ERIC Number: ED263766
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Cross-Peer Tutoring for Special Reading and ESL Students.
Cross-peer tutoring in English as a second language, in which an under-achieving native English-speaking student tutors a limited-English-speaking student, focuses on learning as a cooperative undertaking and addresses both the process and the outcome of learning. In one such project, student tutors were chosen according to their characteristics of using helping behaviors, ability to be well-liked, desire to tutor, completion of their own classwork and recommendation from their regular classroom teacher, skill level above that being taught, and positive attitude toward peer tutoring. Students being tutored must have a willingness to be helped, a desire to grow, and good behavior. The objectives are to improve the shy student's self-image, develop student awareness of individual differences, and develop students' sense of responsibility. Tutor training in methodology and content is an essential program element. Tutors' visibility is increased by special privileges and rewards. Students being tutored benefit by increased individual attention, closer instructor contact resulting in increased learning efficiency, the positive influence of a role model, and increased self-esteem. The tutor benefits include enhanced achievement, increased self-esteem, and enhanced school and social attitudes. In addition, the teacher or resource teacher benefits greatly from the increased attention to individual students. A short list of references concludes the paper. (MSE)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the California Association of Teachers of English to Speakers of Other Languages (16th, San Diego, CA, April 1985). In: CATESOL (California Association of Teachers of English to Speakers of Other Languages) Occasional Papers, Number 11, Fall 1985. p41-51.