From Reflection to Mentorship: Coaching Models for Sustained Teacher Growth in Communicative Language Teaching

From reflection to mentorship

AI-generated picture by Prof. Jonathan Acuña Solano in October 2025

🪶 Introductory Note to the Reader      Every time I have my usual morning and intellectually stimulating conversations with my partner, Mark Cormier, Head of Recruitment and Training at the Centro Cultural, I find myself more engaged in exploring professional development structures that help teachers move beyond the paradigms they have held onto for too long.      As a seasoned professional with over thirty years of experience, I still believe I have a say in this field and that I can contribute to ongoing discussions on teacher development. My motivation to write this paper emerges from my conviction that reflection must lead to mentorship, an institutionalized form of guidance and collaboration that truly transforms teaching practices in communicative language classrooms.

 

From Reflection to Mentorship: Coaching Models for Sustained Teacher Growth in Communicative Language Teaching

	🪶 Abstract This paper explores the transition from reflective practice to structured mentorship and coaching in English Language Teaching (ELT). While reflection has long been recognized as a cornerstone of teacher development (Schön, 1983; Farrell, 2019), it often remains an isolated or individual endeavor that fails to generate sustained institutional change. Drawing on the works of Richards and Farrell (2005), Burns (2010), Freeman (2016), and Timperley (2011), this essay argues that mentorship operationalizes reflection by embedding it within dialogic, collaborative, and context-sensitive frameworks. The integration of the Kirkpatrick Model (1994) into mentoring practices offers a measurable and structured pathway for evaluating behavioral and institutional transformation. Ultimately, this paper proposes mentorship and coaching as human-centered vehicles for professional growth, consistent with the communicative ethos of ELT.	Keywords: Reflective Practice, Teacher Mentorship, Coaching, Professional Development, ELT, Kirkpatrick Model, Communicative Language Teaching
	🪶 Resumen Este artículo explora la transición de la práctica reflexiva individual hacia la mentoría y el acompañamiento estructurado en la enseñanza del inglés (ELT). Aunque la reflexión se ha considerado durante décadas la base del desarrollo docente (Schön, 1983; Farrell, 2019), en muchos casos no logra traducirse en cambios sostenibles a nivel institucional. Basado en los aportes de Richards y Farrell (2005), Burns (2010), Freeman (2016) y Timperley (2011), se argumenta que la mentoría convierte la reflexión en un proceso colaborativo y dialógico que fomenta el crecimiento profesional. La integración del Modelo de Kirkpatrick (1994) dentro de los programas de mentoría permite evaluar de forma estructurada el cambio conductual y los resultados institucionales. En última instancia, la mentoría se presenta como un vehículo humano y comunicativo que fortalece el desarrollo profesional en la enseñanza del inglés.
	🪶 Resumo Este artigo investiga a transição da prática reflexiva para a mentoria e o coaching estruturado no ensino de inglês (ELT). Embora a reflexão tenha sido reconhecida como base do desenvolvimento profissional (Schön, 1983; Farrell, 2019), ela frequentemente permanece um exercício individual, sem impacto coletivo. A partir das contribuições de Richards e Farrell (2005), Burns (2010), Freeman (2016) e Timperley (2011), argumenta-se que a mentoria transforma a reflexão em um processo colaborativo que favorece a aprendizagem docente contínua. A aplicação do Modelo de Kirkpatrick (1994) fornece um quadro avaliativo para medir mudanças comportamentais e resultados institucionais. Assim, a mentoria e o coaching são apresentados como caminhos humanos e comunicativos para o crescimento profissional sustentável no ELT.

Introduction

Professional development in English Language Teaching (ELT) has long depended on reflective practice (reflective journaling) as a foundation for pedagogical and professional growth. However, reflection alone, though powerful as an individual cognitive and emotional process, often fails to translate into sustained institutional and personal change. The next step in teacher learning and training involves transforming individual reflection into shared mentoring practices that strengthen collective expertise (hopefully through a CoP - Community of Practice). This transition aligns with the communicative nature of language education, in which dialogue, scaffolding, and human interaction are integral to student learning. As Richards and Farrell (2005) noted, “teachers learn best when they work collaboratively on shared concerns” (p. 7), things that probably stem out of classroom delivery. Therefore, mentoring serves as both the operational and human dimension of reflection, allowing educators to turn insights into guided professional transformation for the sake of communicative teaching.

The Limits of Reflection in Isolation

Schön’s (1983) seminal concept of reflection-in-action and reflection-on-action established the foundation for autonomous professional learning. It is essential that language teachers engage in reflective cycles to analyze classroom practices, recognize decision-making patterns, and respond to contextual challenges. Yet, as Farrell (2019) argues, reflection without social validation or dialogic feedback can become introspective rather than developmental. The solitary teacher may recognize personal limitations but lack the structural or emotional support to overcome them; that is why a teacher coach is necessary. In institutional settings such as higher order institutions or language schools, this isolation often leads to stagnation or burnout rather than growth, especially if these reflective cycles are compulsory and lack a real follow-up structure. Therefore, while reflection remains indispensable, it must evolve into a dialogic process where professional learning becomes a shared responsibility, not a one-person burden.

Mentorship as the Socialization of Reflection

Teacher mentorship and coaching transform reflection into a collaborative pedagogical and fruitful endeavor. Richards and Farrell (2005) describe mentoring as “a developmental relationship in which a more experienced teacher supports the professional growth of a less experienced colleague” (p. 52). A relationship like this one described by Richards and Farrell embodies Vygotsky’s (1978) sociocultural principle that learning occurs through interaction within the teacher’s zone of proximal development. Within the ELT context, mentorship allows novice teachers to translate “bookish” theory into practice through guided in-class experimentation with adjustments in lesson plan and practice activities, observation protocols to self-observe one’s class or a peer’s, and feedback sessions to delve into the class continuum. Burns (2010) reinforces this idea through her work on collaborative action research, emphasizing that shared inquiry enhances not only individual competence but also collective institutional learning.

Mentorship thus bridges Schön’s reflective model with Kirkpatrick’s (1994) evaluation framework by providing mechanisms for observable behavioral change (Level 3) and institutional results (Level 4). When reflective practices are integrated into structured mentoring systems, teacher development transcends the individual level and becomes an embedded component of institutional culture.

Coaching as a Vehicle for Sustained Professional Learning

While teacher mentorship often implies hierarchical relationships, coaching, on the other hand, emphasizes reciprocity and co-construction of pedagogical and teaching knowledge of one’s subject matter. Timperley (2011) conceptualizes coaching as a process through which teachers collaboratively analyze practice, engage with evidence, and make informed instructional adjustments. This model proposed by Timperley aligns with Freeman’s (2016) notion of teacher expertise as socially situated cognition, where knowledge evolves through guided participation and interaction. That is, teacher coaching encourages teachers to engage in “reflective dialogue” (Farrell, 2022, p. 4) that fosters metacognitive awareness and practical experimentation. This type of coaching language teachers can lead to a better understanding of sound pedagogical and communication-oriented practices to move away from traditional teaching practices in the classroom.

In communicative language teaching, coaching becomes particularly relevant because it mirrors the principles of interaction, negotiation of meaning, and feedback that underpin the approach itself. A coaching framework allows teachers to experience the same communicative dynamics they aim to create for their learners, thereby reinforcing pedagogical consistency between teaching and professional learning.

Institutionalizing Mentorship for Sustainable Growth

To ensure professional development continuity, teacher reflection and mentorship must be institutionalized within structured professional learning systems; it cannot be an isolated attempt to move language instructors out of their zone of current development, as Vygotsky would say. It is for this reason that Burns (2010) and Richards and Farrell (2005) advocate for the integration of mentoring programs into teacher development policies, ensuring that experienced practitioners are trained as mentors and recognized as key contributors to organizational learning. Freeman (2016) further emphasizes the need for reflective accountability, systems that encourage ongoing inquiry rather than top-down evaluation. Any of these proposals aims at equipping language teachers with reflective tools that can help them adjust or change behavior that is not helping boost student learning.

Through various academic posts on the blob, I have been insisting that the Kirkpatrick Model provides a practical framework for assessing the impact of mentorship initiatives. At Level 1 (Reaction), institutions can gather feedback on mentor–mentee relationships and serves as a needs analysis; at Level 2 (Learning), the evaluation of the acquisition of pedagogical knowledge can be assessed; at Level 3 (Behavior), language companies, higher education institutions, or language schools can observe the application of new practices within the classrooms; and at Level 4 (Results), improvements in student engagement and achievement can be assessed. This integration ensures that mentorship programs not only foster teacher reflection on classroom delivery but also demonstrate measurable outcomes that justify their institutional sustainability to continue helping instructors move out of their zone of current development.

Challenges and Ethical Considerations

Despite its benefits, teacher mentoring requires careful implementation to avoid reinforcing hierarchies (academic heads, coordinators, supervisors and supervisees) or fostering dependency (If not being told, “I won’t do it.). Hargreaves (1998) cautions that emotional dynamics within professional relationships can lead to tension if not managed with empathy and respect. For this reason, effective mentorship demands emotional intelligence (Goleman, 1995) and inner-cultural awareness, particularly in ELT environments where the vast majority of the members of the cohort of teachers have the same country of origin. Additionally, institutions must balance mentorship with autonomy, ensuring that reflective dialogue empowers teachers rather than prescribing conformity.

Conclusion

The evolution from reflection to mentorship represents the maturation of professional development in ELT. By incorporating reflective practices such as structured reflective journaling within structured coaching systems, institutions can ensure that teacher learning becomes continuous, dialogic, and contextually grounded. Mentorship not only extends Schön’s reflective paradigm but also fulfills the upper levels of Kirkpatrick’s model by fostering observable behavioral change and institutional transformation. Ultimately, mentorship operationalizes the communicative ethos of ELT within the professional domain, where meaning, growth, and human connection converge to sustain excellence in teaching.

References

Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.

Farrell, T. S. C. (2019). Reflective practice in ELT: What, why, and how? Equinox Publishing.

Farrell, T. S. C. (2022). Reflective practice for language teachers: New research, approaches, and insights. Bloomsbury Academic.

Freeman, D. (2016). Educating second language teachers. Oxford University Press.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam.

Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854. https://doi.org/10.1016/S0742-051X(98)00025-0

Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels. Berrett-Koehler.

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Timperley, H. (2011). Realizing the power of professional learning. Open University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Handout: Comprehension & Reflection Worksheet

Handout: Comprehension & Reflection Worksheet by Jonathan Acuña

2nd Handout: Reflection & Comprehension Worksheet

Reflection & Comprehension Worksheet by Jonathan Acuña

From Reflection to Mentorship Coaching Models for Sustained Teacher Growth in Communicative Language Teaching by Jonathan Acuña