in this project, English Studies provided student mentors and Primary Education Teacher Training provided mentees. The procedure consisted of the following steps: (a) a collaboration agreement between institutional staff responsible for both Degrees was reached, (b) a sampling process was designed and implemented, (c) measurement instruments were built and selected, (d) mentors training for two 90 minutes sessions took place, and finally, (e) the program intervention itself consisted of 10 90-minute mentoring sessions delivered during one semester. The results show significant size effects for most of the dependent variables analyzed for mentors and perceived benefits on second language command for mentees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01