Editorial - Declan Flanagan

It includes the following articles:

• ‘A response to the UK Government’s White Paper, Language Issues Editorial Team

• NCC AI project in the lab: What is the impact of AI on teaching and learning?, Viorica Lucuta

• Blended learning in further education: A case study of Adult ESOL Programmes in Northern Ireland, Andrew Porterfield

• Think digital! Get in the game: The experiences of integrating digital skills within the lower-level (entry 1) ESOL curriculum at Denton College, Sara Khan

• 36 Experiences of queer second language (L2) teachers in Canada: (Un)preparedness, (Dis)comfort, and (Re)actions, Robert Grant

• 48 Practical recommendations for addressing SLIFE and trauma in adult TESOL in the United States, David Houselm description

• ‘Yes, what about me?’. A workshop that changed me as an ESOL tutor - May Milton

• Innovative programme: dual qualification in English as an Additional Language (EAL) and health services vocational qualification in Australia - Jyoti Sharma

• English as a dynamic language and speaker depiction in ESOL resources - Tiantian Han

• Using Study Diaries with Lower Proficiency ESOL Learners -Mathew Ashcroft

• Island voices – Guthan nan Eilean – Hebridean language capture and curation, 2005–2023: an overview - Gordon Wells

• Ways to enhance ESOL lecturer diversity in Scottish FE colleges: practical solutions from the lecturers’ perspective - Paula Barrowcliffe

• Multilingualism in ESOL classrooms: An opportunity or a challenge? - Josianne Block

• BOOK REVIEW: The teacher gap, Allen, R and S. Sims - Linda Ulrich.

Editorial - Declan Flanagan

• NATECLA’s response to the Coalition for Language Education

PEER REVIEWED ARTICLES

• Language learning motivation and the ESOL exam system in England - Kathryn Sidaway

• Crafting anti-colonial pedagogy in English language learning - Sara Carpenter, Bahar Biazar, Shirin Haghgou

• ‘Who am I to teach you?’: Critical reflection in the ESOL Classroom - Orsolya Dunn

REFLECTIVE/INFORMATIVE PRACTITIONER ARTICLES

• Learner autonomy in ESOL education: embracing digital skills and pedagogy - Sara Khan

• Confronting persistent errors in the ESOL Classroom: a cognitive approach - Salma Altabari

• American ESOL instructors reflect on continuous professional development - David A. Housel

• The critical role of attitude in language learning: Improving teaching practice by reflecting on my experience as a student - Charlie Taylor

• Island voices – Guthan nan Eilean – Hebridean language capture and curation, 2005–2023: an overview - Gordon Wells

NATECLA CONFERENCE (2023) SHOWCASE REPORTS

• Cultural identity and diversity through story writing and reading in an ESOL community classroom in Belfast, Northern Ireland: a practitioner’s reflection - Juana Simpson

• The Bell Foundation workshop report; The Bell Foundation: ESOL research, policy and implementation - Philida Schellekens and Silvana Richardson

Editorial - Declan Flanagan

PEER REVIEWED ARTICLES

• ‘It’s like we’ve gone backwards’: perceptions of Scottish ESOL policy - Steve Brown and Mark Sheridan

REFLECTIVE/INFORMATIVE PRACTITIONER ARTICLES

• Agency, barriers, and equality: women’s access to ESOL - Holly Dono

• Towards a greener ESOL: creating sustainability in teaching and learning - Mafalda Giudice and Viorica Lucuta

NATECLA CONFERENCE (2023) SHOWCASE REPORTS

• An emergent curriculum for ESOL: concepts, tools and challenges - Sam Shepherd

• Challenging stereotypes of adult learners in mathematics - Jenny Stacey

• ESOL and progression pathways - Angela Palmer

• Sustainability in ESOL: what stories can we tell to help others embrace it? - Carol Samlal

• How can we make ’international women’s group’ better? What insight can be gained from collecting informal feedback online from refugee learners of ESOL - Amna Smith

• Thinking differently for the future of the planet: UNESCO Key competencies for sustainability: what are they, and how can we incorporate these competencies into teaching ESOL - Ann Cowie

BOOK REVIEW

• English Language Teaching: Now and how it could be Geoff Jordan and Mike Long, 2022. Reviewed by Linda Ulrich

Editorial - Declan Flanagan

ARTICLES

• What an ESOL teacher can learn by being a language student - Helen Pennington

• The unbearable load on the English vocabulary - Vandana Raku

• Supporting refugees – when reaching the destination is not the end of the journey -Marcin Lewandowski and Ana Andronic

• The 25th anniversary of the Good Friday Agreement, education and ESOL provision in Northern Ireland - Declan Flanagan

• ‘Most important is being safe’: ESOL learners’ priorities for their lives in Britain - Jill Court

REVIEWS

• ‘Oral Literacies: When adults read aloud’ by S. Duncan. Reviewed by Linda Ulrich

Editorial - Naeema B Hann

ARTICLES

• Digital exclusion and support for language learning, literacy and digital literacy for ESOL learners during the pandemic - Ann Mills

• English Talk Time across Kirklees libraries - Marcin Lewandowski and Mazhar Iqbal

• Teaching English the Yorkshire Way? About Migrant English Support Hub (MESH) - Catherine Hemmings and Angela Palmer

PEER REVIEWED

• What did Skills for Life ever do for us? - Sam Shepherd

REVIEWS

• SLA applied: connecting theory and practice – Brian Tomlinson and Hitomi Masuhara. Reviewed by Ann Cowie

• Understanding context in language use and teaching: an ELF perspective – Eva Illés. Reviewed by Linda Ulrich

Editorial - Naeema B Hann

ARTICLES

• Harnessing autonomy – exploring the potential of autonomy supportive classroom environments - Marcin Lewandowski

• A collaborative ESOL – Global Learning Project - Seima Mahmood

• Reimagining teaching practices in an adult ESOL classroom using a worldbuilding framework - Whitney Strohmayr and Davey Jones

• Towards a trauma informed ELT pedagogy (republished) - Aleks Palanac

• Collaborative writing (republished) - Angie Simms

OBITUARY

• Christina Healey - Sheila Rosenburg

Editorial - Naeema B Hann

ARTICLES

• Teaching ESOL to victims of trauma and trafficking - Joy Vee

• Emerging from the pandemic: reflections for the ESOL sector - Laila El-Metoui and Dr Nafisah Graham-Brown

• Checking understanding and engaging online students when cameras are off - Caitlin Coyle

• ESOL in the times of pandemic – getting the full picture - Marcin Lewandowski

PEER REVIEWED

• Which model of synthesized English do English teachers want for a lingua franca? - Cynthia Grover

• Exploring the language orientations of third-sector ESOL teachers in London towards translanguaging - Daniel Calvert

REVIEWS

• Language and migration - Tony Capstick

Editorial - Naeema B Hann

ARTICLES

• Life skills for ESOL learners in the era of COVID - Emily Bryson

• Citizen literacy: reading and writing for everyone - Diane Gardner

• Widening access to higher education - Carol Irvine, Celia Fisher

• I say, you say: regional pronunciation matters - Amanda Avison

PEER REVIEWED

• Which model of synthesized English do English teachers want for a lingua franca? - Cynthia Grover

• Come online with me: evaluating the efficacy of an informal cooking and ESOL project’s transfer to online delivery in the time of COVID19 - Clare Courtney

• ‘While-observation’ discussions: using text-based synchronous chat to scaffold ESOL trainee-teachers’ reflective noticings during teaching practice - Cathy Clarkson

• Attitudes of further education ESOL teachers towards teaching mixed-ability ESOL classes in the UK - Kamil Grzegorz Gwozdz

• Illustrating students’ perceptions of real-time online English lessons: an activity theory perspective - Wing Wu

• Integrated circles and learner autonomy in the adult ESOL classroom - Sarah Peters

• Using language outside the classroom as a refugee English language learner - Ally Shepherd

REVIEWS

• Teaching adult immigrants with limited formal education: theory, research, and practice - Jenna A Altherr Flores and Nicole Pettitt

• Translanguaging as transformation: The collaborative construction of new linguistic realities - Dobrochna Futro

OBITUARIES

A tribute to Helen Casey - Sally Bird

Carol Irvine: In remembrance - Carole MacDiarmid and Anneli Williams

• Editorial - Naeema B Hann

ARTICLES

• Harnessing autonomy – exploring the potential of autonomy supportive classroom environments - Marcin Lewandowski

• A collaborative ESOL: Global Learning Project - Seima Mahmood

• Reimagining teaching practices in an adult ESOL classroom using a worldbuilding framework - Whitney Strohmayr and Davey Jones

• Towards a trauma informed ELT pedagogy (republished) - Aleks Palanac

• Collaborative writing (republished) - Angie Simms

OBITUARY

• Christina Healey - Sheila Rosenburg