ABSTRACT
In Chapter 8, Identity Formation through Mentoring, the authors provide an in-depth discussion on the impact of mentoring on novice ESL teachers’ professional identity. Based on Pennington and Richards’ (2016) notion of teacher identity, this chapter explores how mentoring contributes to various dimensions of professional identity formation of the four novice ESL teachers in the case studies. These dimensions include professional identity, personal identity, membership in communities of practices identity, student-related identity, and language-related identity. Furthermore, this chapter addresses the issues in the native/non-native dichotomy as it explores the impact of having native speaker mentors on non-native teachers’ professional identity construction.
