Details
International Perspectives on Mentoring in English Language Education
International Perspectives on English Language Teaching
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139,09 € |
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| Verlag: | Palgrave Macmillan |
| Format: | |
| Veröffentl.: | 18.08.2022 |
| ISBN/EAN: | 9783030992613 |
| Sprache: | englisch |
| Anzahl Seiten: | 258 |
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Beschreibungen
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.
1. Current developments in mentoring in English language education (Mark Wyatt and Kenan Dikilitaş).- 2. Peer-tutors as writing centre peer-mentors at the American University of Sharjah (Maria Eleftheriou, Zahraa Al-Dawood, Konstantina Spyropoulou, and Roger Nunn).- 3. Mentoring doctoral students: Challenging the loneliness of the long-distance novice researcher (Anne Burns).- 4. Mentoring through modeling and socialization: Insights from China and Nepal (Peter I. De Costa, Laxmi Prasad Ojha and Luqing Zang).- 5. Contradictions in a TESOL mentoring program in Vietnam: Implications for practice (Hoa Thi Mai Nguyen and Thi Lan Anh Tran).- 6. Systematic Informed Reflective Practice: Facilitating knowledge and agency co-construction through mentoring (Elena Ončevska Ager).- 7. Learning to mentor junior high school teachers in Japan (James Hall and Fiona Copland).- 8. Reflections on mentoring in-service English language teachers in Oman drawing on Malderez and Bodóczky’s ‘Mentor Courses’ (Mark Wyatt).- 9. Mentoring at scale in India: The English Language Initiative for Secondary Schools (Simon Borg).- 10. Is it cultural or personal?: Exploring interwoven factors influencing mentoring conversations (Melissa K. Smith and Marilyn Lewis).- 11. Transformative mentoring in a pre-school bilingual context in Turkey (Kenan Dikilitaş and Simon Edward Mumford).- 12. Collaboration, collegiality, co-production: Mentoring exploratory practitioners in international contexts (Judith Hanks, Inés K. Miller, and Maria I. A. Cunha).- 13. Empowering teachers through mentoring within Language Teacher Associations: examples from Africa (Kuchah Kuchah and Amira Salama).- 14. Mentoring teacher-research – from situated practice to ‘global’ guidance (Richard Smith).- 15. Mentoring teacher-research online (Claudia Bustos-Moraga and Steve Mann).- 16. Mentoring presence for supporting international teacher-researchers (Kenan Dikilitaş, Aslı Lidice Göktürk Sağlam, Mariana Serra and Ruben Daniel Mazzei).- 17. Mentoring in English language education: Using current transnational practices to inform the future (Mark Wyatt and Kenan Dikilitaş).
<div><b>Mark Wyatt </b>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. </div><div><b><br></b></div><div><b>Kenan Dikilitaş </b>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.</div>
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. <div><br></div><div><div><b>Mark Wyatt </b>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. </div><div><b><br></b></div><div><b>Kenan Dikilitaş </b>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 publishedrelated articles and books.</div></div>
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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