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This book focuses on mentoring in English language education internationally, as it applies to students, language teachers, practitioner researchers and research mentors themselves. It aims to provide an in-depth understanding of current mentoring practices in diverse contexts worldwide, drawing on case studies from Brazil, Chile, Mexico, Peru, and the USA; China, India, Japan, Nepal, and Vietnam; Australia; parts of Africa; Oman and the UAE; North Macedonia, Turkey and the UK. Areas of focus include peer mentoring, mentor courses, cross-cultural issues, and modalities such as face-to-face or online mentoring, and the chapters also highlight the value of different methodological tools for exploring mentoring situations, including cultural-historical activity theory and conversation analysis. The book s conclusion highlights the potential of mentoring to widen access to learning and therefore address issues that relate to social injustice and inequality, particularly in, but not limitedto, under-resourced contexts. This volume will be of particular interest to teacher educators, pre-service and in-service language teachers, and students and scholars of applied linguistics and English language teaching.