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PurposeThe purpose of this paper is to explore mentoring experience through positioning theory lens. It discusses, specifically, the mentoring experience of beginning teachers and mentors in a school in Singapore.Design/methodology/approachThis study uses a case study approach. The data are collected mainly through interviews with beginning teachers and mentors.FindingsThe findings suggest that beginning teachers who had an emotionally assuring mentoring experience had mentors who positioned themselves as emotional providers. Those who had a professionally fulfilling mentoring experience had mentors who positioned themselves beyond the providers of emotional support. Beginning teachers who had a less satisfying experience had mentors who positioned themselves as physically and emotionally unavailable. Mentors who had a professionally frustrating mentoring experience had beginning teachers who challenged their positioning. Those who had a personally enjoyable and professionally satisfying mentoring experience positioned themselves as not averse to learning from beginning teachers.Practical implicationsThe findings suggest that schools may want to give more attention to mentor preparation, and it should not be a one‐off exercise. The findings also suggest that it may be a good idea to also consider a pre‐mentoring session for both mentors and beginning teachers before they embark on the mentoring proper.Originality/valueAlthough this study is at best a research in progress, it, however, signifies the first step towards initiating a dialogue in this aspect as there are hardly any studies that mentoring particularly in the context of Singapore. For the teaching profession in Singapore, this is especially a significant first step.

Input is considered crucial in bilingual children’s language development. This is especially true for bilingual children’s mother tongue language learning given its common reduction in input opportunities due to the dominance of one language within society, as seen in countries and regions from Wales to Singapore. Previous studies tend to focus on the quantity and quality of conventional active communication and resources (e.g., speaking and reading with parents) on bilingual children’s language development, and substantially, fewer studies have explored this topic from the perspective of digital media. However, the COVID-19 pandemic has accentuated the critical role of digital media in various aspects of life, including bilingual children’s home language environment. Thus, to holistically understand bilingual children’s daily language input patterns, it is imperative to explore both their conventional and digital media input resources. The current study focuses on English-Mandarin bilingual children in Singapore and would like to explore (1) whether their conventional and digital media language environments have been affected by the COVID-19 pandemic and (2) whether the societal status of a language and familial socioeconomic status (SES) would affect bilingual children’s conventional and digital media input. Survey data from 162 parents of English-Mandarin bilingual preschoolers (3 to 6 years old) were used to explore the two research questions. Two online parental questionnaires were employed for data collection. One-way repeated-measures MANOVA and path models were used to address the questions. The results indicated that input patterns from nuclear family members had not been affected by COVID-19; however, the amount and frequency of conventional and digital media materials and activities increased significantly since COVID-19. Higher-SES families possessed more conventional materials and conducted conventional activities more often, while lower-SES families possessed more digital media materials. Both conventional and digital media materials and activities were richer in English than in Mandarin. Higher-SES families perceived digital media usage for learning to be of less importance than lower-SES families. The implications for early bilingual learning following COVID-19 are discussed.

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