International Journal of Language & Linguistics

Peer Mentoring Programs and the Retention of Non-English Speaking International Students in Canadian Post-Secondary Education Institutions
Michael Crant

Abstract
There is a demonstrated need outlined in the literature for post-secondary education institutions to alleviate transitional barriers for first-year, non-English speaking international students. Peer mentoring programs are one example of a non cognitive institutional method that may be used to alleviate transitional barriers for new international arrivals. The purpose of this research project is to examine the impact of peer mentoring programs on retention rates for first-year, non-English speaking international students in Canadian post-secondary education institutions in an extensive review of existing literature surrounding this issue. More research is needed to determine whether peer mentoring programs would positively (or negatively) impact first-year, non- English speaking international students who choose to study in Canadian post-secondary education institutions.

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