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.

• SECTION 1: INTRODUCTION TO MENTORINGIntroductionChapter 1. Models of MentoringChapter 2. Understanding yourself and how your experiences influence your approach to mentoringChapter 3. What makes a good mentor in modern languages? How to help beginning teachers flourishSECTION 2: GETTING STARTED AS A MENTORChapter 4. Setting your mentee up for successChapter 5. Supporting emerging languages teachers: Key principles to guide the journeyChapter 6. Supporting the integration of beginning modern languages teachers into the community of practiceSECTION 3: DEVELOPING BEGINNING LANGUAGES TEACHERS’ PEDAGOGICAL KNOWLEDGE, SKILLS, AND UNDERSTANDINGChapter 7. Supporting beginning languages teachers to analyse teaching that they observe Chapter 8. Supporting the lesson planning process of beginning languages teacherChapter 9. Helping beginning modern language teachers to analyse their own planning and teachingChapter 10. Observing your mentee’s teaching and giving written feedback Chapter 11. Holding pre- and post- lesson discussions with beginning modern languages teachersChapter 12. Accelerating Mentorship: Coaching Insights for Empowering Mentor MeetingsSECTION 4: PROVIDING EFFECTIVE SUPPORT FOR BEGINNING LANGUAGES TEACHERS’ WELLBEINGChapter 13. Managing Wellbeing and Workload with Beginning Languages TeachersChapter 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 BEYONDChapter 15. Engaging with and in research for classroom practice: Supporting the beginning languages teacherChapter 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 successAppendix 1Appendix 2Appendix 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.

• SECTION 1: INTRODUCTION TO MENTORINGIntroductionChapter 1. Models of MentoringChapter 2. Understanding yourself and how your experiences influence your approach to mentoringChapter 3. What makes a good mentor in modern languages? How to help beginning teachers flourishSECTION 2: GETTING STARTED AS A MENTORChapter 4. Setting your mentee up for successChapter 5. Supporting emerging languages teachers: Key principles to guide the journeyChapter 6. Supporting the integration of beginning modern languages teachers into the community of practiceSECTION 3: DEVELOPING BEGINNING LANGUAGES TEACHERS’ PEDAGOGICAL KNOWLEDGE, SKILLS, AND UNDERSTANDINGChapter 7. Supporting beginning languages teachers to analyse teaching that they observe Chapter 8. Supporting the lesson planning process of beginning languages teacherChapter 9. Helping beginning modern language teachers to analyse their own planning and teachingChapter 10. Observing your mentee’s teaching and giving written feedback Chapter 11. Holding pre- and post- lesson discussions with beginning modern languages teachersChapter 12. Accelerating Mentorship: Coaching Insights for Empowering Mentor MeetingsSECTION 4: PROVIDING EFFECTIVE SUPPORT FOR BEGINNING LANGUAGES TEACHERS’ WELLBEINGChapter 13. Managing Wellbeing and Workload with Beginning Languages TeachersChapter 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 BEYONDChapter 15. Engaging with and in research for classroom practice: Supporting the beginning languages teacherChapter 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 successAppendix 1Appendix 2Appendix 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.

• SECTION 1: INTRODUCTION TO MENTORINGIntroductionChapter 1. Models of MentoringChapter 2. Understanding yourself and how your experiences influence your approach to mentoringChapter 3. What makes a good mentor in modern languages? How to help beginning teachers flourishSECTION 2: GETTING STARTED AS A MENTORChapter 4. Setting your mentee up for successChapter 5. Supporting emerging languages teachers: Key principles to guide the journeyChapter 6. Supporting the integration of beginning modern languages teachers into the community of practiceSECTION 3: DEVELOPING BEGINNING LANGUAGES TEACHERS’ PEDAGOGICAL KNOWLEDGE, SKILLS, AND UNDERSTANDINGChapter 7. Supporting beginning languages teachers to analyse teaching that they observe Chapter 8. Supporting the lesson planning process of beginning languages teacherChapter 9. Helping beginning modern language teachers to analyse their own planning and teachingChapter 10. Observing your mentee’s teaching and giving written feedback Chapter 11. Holding pre- and post- lesson discussions with beginning modern languages teachersChapter 12. Accelerating Mentorship: Coaching Insights for Empowering Mentor MeetingsSECTION 4: PROVIDING EFFECTIVE SUPPORT FOR BEGINNING LANGUAGES TEACHERS’ WELLBEINGChapter 13. Managing Wellbeing and Workload with Beginning Languages TeachersChapter 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 BEYONDChapter 15. Engaging with and in research for classroom practice: Supporting the beginning languages teacherChapter 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 successAppendix 1Appendix 2Appendix 3