Mentoring has been considered a key component in teacher education and professional development. This literature review considers publications on language mentoring from the last 10 years that have described programs and mentoring practices in pre‐service (i.e., student teaching) and in‐service contexts (i.e., graduate teaching assistants and beginning language teachers) in the United States and abroad. The main goal of this review is to document the effects that some variables have on the mentor‐mentee relationship, to describe the impact of mentoring on language teachers’ professional development, and to identify areas of further research that can help improve mentoring practices in language teaching.
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Yuly Asención‐Delaney (2012) studied this question.
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