Implementing a migrant and refugee mentoring program through action research

Abstract

This article reports an implementation, through action research, of the mentoring of recently arrived refugee and migrant children in secondary school years 9 and 10. The mentoring, by education students, was in: English language skills; literacy skills for other subjects; and, planning pathways for further education. There was a very positive reaction to the program from the mentees, coordinating teachers, schools and mentors. There was strong evidence of improvements in English language skills. This enabled the mentees to successfully complete reading, writing and speaking activities and assignments across the whole range of subjects. As the mentees developed greater fluency and confidence in the use of English, they felt more able to participate in class activities and discussions. This led to better integration into the school community. There was also evidence of integration into the broader Australian society, as the migrants were taught to write resumes and some obtained part-time jobs.