Language Teaching Research Quarterly

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