Overview
- Editors:
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Mark Wyatt
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Khalifa University of Science and Technology, Abu Dhabi, United Arab Emirates
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Kenan Dikilitaş
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University of Stavanger, Stavanger, Norway
- Includes English language learners, pre- and in-service teachers, doctoral students and teacher-researchers
- Examines modes of interaction including face-to-face and online mentoring
- Highlights the relationship between mentoring and inquiry- and research-based approaches to teacher development
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Table of contents (17 chapters)
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- Mark Wyatt, Kenan Dikilitaş
Pages 1-20
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- Maria Eleftheriou, Zahraa Al-Dawood, Konstantina Spyropoulou, Roger Nunn
Pages 21-36
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- Peter I. De Costa, Laxmi Prasad Ojha, Luqing Zang
Pages 53-69
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- Hoa Thi Mai Nguyen, Thi Lan Anh Tran
Pages 71-86
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- James M. Hall, Fiona Copland
Pages 105-121
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- Melissa K. Smith, Marilyn Lewis
Pages 157-175
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- Kenan Dikilitaş, Simon Edward Mumford
Pages 177-192
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- Judith Hanks, Ines K. Miller, Maria I. A. Cunha
Pages 193-210
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- Kuchah Kuchah, Amira Salama
Pages 211-228
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- Claudia Bustos-Moraga, Steve Mann
Pages 249-267
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- Kenan Dikilitaş, Aslı Lidice Göktürk Sağlam, Mariana Serra, Ruben Daniel Mazzei
Pages 269-285
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- Mark Wyatt, Kenan Dikilitaş
Pages 287-294
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Back Matter
Pages 295-298
About this book
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.
Reviews
“International Perspectives on Mentoring in English Language Education is a groundbreaking compilation of research studies reflecting the depth and breadth of recent developments … . splendidly reflects the richness of mentoring experiences gained in strikingly different contexts in recent decades. Although my own experience as an emerging teacher-research mentor influenced which chapters resonated with me the most, all of them are suffused with a philosophy of mentoring that focuses on humanistic, reflective and collaborative approaches. Highly recommended.” (Erzsébet Ágnes Békés, Argentinian Journal of Applied Linguistics, Vol. 10 (2), November, 2022)
Editors and Affiliations
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Khalifa University of Science and Technology, Abu Dhabi, United Arab Emirates
Mark Wyatt
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University of Stavanger, Stavanger, Norway
Kenan Dikilitaş
About the editors
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 Dikilitaş 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.
