This book focuses on mentoring in English language education internationally, as it applies to students, language teachers, practitioner researchers and research mentors themselves. It aims to provide an in-depth understanding of current mentoring practices in diverse contexts worldwide, drawing on case studies from Brazil, Chile, Mexico, Peru, and the USA; China, India, Japan, Nepal, and Vietnam; Australia; parts of Africa; Oman and the UAE; North Macedonia, Turkey and the UK. Areas of focus include peer mentoring, mentor courses, cross-cultural issues, and modalities such as face-to-face or online mentoring, and the chapters also highlight the value of different methodological tools for exploring mentoring situations, including cultural-historical activity theory and conversation analysis. The book’s conclusion highlights the potential of mentoring to widen access to learning and therefore address issues that relate to social injustice and inequality, particularly in, but not limitedto, under-resourced contexts. This volume will be of particular interest to teacher educators, pre-service and in-service language teachers, and students and scholars of applied linguistics and English language teaching.
Erscheinungsdatum: 19.08.2022

lgrsnf/481.pdf

Wyatt, Mark (editor);Dikilitaş, Kenan (editor)

Mark Wyatt, Kenan Dikilitaş

Mark Wyatt; Kenan Dikilitas

Springer International Publishing AG

Springer Nature Switzerland AG

International perspectives on English language teaching, Cham, Switzerland, 2022

Switzerland, Switzerland

1st ed. 2022, 2022

Contents
List of Figures
List of Tables
1 Current Developments in Mentoring in English Language Education
Introduction
The Rise of Mentoring in English Language Education
Key Issues in Mentoring Practices
Mentoring Language Learners
Mentoring Pre-Service and Novice Teachers
Mentoring In-Service Teachers
The Structure of the Book
References
2 Peer-Tutors as Writing Centre Peer-Mentors at the American University of Sharjah
Introduction
Our Current Writing Centre
The Writing Fellows Programme
Training: The Peer-Mentoring Course
Insights
Benefits of Peer-Mentor Training
Peer-Mentors’ First-Person Perspectives
The Peer-Mentoring Training Course
Reflections on the Writing Centre Experience.
TheWriting Fellows Experience
Mentee’s Insights into the Peer-Mentoring Programme
Implications: Challenges and Solutions
Conclusion
Engagement Priorities
Appendix A
References
3 Mentoring Doctoral Students: Challenging the Loneliness of the Long-Distance Novice Researcher
Introduction
Context
Experiencing Doctoral Mentoring
Shaping New Ideas on Mentoring My Own Doctoral Students
Moving in Other Directions
Experiencing a ‘Lightbulb’ Moment
Mentoring Through Building a Community of Novice Researchers
Gaining Student Feedback on Mentoring
Being Supported
Providing Motivation
Mediating the PhD Journey
Gaining Opportunities to Grow as a Researcher and Become Part of a Broader Network
Insights
Implications
Analyse the Existing Institutional Mentoring Context
Support Student Leadership Skills
Broaden Your Knowledge of and Abilities in Mentoring
Facilitate Meaningful Interaction
Build a Community of Practice Among Your Students
Conclusions
Engagement Priorities
References
4 Mentoring Through Modeling and Socialization: Insights from China and Nepal
Introduction
Context
Insights
Localizing Pedagogy
Engaging in Reflexivity
Working Collaboratively in Teams
Implications
Conclusion
Engagement Priorities
References
5 Contradictions in a TESOL Mentoring Programme in Vietnam: Implications for Practice
Introduction
Theoretical Framework
Contradictions in TESOL Mentoring
Context
Insights
Contradiction 1
Contradiction 2
Implications and Conclusion
Engagement Priorities
References
6 Systematic Informed Reflective Practice: Facilitating Knowledge and Agency Co-construction Through Mentoring
Introduction
Teacher Knowledge
Agency
Context
Insights
Step 1: Reviewing a Salient Classroom Episode
Step 2: Listing as Many Explanations as Possible
Step 3: Reflecting on the Literature and/or Other Contextual Information
Summary of the Types of Initiative and KA Illustrated in Steps 1–3
Reflective Notes on SIRP: PST and Teacher Educator Voices
Implications
Conclusions
Engagement Priorities
References
7 Learning to Mentor Junior High School Teachers in Japan
Introduction
Monologism vs. Dialogism
Context
Mentorship in Japan
James’ Ethnographic Research of the POF Event
Insights
Three Different Approaches to POF
Implications
Engagement Priorities
Appendix: Transcription Conventions
References
8 Reflections on Mentoring In-service English Language Teachers in Oman While Drawing on Malderez and Bodóczky’s ‘Mentor Courses’
Introduction
Context
Insights
Mentoring Through the Theory-and-Practice Connection Model
Mentoring Through the Collaborative Inquiry Model
Achieving Benefits Through Combining Knowledge Transformation Mentoring Models
Implications
Engagement Priorities
References
9 Mentoring at Scale in India: The English Language Initiative for Secondary Schools
Introduction
Mentoring
Context
Mentoring in ELISS
Project Evaluation
Insights
Perceptions of Impact
Mentoring Practices
Mentees’ Lessons
Challenges
Implications for Mentoring Projects
Conclusion
Engagement Priorities
References
10 Is It Cultural or Personal?: Exploring Interwoven Factors Influencing Mentoring Conversations
Introduction
Context
Insights
A Universal Desire
Cultural
Power Distance
Chinese Modesty
Indirect Communication
Societal
Educational
Personal
Teacher Views of Their Qualifications to Mentor
Facing a Challenge
Implications
A Web of Interconnected Factors
Using the Web to Analyse Incidents
Untangling the Web
Participants
Goals
Settings, Topics, & Tasks
Whole Person Needs
Conclusion
Engagement Priorities
Reflection Task
Collaborative Task
References
11 Transformative Mentoring in a Pre-school Bilingual Context in Turkey
Introduction and Context
Transformative Mentoring
Insights
Introducing New Concepts
Mentoring for Change in Beliefs and Practices
Mentoring’s Influence on Identity
Building and Maintaining Relations
Sustaining Mentoring Presence
Sustaining Mentor Presence at a Distance
Implications
Engagement Priorities
References
12 Collaboration, Collegiality, Co-Production: Mentoring Exploratory Practitioners in International Contexts
Introduction
Context
Insights
Mentoring Experiences of Maria Isabel and Inés
Understanding the Idiosyncratic Quality of Mentoring Life
Understanding Mentors and Mentees as Knowledge-Makers
Understanding the Situatedness in Exploratory Practice Mentoring
Mentoring Experiences of Judith
Blurring the Boundaries Between Mentor and Mentee Roles
Mentoring in Professional Contexts
Mentoring as a Way of Building a Collaborative Community
Implications
Conclusions
Engagement Priorities
References
13 Empowering Teachers Through Mentoring Within Language Teacher Associations: Examples from Africa
Introduction
Teacher Mentoring in the African Context: Between Global Trends and Local Realities
Insights
Teacher Mentoring Within African LTAs
The Africa ELTA Teacher Research Mentoring Project
Beginnings, Processes and Experiences
Reporting and Reflecting on the Mentorship Programme
Africa ELTA Female Leadership Mentoring Programme (FLMP)
Beginnings and Preparations
Building Opportunities into the Mentorship Programme for Practice and Supportive Feedback
Mentees’ Reflections: The Influence of the Multicultural Dimension of the Programme
Mentees’ Reflections: Developing Presentation and Digital Skills
The Reciprocal Approach and Relationship-Building During the Mentoring Programme
Final Reflections and Implications
Engagement Priorities
References
14 Mentoring Teacher-Research: From Situated Practice to ‘Global’ Guidance
Introduction
Context: The ARMS-India and ARMS-Nepal Programmes
Insights: An Emerging Framework for Teacher-Research Mentor Development
Generic Mentoring Skills
Introducing Teacher-Research
Planning a Research Timeline and Communications
Record-Keeping, Reflection, and Mentor-Research
Helping Teachers to Select a Topic and Develop Research Questions
Guiding Teachers to Generate, Analyse and Interpret Data
Supporting Teachers to Plan and Evaluate Change
Helping Teachers to Share and Reflect on Their Research
Maintaining Teacher-Researchers’ Motivation
Implications: Sharing Insights—And Elaborating Further
Conclusion
Engagement Priorities
References
15 Mentoring Teacher Research Online
Introduction
A Definition of Mentoring Teacher-Research
Context
Insights
Videoconferencing: Practicalities and Challenges in Synchronous Communication During Online Mentoring
Online Mentoring Teacher-Research to Support Social and Cognitive Presence
Manifestations of Social and Cognitive Presence in Research Mentoring Meetings
Implications
Conclusion
Engagement Priorities
References
16 Mentoring Presence for Supporting International Teacher-Researchers
Introduction
Context
Online Research Mentoring
Our Study
Insights into Mentoring Presence
Social Presence
Cognitive Presence
Researching Presence
Curating and Enhancing Engagement with Relevant Resources
Encouraging Critical Reflection on Research Aims and Process
Facilitating Discourse/Exchange of Ideas Among Mentees
Overall Mentoring Presence
Implications
Conclusion
Engagement Priorities
References
17 Mentoring in English Language Education: Using Current Transnational Practices to Inform the Future
Current Transnational Mentoring Practices Evident in This Volume
Future Needs for Mentoring
Research Agenda
References
Index

This book focuses on mentoring in English language education internationally, as it applies to students, language teachers, practitioner researchers and research mentors themselves. It aims to provide an in-depth understanding of current mentoring practices in diverse contexts worldwide, drawing on case studies from Brazil, Chile, Mexico, Peru, and the USA; China, India, Japan, Nepal, and Vietnam; Australia; parts of Africa; Oman and the UAE; North Macedonia, Turkey and the UK. Areas of focus include peer mentoring, mentor courses, cross-cultural issues, and modalities such as face-to-face or online mentoring, and the chapters also highlight the value of different methodological tools for exploring mentoring situations, including cultural-historical activity theory and conversation analysis. The books conclusion highlights the potential of mentoring to widen access to learning and therefore address issues that relate to social injustice and inequality, particularly in, but not limited to, under-resourced contexts. This volume will be of particular interest to teacher educators, pre-service and in-service language teachers, and students and scholars of applied linguistics and English language teaching. Mark Wyatt is an Associate Professor of English at Khalifa University in the United Arab Emirates. He previously worked for the Universities of Leeds and Portsmouth, UK. His research interests include language teachers self-efficacy beliefs, motivation, practitioner research, reflective practice and mentoring, and he has published widely in these areas. Kenan Dikilitas is Professor of University Pedagogy at University of Stavanger in Norway. He previously worked in Turkey on graduate and undergraduate programs. His recent research interests include teacher education and professional development with emphasis on action research and bilingual teaching, and he has published related articles and books

2024-04-13