Overview

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This special issue is devoted to the theme of Mentoring Beginning TESOL Teachers and consists of ten articles presenting the latest theoretical deliberations, research and scholarship from the United States, Brazil, the United Kingdom, Norway and Turkey, and covers important topics in the field, including, but not limited to: - Mentoring as mediation - Reconceptualising peer and expert mentoring through tiny talks and troika ZPD activity - Integrating mediated mentoring into community-based teacher learning - Mentoring for critical English teaching praxis - Mentoring novice TESOL teachers in ermergency online teaching - Mentoring beginning TESOL teacher researchers - Coaching content teachers towards pedagogical equity for multilingual students. This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of TESOL. The content also offers readers a deeper insight into current issues and practices, thereby broadening their knowledge and promoting professional development.

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9781911369936

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List of contributors and affiliations: Karen E. Johnson, The Pennsylvania State University, USA; Paula Golombek, University of Florida, USA; Adriana Kuerten Dellagnelo and Matheus Andre Agnoletto, Universidade Federal de Santa Catarina, Brazil; Jo Gakonga and Steve Mann, University of Warwick, UK; Sumei Wu and Paige Ware, Southern Methodist University, USA; Katherine A. Masters, University of California Davis, USA; Dar�o Luis Banegas, University of Edinburgh, UK; Kenan Dikilitaş, University of Stavanger, Norway; Irem Comoglu, Dokuz Eylul University, Turkey; Alba Garcia-Alonso, The Pennsylvania State University, USA; Annela Teemant and Brandon J. Sherman, Indiana University - Purdue University Indianapolis, USA.

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