Abstract
This chapter starts by reviewing current transnational mentoring practices, highlighting how practitioners around the world are applying sociocultural and constructivist views of learning to their mentoring work. The chapter highlights the range of contexts covered by the volume and the different emphases, for example on peer mentoring, mentoring processes understood through the use of transcripts, online research mentoring, and mentor-mentoring. There is reference to a range of psychological and psychosocial benefits gained from positive mentoring experiences, although not all reports are positive, for example as a result of intercultural miscommunication. The chapter then focuses on the future needs for mentoring, given its potential to widen access to learning and address issues that relate to social injustice and inequality. The chapter concludes with a research agenda.
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Wyatt, M., Dikilitaş, K. (2022). Mentoring in English Language Education: Using Current Transnational Practices to Inform the Future. In: Wyatt, M., Dikilitaş, K. (eds) International Perspectives on Mentoring in English Language Education. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-99261-3_17
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DOI: https://doi.org/10.1007/978-3-030-99261-3_17
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