Mentoring Languages Teachers in the Secondary School helps mentors of beginning languages teachers in both developing their own mentoring skills and providing the essential guidance beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on the best research and evidence, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans, feedback guides, observation sheets and examples of dialogue with beginning languages teachers.
Research suggests that the role of the mentor is highly influential to the beginning teacher, and this book considers language-specific aspects as well as a focus on the holistic well-being of the beginning teacher. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding languages teachers. Key topics explained include the following:
Roles and responsibilities of mentors The subject knowledge and understanding required by beginning languages teachers The lesson planning process Guidance on teaching core skills of reading, writing, speaking and listening Development opportunities for languages teachers Observations and pre- and post-lesson discussions
Filled with the key tools needed for the mentor’s individual development, this new text offers an accessible guide to mentoring languages teachers with ready-to-use strategies that support, inspire and elevate both mentors and beginning teachers alike.
Edited by:
Laura Molway,
Anna Lise Gordon
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 246mm,
Width: 174mm,
ISBN: 9781032801032
ISBN 10: 1032801034
Series: Mentoring Trainee and Early Career Teachers
Pages: 256
Publication Date: 21 May 2025
Audience:
College/higher education
,
Professional and scholarly
,
Primary
,
Undergraduate
Format: Paperback
Publisher's Status: Forthcoming
SECTION 1: INTRODUCTION TO MENTORING Introduction Chapter 1. Models of Mentoring Chapter 2. Understanding yourself and how your experiences influence your approach to mentoring Chapter 3. What makes a good mentor in modern languages? How to help beginning teachers flourish SECTION 2: GETTING STARTED AS A MENTOR Chapter 4. Setting your mentee up for success Chapter 5. Supporting emerging languages teachers: Key principles to guide the journey Chapter 6. Supporting the integration of beginning modern languages teachers into the community of practice SECTION 3: DEVELOPING BEGINNING LANGUAGES TEACHERS’ PEDAGOGICAL KNOWLEDGE, SKILLS, AND UNDERSTANDING Chapter 7. Supporting beginning languages teachers to analyse teaching that they observe Chapter 8. Supporting the lesson planning process of beginning languages teacher Chapter 9. Helping beginning modern language teachers to analyse their own planning and teaching Chapter 10. Observing your mentee’s teaching and giving written feedback Chapter 11. Holding pre- and post- lesson discussions with beginning modern languages teachers Chapter 12. Accelerating Mentorship: Coaching Insights for Empowering Mentor Meetings SECTION 4: PROVIDING EFFECTIVE SUPPORT FOR BEGINNING LANGUAGES TEACHERS’ WELLBEING Chapter 13. Managing Wellbeing and Workload with Beginning Languages Teachers Chapter 14. Supporting a beginning languages teacher who is struggling: a range of scenarios SECTION 5: SUPPORTING LANGAUGES TEACHERS AS THEY PROGRESS THROUGH LATER STAGES OF THEIR TRAINING AND BEYOND Chapter 15. Engaging with and in research for classroom practice: Supporting the beginning languages teacher Chapter 16. Developing the wider professional role of the beginning languages teacher Chapter 17. Continuing to mentor beginning languages teachers beyond their initial teacher training Chapter 18. Supporting expert languages teachers: educative mentoring for success Appendix 1 Appendix 2 Appendix 3
Laura Molway is a Senior Lecturer at the University of Oxford Department of Education, specialising in second language teacher education. Anna Lise Gordon was a Modern Languages Postgraduate Certificate of Education (PGCE) tutor, before taking on wider leadership and research roles at St Mary’s University, Twickenham.
