Abstract
This chapter addresses the lack of intercultural mentorship with newly arrived international and immigrant students in Canada within the post-secondary context of teaching English as an Additional Language (EAL). These students wish to meet mainstream university program entrance criterion and/ or to increase their successes with language proficiency exams such as the International English Language Testing System (IELTS), which serves as a bridge to resuming their previously established careers in Canada. Past studies of intercultural mentoring have focused on underrepresented or minority students in undergraduate and graduate programs (Atay & Trebing, 2017). This chapter, by contrast, examines mentoring issues in Canadian university continuing education programs. Drawing on our experiences in teaching at MacEwan University's academic and language preparation program, we propose ways to mentor international and immigrant students to help them acquire intercultural competencies. This chapter deals with mentoring as a form of engaging students in intercultural pedagogical practices that are geared towards building a community of caring, interculturally aware, and committed citizens (Calafell, 2007). How do we mentor newly arrived students in a way that infuses teaching with transnational sense-making and intercultural dialogue? How can we redesign the curriculum of university preparation courses to account for intercultural mentorship? For example, what forms of intercultural mentorship take place when teaching a course in Research Writing? This chapter, therefore, focuses on teaching. It explores critical communication literacy as
| Original language | English |
|---|---|
| Title of host publication | Mentoring in Intercultural and International Contexts |
| Publisher | Peter Lang Publishing Group |
| Pages | 47-63 |
| Number of pages | 17 |
| ISBN (Electronic) | 9781433170591 |
| ISBN (Print) | 9781433170584 |
| Publication status | Published - 16 Dec 2022 |
| Externally published | Yes |