The document discusses a study on mentoring Chinese language teachers. It provides background on the importance of induction and mentoring programs for new teachers. The study surveyed 21 first and second year Chinese language teachers, 14 from public schools and 7 from private schools. Preliminary findings show that 62% of teachers in public schools received a mentor compared to 71% in private schools. Public school teachers also had higher teaching loads on average. While mentors were found to be helpful in many ways, they were not always helpful for teaching Chinese specifically. The conclusion calls for improved mentoring support and professional development related to teaching Chinese language.

1. Learn to Teach & Teach to Learn: Recruitment, Retention, & Professional development Frank Lixing Tang New York University Duarte M. Silva Stanford University Wanli Wu University of Massachusetts