ABSTRACT
This chapter describes a peer-mentoring model that organises to ensure that there are relatively few significant differences in age, experience and expertise between the participants. In Vietnam with quite a traditional Confucian Heritage Culture (CHC), respect for age and seniority is deeply embedded into the social fabric. The chapter presents a challenge for peer mentoring among educators. It focuses particularly on factors contributing to beginning teachers professional identity development from a sociocultural perspective. Language education in Asian English as a foreign language (EFL) contexts, includes Vietnam over the past decade which dominates by the concerns associates with the issue of quality. This concern often focuses on teacher education and professional development. The support provided to English language teachers is critical to the quality of their immediate professional experiences as well as to their long-term professional learning. The Vietnamese Ministry of Education and Training implements its Project 2020, which aims to improve the English language proficiency of Vietnamese citizens.
