Abstract
The literature on teacher professional development advocates approaches which place more emphasis on teacher-driven, collegial, classroom-based and reflective approaches to teacher learning. One such option is mentoring and this chapter illustrates its relevance to ELT through an analysis of the English Language Initiative for Secondary Schools (ELISS) project in India. Evaluation results from a range of sources highlighted high levels of satisfaction and perceived impact amongst ELISS mentors and mentees as well as clear scope for further development in their work. Various challenges that arose during the project are also noted. Despite these challenges, though, the ELISS experience suggests that mentoring is a model of professional development that can be effectively applied in ELT contexts more broadly and a number of suggestions for doing so are presented.
This chapter is an extended version of the analysis reported in Borg and Parnham (2020).
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Borg, S. (2022). Mentoring at Scale in India: The English Language Initiative for Secondary Schools. 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_9
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DOI: https://doi.org/10.1007/978-3-030-99261-3_9
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