Intercultural mentoring in ELT : a study of Arab ESOL students' learning trajectories in the UK

This study investigates the intercultural experiences of Arab ESOL learners in the UK, focusing on the challenges they face, their development of intercultural competence and the role of intercultural mentoring in this process. While previous research has explored language acquisition among ESOL learners, there is limited understanding of their out-of-class intercultural experiences and the impact of mentoring on their adaptation. This study addresses this gap by foregrounding mentees’ voices and examining the mentor-mentee relationship in intercultural contexts. The research employed a qualitative, interpretivist approach, utilizing reflective journals, semi-structured interviews and researcher journalling over a 24-month period. Six Arab ESOL learners participated in the study, with the researcher serving as both investigator and intercultural mentor. Key findings reveal that participants faced challenges related to social connections, empathy, learning environment adaptation and linguistic barriers. The study demonstrates how guided reflection and mentoring support the development of intercultural competence, facilitating participants’ ability to navigate cultural differences and negotiate their identities. The mentor’s role evolved from directive support to collaborative dialogue, contributing significantly to participants’ personal growth and adaptation. This research contributes to our understanding of intercultural learning processes among ESOL learners and the potential of intercultural mentoring to support their integration. The findings have implications for ESOL pedagogy, suggesting the need for more holistic approaches that address both linguistic and intercultural competence. This study offers insights for educators and policymakers in developing more effective strategies to support ESOL learners’ adaptation and success in multicultural contexts.