Cross-Age Tutoring: Benefits for Multilingual Learners
Summary of 2024 Research in The Reading Teacher
I like to highlight and make accessible current research on language learning with practitioners. I read this article recently, which had some fantastic ideas for implementing “cross-age” tutoring in K-12 schools. The open-access article in The Reading Teacher journal is entitled: Five Recommendations to Implementing Cross-Age Tutoring in Reading by Andrew Chang and Emily Mauer.
What is Cross-Age Tutoring?
A program where a younger student is matched with an older student. The younger student gets help, and the older student teaches them. They work together, usually one-on-one, and both students benefit. The younger student gets extra support, and the older student also learns from teaching. This can help students improve their reading and make new friends (Leung, 2019).
Questions to consider:
What are some of the biggest challenges to ensuring lessons are differentiated to support all students? How can cross-age tutoring allow for greater individualization?
What current opportunities are set up for older students to be leaders in your school?
How can cross-age tutoring be leveraged to support reading growth for a wide range of students across your school campus?
While not emphasized in this article, research on MLs connects with the following benefits of cross-age tutoring:
Cultural and Social Integration: Having an older peer who understands the challenges of learning a new language or shares a similar background can foster a sense of belonging. The relationship helps MLs feel more connected socially, easing their integration into the school community.
Language Practice: Cross-age tutoring gives MLs more opportunities for authentic language practice. Engaging in conversations with peers helps them improve their speaking and listening skills in real-world contexts, which is essential for language development.
Bilingual Support: If the tutor speaks the same native language as the ML, they can clarify complex concepts in the student's primary language. This can bridge gaps in understanding and make learning English less overwhelming.
Here are the 5 recommendations the authors suggest:
Provide individualized reading instruction in a dyad consisting of one older student and one younger student.
Use highly structured, evidence-based instructional practices with easy-to-use materials that are designed for student tutors.
Provide student tutors with structured training, supervision, and feedback from an educator.
Provide tutors and tutee students with appropriate reinforcers (e.g., positive feedback, stickers, or other supports) as a means of motivation.
Monitor student progress and adjust tutoring materials as needed.
Have you implemented cross-age tutoring?
What worked? What didn’t?
Ideas?