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The Influence of Mentors on Instruction and Reflection: A Novice Adult ESOL Teacher's Diary Study

The Influence of Mentors on Instruction and Reflection: A Novice Adult ESOL Teacher's Diary Study

Steven Wicht
Copyright: © 2023 |Pages: 25
ISBN13: 9781668483800|ISBN10: 1668483807|ISBN13 Softcover: 9781668483848|EISBN13: 9781668483817
DOI: 10.4018/978-1-6684-8380-0.ch010
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MLA

Wicht, Steven. "The Influence of Mentors on Instruction and Reflection: A Novice Adult ESOL Teacher's Diary Study." Mentoring and Reflective Teachers in ESOL and Bilingual Education, edited by JungKang Miller and Bahar Otcu-Grillman, IGI Global, 2023, pp. 248-272. https://doi.org/10.4018/978-1-6684-8380-0.ch010

APA

Wicht, S. (2023). The Influence of Mentors on Instruction and Reflection: A Novice Adult ESOL Teacher's Diary Study. In J. Miller & B. Otcu-Grillman (Eds.), Mentoring and Reflective Teachers in ESOL and Bilingual Education (pp. 248-272). IGI Global. https://doi.org/10.4018/978-1-6684-8380-0.ch010

Chicago

Wicht, Steven. "The Influence of Mentors on Instruction and Reflection: A Novice Adult ESOL Teacher's Diary Study." In Mentoring and Reflective Teachers in ESOL and Bilingual Education, edited by JungKang Miller and Bahar Otcu-Grillman, 248-272. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8380-0.ch010

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Abstract

This chapter uses a qualitative, single researcher-participant diary study to detail how a novice ESOL teacher in a community-based adult basic education program used the advice of mentors to plan and reflect on instruction. A thematic analysis revealed three instructional areas where mentors influenced the novice teacher: implementing guided small group instruction, distinguishing obligation language (i.e., modality) and formality, and giving advice in authentic contexts. Each instructional theme moved through similar stages. The novice teacher identified an issue in his instruction, consulted his mentors for guidance, and reflected on the results of his instruction. The findings illustrate the importance of mentoring and reflection to the novice teacher's instruction and his perspective on the language needs of adult ESOL students.

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