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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

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Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p style="text-align:justify;">This article examines&nbsp;whether teacher mentoring can be achieved in the Greek EFL multicultural&nbsp;teaching context, within the private sector, mainly through observation and if&nbsp;this could contribute to the teacher (observer) or even mentor (observer)&nbsp;development. Observation explores everyday multicultural classroom situations&nbsp;and results in a trustworthy interaction between the observer and the teacher&nbsp;about how these could be handled. Mentoring is provided by means of feedback&nbsp;and discussion in an attempt to educate the teacher, offer corrective options&nbsp;and promote reflection. Ideally, development is produced either via the&nbsp;mentor’s suggested alternatives or by the teacher’s own introspection. The&nbsp;article concludes with findings that suggest the suitability of the direct&nbsp;observation form for observing teaching practices in a multicultural setting&nbsp;and the effectiveness of the face-to-face provision of feedback. Furthermore,&nbsp;evidence is provided regarding achievement of mentoring in the private sector,&nbsp;within a working environment of professionalism, respect and trust. Finally, it&nbsp;is shown that teacher development is an issue relying mainly on the personal&nbsp;approach, with innovation and change being its fundamental characteristics.&nbsp;</p>

From Observation of Teaching Practices to Mentoring and Teacher Development in a Multicultural Setting: A Case Study

Original Research 

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Guest-editor: 
Isaak Papadopoulos, PhD, European University Cyprus, Cyprus

Thematic Issue: Interculturalism in Second Language Teaching

<p style="text-align:justify;">Intercultural&nbsp;Communicative Competence constitutes one of the most burning issues in foreign&nbsp;Language education given the challenges cultural diversity poses to our&nbsp;formerly homogeneous classrooms. This article attempts to explore the&nbsp;intercultural practices of EFL teachers working in primary schools in Greece,&nbsp;as well as the extent to which Content and Language Integrated Learning (CLIL),&nbsp;which is still striving for recognition in the particular context, promotes the&nbsp;development of intercultural knowledge, attitudes and skills. Using the mixed&nbsp;method research model, the present study investigates the importance primary&nbsp;EFL teachers in Greece ascribe to intercultural objectives, the way the&nbsp;cultural dimension is articulated in professional praxis, the potential of a&nbsp;CLIL approach to foster intercultural sensitivity, as well as the perceived&nbsp;gains and challenges CLIL practitioners face in primary education. The analysis&nbsp;of the findings shed light on a number of constraining factors along with the&nbsp;potential of CLIL to circumvent obstacles and promote intercultural dialogue. It&nbsp;is hoped that the implications of the findings will pave the way for future&nbsp;full-scale research that will serve as a basis for the much-needed change in&nbsp;intercultural education and policy in Greece.&nbsp;</p>

Promoting Intercultural Communicative Competence through CLIL in Greek Primary Education

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