International Perspectives on Mentoring in English Language Education (International Perspectives on English Language Teaching)

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