The programme & workshops

A1- Unlocking English vocabulary: Long-term memory strategies

Room 127

This workshop will equip teachers with powerful strategies to enhance their students' English vocabulary retention. You will get the opportunity to explore key memory concepts, discover effective chunk learning techniques with live demos, and explore interactive activities to make vocabulary teaching more engaging and effective in your ESOL classes. Join us to unlock the potential of digital activities and lively vocabulary games in enhancing your learners' memory.

About the workshop leader: Marie-Lea Demolliens 

Marie-Lea wears several hats, including roles as a Quality Improvement Officer and ESOL Lead IQA/tutor, providing her with valuable insights into teacher training delivery and ESOL curriculum. Her roles have increased her awareness of the components essential for learners to retain new vocabulary: learning chunks, repetition, recaps, mini-plenaries and plenaries. Recognising the significance of repetition in language learning, Marie-lea actively creates interactive assessment methods, resources and materials. Her goal is to empower learners to embed new concepts into their long-term memory.

A2 -  *REPEATED SESSION* ESOL literacy & inclusion: Tech tools for all

Room 123

Revolutionise ESOL literacy with our engaging workshop on MS Reading Progress and Immersive Reader! This interactive session will empower you to harness these innovative Microsoft tools to enhance reading skills and comprehension for ESOL learners. Experience hands-on training in setting up personalised reading experiences, utilising real-time progress tracking, and applying immersive reading techniques to support diverse learning needs. Discover how to make reading accessible and enjoyable, fostering a love for literacy in your classroom.

About the workshop leaders: Andrew Campbell and Julian Thomas

Andrew is an ESOL Lecturer at The City of Liverpool College, with a keen interest in utilising technology to enhance language education. Holding master's degrees in TESOL and Applied Linguistics, he has extensive experience in integrating technological tools into teaching. 

With over 20 years of teaching experience, Julian is an ESOL Lecturer at The City of Liverpool College, specialising in instructing Level 1 and Level 2 students. His expertise extends to employing Microsoft Teams effectively, both for in-class learning and within a hybrid teaching model. Julian's practical experience with digital platforms positions him well to contribute to this workshop. His insights into digital classroom management and online engagement strategies will be instrumental for educators aiming to refine their ESOL teaching methodologies. 

A3 - The Bell Foundation’s work: Making ESOL a priority

Room 122

The aim of this workshop is to update participants on the Bell Foundation’s recent ESOL activity, such as 1) Refugee Action research on refugees and employment, 2) Cost-benefit analysis to demonstrate the value of ESOL provision and 3) The ESOL qualifications and curriculum review and its outcomes. The Bell Foundation engages in programmatic activity to influence policy and to create system change leading to improved educational outcomes for ESOL learners, now and in the future. So please come and contribute your ideas on how together we can shape the ESOL agenda together.  

About the workshop leaders: Philida Schellekens and Silvana Richardson

Dr Philida Schellekens works as a consultant, researcher, inspector and teacher trainer in further & adult education and skills. Her special interest is in the quality of learning, teaching and assessment of ESOL, both in classroom settings and in the vocational training/work context and she is widely published in her field. . Philida’s ESOL publications include: Teaching and Testing the Language Skills of First and Second Language Speakers (2011) Cambridge Assessment; The Oxford ESOL Handbook (2007 OUP); and Language in Construction CITB (2004).

Silvana Richardson is Head of Education at Bell UK and Strategic Education Advisor at The Bell Foundation, which aims to improve outcomes for adults and young people who use English as a second or additional language. She works in Language Teaching and Teacher Education as a teacher, teacher educator, academic manager, inspector, strategic advisor, consultant and speaker. Silvana has designed, taught and supervised courses commissioned by Ministries of Education and teaching associations, and frequently takes part in consultations and round tables on education policy and practice.

A4 - Don't just use the textbook, but also you must use the textbook

Room 140

Current unmet ESOL teacher needs in England has meant that there are teachers who have not had the opportunity for in-depth initial teacher training (ITT). This has meant that for some providers, textbooks or pre-prepared courses have become the go-to resource to teach English. How do beginner teachers use the textbook or pre-prepared courses yet still respond to the individual needs of students in their classes? Drawing from her recent experience of teaching using textbooks, Dr Nafisah Graham-Brown will share strategies and ideas to help teachers ensure that student voice, need and belonging is developed, whilst keeping to a prescribed course or textbook.

About the workshop leader: Dr. Nafisah Graham-Brown

Nafisah is an education professional with experience in the UK and US. She leads financial literacy programs and teaches ESL at a New York State University College, and consults for ELATT, an education charity in London. Nafisah has nearly 15 years experience in management and teaching ESOL across various settings. Her doctoral research was about belonging and ESOL. She is treasurer for the National Association for Teaching English and Community Languages to Adults (NATECLA, UK) and is a founding board member for ALT, the Adult Literacy Trust, UK.  She is passionate about equity and social justice in education, and cats.  

A5 - *REPEATED SESSION* Growing happier: A trauma-informed approach to ESOL

Room 144

We all want our students to be happier. It is what we want for ourselves too. All around us there is advice on being happier and,  increasingly, there is advice on a trauma-informed approach for the classrooms. But what is trauma-informed teaching and how can it help us towards happiness? Disclaimer: this workshop does not guarantee you a happy-ever-after! But it will look at this 'new-but-old' approach and how happiness, resilience, well-being and gratitude might grow in the classroom. The workshop is based on research carried out with 16-19 learners but will be applicable to those teaching adults too. 

About the workshop leader: Michaela Hendricks

Michaela has been teaching in London for many years, mainly ESOL to both teenagers and adults. She developed an interest in trauma-informed teaching practice after attending a workshop and realising that this was a great approach which ESOL teachers often use without realising it to support students. Along with a few colleagues, she completed some research using simple well-being focused classroom tools and will share the results. Like all of us, she has always been interested in happiness.

A6 - Cultivating conscious classrooms: Nurturing sustainability for tomorrow

Room 135 / 137

Let's Explore the Many Shades of Sustainability in Education. Join this session for practical insights into how teachers can spice up their classrooms. From lively debates to engaging projects and community activities, discover ways to enrich your students' cultural awareness. In this session, we'll explore the art of weaving green skills and sustainability seamlessly into your curriculum. Empower your learners with the knowledge and insight they need to navigate life's decisions with confidence and wisdom. Let's take a step towards a sustainable future together. Ready to add a dash of sustainability to your teaching toolkit?

About the workshop leader: Mafalda Giudice

Mafalda Giudice is a trailblazer in sustainable pedagogy and has over 16 years’ experience of working as an ESOL teacher. In recent years she has also taken on the role of Teaching and Learning Coordinator at New City College. She has been championing the introduction of greater sustainability practices into ESOL teaching, learning and administrative practices and she is now taking it a step further by promoting and embedding education for sustainable development (ESD) across learning and working practices at New City College. 

A7  *REPEATED SESSION* AI and the ESOL teacher

Room 145

Join us for a workshop where MAES shares how its teachers are saving time and improving efficiency using AI-powered tools for differentiation and feedback. Discover: 

Practical strategies for utilising free and accessible AI tools in your classroom. 

Real-world examples of how AI can help you personalise learning and provide effective feedback to diverse learners using Diffit, Brisk AI and Gemini. 

Tips for streamlining your workload and maximizing your impact. 

This workshop is perfect for: 

• Busy teachers who want to work smarter, not harder. 

• Educators seeking innovative approaches to differentiation and feedback. 

• Anyone interested in harnessing AI to enhance learning. 

• Our team has tested various AI tools, ensuring you learn about effective and accessible options that can be easily integrated into your teaching practice. Leave this workshop equipped with: 

• Actionable strategies to implement use of AI in your classroom. 

• Confidence in using technology. 

• Valuable resources to continue your exploration of AI in education.

About the workshop leader: Gemma Duffy

Gemma used to be an ESOL teacher at MAES for over five years and has always been at in the forefront when it comes to using educational technologies in the classroom. She had been instrumental in the creation of websites used by ESOL learners during the pandemic. Two years ago, she applied to be MAES' Learning Technologist and was able to spread her expertise in teaching and use of ed tech to the wider MAES community.

Patrick is the Learning Technologies Manager at MAES and has spearheaded the organization's smooth digital transition during the pandemic. His digital learning strategy has provided flexible learning environments whether in the classroom or online that helped equip learners with the skills and confidence to engage with and contribute to their community.

B1 - More words please!: Vocabulary learning in ESOL

Room 127

Do we teach all the words that our students need to learn? How do we know and how could we find out? The ESOL Core Curriculum and ESOL qualifications have been criticised for focusing too little on the vocabulary that our learners need. In this workshop we will look at resources that help us to design a vocabulary learning programme, as well as activities that support vocabulary learning by our students.

About the workshop leader: Mary Osmaston

Mary Osmaston is an experienced ESOL teacher, manager and teacher trainer (CELTA, Level 5 ESOL and PGCE), and one of the trustees of NATECLA. She now works mainly in teacher development and quality improvement, and as a part-time Ofsted inspector. She has led professional development workshops for ESOL teachers and teacher trainers for many years, focusing on practical teaching and learning as well as teachers’ knowledge about language and evidence-based approaches to language teaching.

B2 - Promoting safe spaces, confidence and belonging: Advocating women refugees, asylum-seekers and migrants to access female-only ESOL classes

Room 140

This workshop will enable the participants to consider the benefits of advocating for women-only ESOL classrooms in the community based on the needs of refugee, asylum-seeking and migrant female learners. You will have the opportunity to see authentic statements from the learners’ perspectives on the differences between being taught by a female teacher versus male teacher, the benefits of female learners building a community of learning in the classroom and share samples of topics and resources that may be used in female-only classes. This workshop will be highly interactive with participation from the audience.

About the workshop leader: Juana Simpson 

Juana Simpson is a qualified ESOL and EAL practitioner with 13 years’ experience in Northern Ireland. Having taught English Language in formal and non-formal educational settings, she currently teaches ESOL in a the community centre for women, and EAL in a secondary school. Juana advocates equitable English Language provision for learners of refugee and asylum-seeking backgrounds through her involvement as a committee member of NATECLA’s Island of Ireland branch. Her teaching practice embraces diversity, inclusion, belonging and multilingualism through learners' voices and narratives.

B3 - A2 -  *REPEATED SESSION* ESOL literacy & inclusion: Tech tools for all

Room 123

Revolutionise ESOL literacy with our engaging workshop on MS Reading Progress and Immersive Reader! This interactive session will empower you to harness these innovative Microsoft tools to enhance reading skills and comprehension for ESOL learners. Experience hands-on training in setting up personalised reading experiences, utilising real-time progress tracking, and applying immersive reading techniques to support diverse learning needs. Discover how to make reading accessible and enjoyable, fostering a love for literacy in your classroom.

About the workshop leaders: Andrew Campbell and Julian Thomas

Andrew is an ESOL Lecturer at The City of Liverpool College, with a keen interest in utilising technology to enhance language education. Holding master's degrees in TESOL and Applied Linguistics, he has extensive experience in integrating technological tools into teaching. 

With over 20 years of teaching experience, Julian is an ESOL Lecturer at The City of Liverpool College, specialising in instructing Level 1 and Level 2 students. His expertise extends to employing Microsoft Teams effectively, both for in-class learning and within a hybrid teaching model. Julian's practical experience with digital platforms positions him well to contribute to this workshop. His insights into digital classroom management and online engagement strategies will be instrumental for educators aiming to refine their ESOL teaching methodologies. 

AI and the ESOL teacher

Room 145

Join us for a workshop where MAES shares how its teachers are saving time and improving efficiency using AI-powered tools for differentiation and feedback. Discover: 

Practical strategies for utilising free and accessible AI tools in your classroom. 

Real-world examples of how AI can help you personalise learning and provide effective feedback to diverse learners using Diffit, Brisk AI and Gemini. 

Tips for streamlining your workload and maximizing your impact. 

This workshop is perfect for: 

• Busy teachers who want to work smarter, not harder. 

• Educators seeking innovative approaches to differentiation and feedback. 

• Anyone interested in harnessing AI to enhance learning. 

• Our team has tested various AI tools, ensuring you learn about effective and accessible options that can be easily integrated into your teaching practice. Leave this workshop equipped with: 

• Actionable strategies to implement use of AI in your classroom. 

• Confidence in using technology. 

• Valuable resources to continue your exploration of AI in education.

About the workshop leader: Gemma Duffy

Gemma used to be an ESOL teacher at MAES for over five years and has always been at in the forefront when it comes to using educational technologies in the classroom. She had been instrumental in the creation of websites used by ESOL learners during the pandemic. Two years ago, she applied to be MAES' Learning Technologist and was able to spread her expertise in teaching and use of ed tech to the wider MAES community.

Patrick is the Learning Technologies Manager at MAES and has spearheaded the organization's smooth digital transition during the pandemic. His digital learning strategy has provided flexible learning environments whether in the classroom or online that helped equip learners with the skills and confidence to engage with and contribute to their community.

B4 - Immersive learning for ESOL – Ascentis & Metaverse 

Room 135 / 137

**Sponsored by Ascentis **

This workshop will provide you with practical examples of how to use the Ascentis immersive learning ESOL resource developed with Metaverse. This is an AR tool for ESOL learning where 8 scenarios in a range of environments allow learner engagement in everyday language situations. It can be used by individual learners or by tutors to support groups in the classroom.

You’ll get to see a showcase by a classroom practitioner of this resource in use, and the opportunity to navigate the resource yourself. This demonstration will give you the confidence to use this tool with your own learners.

About the workshop leader: Matthew Corbett

Matthew is a Product Development Manager at ASCENTIS with a specific focus on ESOL & Community Interpreting qualifications and related development projects.  With 20 years’ classroom experience delivering to all ESOL levels and age groups alongside considerable leadership and management experience of community based and FE ESOL provision he has a clear understanding and sound knowledge of working with teachers & learners and ESOL specific teaching and learning.  He has been instrumental in developing the Immersive learning platform and can share how to explore it in this friendly interactive workshop.

B5 - Yes, but what about me?: Emotional labour in the ESOL classroom

Room 122

Do we care about ourselves as much as we care about our learners? Is there a price to pay? As an antidote to the challenging times we find ourselves in as educators, the workshop invites participants to have a critical yet compassionate look at their own well-being through the theory of emotion labour. In this interactive session participants will have the chance to examine and reflect upon the key challenges in education as well as explore the different ways in which working in an ESOL classroom can put exhausting emotional demands on practitioners. The session also aims to enable practitioners to discover the impact that these challenges may have on them inside and outside the classroom and equip them with some strategies to safeguard their well-being.

About the workshop leader: Orsolya Dunn

Orsolya Dunn is an ESOL lecturer and teacher trainer at Ayrshire College, Scotland. She has worked in Hungary, Italy and the UK in a number of roles in ESOL, EAP and EFL. Her research interests are ESOL literacies, social practice-based learning, well-being in the ESOL classroom and trauma-sensitive pedagogies. She is a passionate supporter of ESOL practitioner professional development with a focus on raising awareness of the educational impact of trauma.

B6 - *REPEATED SESSION* Growing happier: A trauma-informed approach to ESOL

Room 144

We all want our students to be happier. It is what we want for ourselves too. All around us there is advice on being happier and increasingly there is advice on trauma-informed approaches. But what is trauma-informed teaching and how can it help us towards happiness? Disclaimer: this workshop does not guarantee you a happy-ever-after! But it will look at this 'new-but-old' approach and how happiness, resilience, well-being and gratitude might grow in the classroom. The workshop is based on research carried out with 16-19 learners but will be applicable to those teaching adults too. 

About the workshop leader: Michaela Hendricks

Michaela has been teaching in London for many years, mainly ESOL to both teenagers and adults. She developed an interest in trauma-informed teaching practice after attending a workshop and realising that this was a great approach which ESOL teachers often use without realising it to support students. Along with a few colleagues, she completed some research using simple well-being focused classroom tools and will share the results. Like all of us, she has always been interested in happiness.  

B7 -  *REPEATED SESSION* ESOL literacy & inclusion: Tech tools for all

Room 123

Revolutionise ESOL literacy with our engaging workshop on MS Reading Progress and Immersive Reader! This interactive session will empower you to harness these innovative Microsoft tools to enhance reading skills and comprehension for ESOL learners. Experience hands-on training in setting up personalised reading experiences, utilising real-time progress tracking, and applying immersive reading techniques to support diverse learning needs. Discover how to make reading accessible and enjoyable, fostering a love for literacy in your classroom.

About the workshop leaders: Andrew Campbell and Julian Thomas

Andrew is an ESOL Lecturer at The City of Liverpool College, with a keen interest in utilising technology to enhance language education. Holding master's degrees in TESOL and Applied Linguistics, he has extensive experience in integrating technological tools into teaching. 

With over 20 years of teaching experience, Julian is an ESOL Lecturer at The City of Liverpool College, specialising in instructing Level 1 and Level 2 students. His expertise extends to employing Microsoft Teams effectively, both for in-class learning and within a hybrid teaching model. Julian's practical experience with digital platforms positions him well to contribute to this workshop. His insights into digital classroom management and online engagement strategies will be instrumental for educators aiming to refine their ESOL teaching methodologies. 

C1- *REPEATED SESSION* Practical Ideas for Teaching ESOL and Numeracy

Room 144

As part of the UK government’s Multiply programme, Glasgow ESOL Forum have been delivering ESOL and Numeracy classes around Glasgow. The aim of this programme is to help adults increase their numeracy skills to improve their confidence with maths, have more control over finances, open doors to formal qualifications and employment, and improve overall wellbeing. In this workshop, we will look at ESOL activities and resources for a range of levels that aim to address the needs of learners with a lack of numeracy skills, or a lack of language skills around numeracy. The materials will cover a variety of practical everyday topics such as budgeting, shopping, measuring ingredients, and helping children with maths homework.

About the workshop leader: John Weeks

John Weeks is Development Worker for the ESOL and Numeracy project at Glasgow ESOL Forum. John completed his CELTA in 2015 and has taught English in Spain, England, and Scotland in a variety of contexts including language schools, community centres, primary schools, and business schools. He has been involved in ESOL provision since 2018 when he started volunteering for Borderlands, in Bristol. His interests include languages and music, and the relationships between them. 

C2 - A curriculum for ESOL: Where next?

Room 127

There are signs that the Department for Education may be considering a revision of the Adult ESOL Core Curriculum on which all ESOL qualifications in England are currently based. One of the criticisms of the current curriculum is that it focuses on skills and grammar, but not on vocabulary; another is that it doesn’t take into account more recent learner-centred approaches to ESOL teaching. In this workshop we will discuss your views on what should be included in a future ESOL curriculum and look at some of the ways that vocabulary might be specified. This will contribute to a NATECLA response to any future consultations. Bring your ideas and questions!

About the workshop leader: Mary Osmaston

Mary Osmaston is an experienced ESOL teacher, manager and teacher trainer (CELTA, Level 5 ESOL and PGCE), and one of the trustees of NATECLA. She now works mainly in teacher development and quality improvement and has led workshops for ESOL teachers and teacher trainers for many years. She was on the national training team for the ESOL Core Curriculum when it was first launched 20 years ago and has recently been involved in discussions about possible revisions to it. 

C3 - Speak up, be heard! Building ESOL learners’ speaking, listening and oracy skills through collaborative, AI reading coaches and self-reflection 

Room 123

Being able to interact in English with fluency, accuracy and in a natural manner are skills which our ESOL learners may wish to spend their time improving, yet how often do we allow time in our teaching to actively develop these skills? In this workshop, we will be exploring how we can better support our ESOL learners in developing their speaking through reflecting on how we produce sounds. We will explore some classroom strategies to engage learners with speaking and listening and employ the use of AI-powered reading coaches, for learners to develop their spoken accuracy outside of the classroom. 

About the workshop leaders: Nathan Rogan and Joanne Sutton

Nathan works as Senior Education Advisor and CPD Trainer at the Education and Training Foundation (ETF). With 10 years' experience in the further education sector and an MA in Intercultural Business Communication, Nathan has taught ESOL to a wide range of levels and backgrounds, 14-19 and adults alike, alongside GCSE and Functional Skills English. Formerly Quality Improvement Lead and ITE Programme Leader at a large FE provider, his passion is to upskill teachers through making learning interactive and enjoyable, developing training and strategy to enable this.

Joanne is a CPD Trainer at the Education and Training Foundation (ETF). With 30 years' experience in the further education sector, she has taught English and maths across all levels and age groups, as well as teaching Psychology and leading Teacher Education. As coach and Quality Manager at a large FE provider, she has planned and delivered CPD with proven impact and passionately believes in equipping teachers with the skills they need to enjoy their sessions just as much as their learners do. 

C4 - Teachers can do research: An evolving story of action research

Room 135 / 137

This workshop aims to equip you with practical tools and methodologies you can use to research your own practice. Drawing from my doctoral research, we'll explore the value of action research in addressing classroom challenges. You'll have the opportunity to discuss an issue in your practice and compare practical strategies for making a change and gathering data to evaluate the impact of that change. 

About the workshop leader: Cathy Clarkson

Cathy Clarkson started teaching in China, before returning to English to teach ESOL, the CELTA and the CertTESOL. She is doing a part time EdD, utilising action research to explore the use of text-chat during teaching practice on the CELTA and how we learn to teach through observation. She co-convenes the ESOL research community.  

C5 - Contextualisation of workplace language

**Sponsored by NOCN **

Room 122

This workshop will look at the importance of contextualising work-related lexis and how this can be applied, using worksheets and activities to ESOL learning within the classroom. Focusing on those with lower-language abilities, we will look at how to empower individuals by exposing them to new language above their current level, through comprehensive input, allowing learners to have a competitive advantage. You will get the opportunity to discuss, debate and share best working practices with other ESOL / vocational tutors, on how to embed specialist language related to various job sectors, taking away new approaches and ideas to utilise in the classroom. 

About the workshop leader: Rachel Yarwood-Murray

She has over 25 years’ experience in teaching, leading and management within the Skills for Life sector. She advocates life-long learning and self-improvement. She’s an experienced Subject Lead for English and ESOL with a demonstrated history of working in the education management industry. She is currently the Senior Examinations Officer at NOCN for ESOL and ESOL International. 

C6 - Greater Manchester ESOL Advice Service: ESOL single point of access locally and across boroughs 

Room 141

This workshop will introduce you to the ESOL coordination model which is currently successfully operating across Greater Manchester. We will explain how the service is being delivered from getting an initial enquiry from a resident to using data collected through the assessments to address gaps in provision. You will find out about how collaboration with local ESOL providers has led to new provision being set up to meet the local need. You will also learn about the useful tools and resources needed to develop the service in your area. We will have a question and answer session at the end, as we have had other areas reach out and ask about the service.  

About the workshop leaders: Elena Jones, Safina Khan and Saira Banu 

Elena Jones works for Manchester City Council and leads the Greater Manchester ESOL Advice Service. She has previously played a key role in the development of the Talk English Project in Manchester and later on across the North West and West Yorkshire. She also managed the ESOL Curriculum at Manchester Adult Education Service. Elena is a qualified ESOL teacher and has taught ESOL in the UK and EFL overseas for over 25 years. 

Safina works as a coordinator for the single point of access for ESOL in Rochdale. She is a qualified ESOL tutor and enjoys teaching. She has taught ESOL in various venues at various levels both accredited and non accredited courses. She is looking at completing some research in the ESOL field and is currently working on the single point of access for ESOL in Rochdale, which is an impartial service and works with providers to help place learners onto ESOL provision that best meets their individual needs. There have been pros and cons of the service but mainly it is a great service.

Saira works at Rochdale council as project Manger for the ESOL Advice Service and Talk English provision working under the work and skills team. Saira has knowledge in funding and how to work within other sectors in the work skills team such as Digital, ESOL, refugee and asylum and employment.  Saira has developed collaborative working within multiple teams at the council such as digital services, work and skills services and asylum services enabling a wrap around service for people accessing ESOL in the borough.  

C7 - *REPEATED SESSION* Practical activities for supporting learners with neurodiversity in an ESOL classroom 

Room 145

"I can access the theory behind neurodiversity and information on the common challenges faced by my learners, but what are the actual ways I can help?" This workshop will explore some practical strategies that are intended to help learners with the main neurodiversity needs we see in a language learning classroom. The session will explore tried and tested strategies for helping learners who are already diagnosed or suspected as having dyslexia, ADHD, autism, dyscalculia or dyspraxia. It will include practice with familiar neurodiversity support tools already available as well as some resources shared by teachers in the sector. 

About the workshop leader: Rachel Öner

Rachel Öner (she/her) is an Education Consultant, NATECLA Trustee and recent National Co-chair. Rachel is an ESOL and English consultant, teacher trainer, and writer who also specialises in support for learners with neurodiversity needs. Rachel, who is a Director of the CIC Neurodiversity in Education, has lived and professional experience of neurodiversity needs. She has worked with teachers in the UK and internationally to provide awareness in learning differences in education and upskill teachers. 

D1- *REPEATED SESSION* Never mind the targets: What does ESOL course design actually look like?

Room 145

How do teachers approach their course design? Are we all doing the same thing? Do we really do what we say we do at our interviews and appraisals? This workshop will be an opportunity for teachers to get together and learn from one another about the ways in which they approach their course design, develop resources, handle barriers, incorporate exams and other institutional requirements. We will use participatory methods to explore and share the experiences and the issues which we all face as teachers. The session will be facilitated, rather than led - so come with an open mind and a willingness to share. 

About the workshop leader: Sam Shepherd

Sam Shepherd is an ESOL teacher currently completing a PhD looking at ESOL curriculum design through emergent language. He has been teaching ESOL for 20 years, largely in FE colleges, and has been a teacher trainer and advanced practitioner. His interests are, predictably, course design and curriculum, in particular working with minimal materials in order to focus on the language developed from and by the learners.  

D2 - Voices of lived experience: Seeking sanctuary - Seeking wellbeing - ESOL

Room 135 / 137

In the context of forced migration, wellbeing provides the necessary tools for building a future. However, wellbeing challenges can affect the overall quality of life for ESOL learners, their academic performance and achievements in learning a language. In this session, we will examine what wellbeing means for people seeking sanctuary. We will explore both positive and negative factors that influence their wellbeing. We will discuss strategies to support learners’ wellbeing based on the unique insights of people with lived experience. The session will also include wellbeing resources co-produced with people who have first-hand experience. 

About the workshop leader: Lora Agbaso

Lora Agbaso had taught English as a Foreign Language for over a decade before moving into the ESOL sector. She works with adult ESOL learners who found their new home in Wales. She is also a part of the research team at Mental Health Foundation. Informed by her own experience of trauma and forced migration, she focuses on understanding the impact of trauma on second language learning and supporting learners who experienced traumatic events in addressing the issue.  

D3 - A progress report and demonstration of the Citizen Literacy Digital Toolkit for ESOL literacy development

Room 122

This workshop will demonstrate the following:

• New and existing features of the free Citizen Literacy Learner Web App and Tutor Hub that uses a structured phonics approach for teaching reading and writing to adults.

• How the free learner App can be used independently by tutors or in conjunction with the Citizen Literacy Tutor Handbook and Learner Workbooks.

• The Tutor Hub and its toolkit. 

About the workshop leaders: Diane Gardner and John Casey

Diane has been teaching adult literacy and ESOL literacy for over 25 years, initially as a volunteer and then in a range of community organisations and further education colleges. She started developing resources for Adult Literacy students with very low literacy levels after encountering a student who could not read or write, as she found there was a shortage of suitable resources for adults. Since being a founding partner in Citizen Literacy Diane has been involved in the design and development of some advanced digital tools for adult literacy ESOL learners.

John is a published author in the field of technology and education and has led and managed many R&D projects in this area across many UK institutions. His involvement in the Citizen Literacy programme is by far the most interesting and worthwhile work he has been involved in. John has a long-standing interest in cognitive psychology in relation to the design of digital and print learning resources. He has also become increasingly interested in the social justice and political aspects of technology in education. 

D4 - AI for ESOL

Room 123

This workshop will be a whistle stop tour of AI, its benefits, challenges and most importantly how we can use it to ease our workload and enhance teaching and learning. You will:

• Discuss the benefits and challenges of using AI in education

• Discover how to communicate effectively with AI (ChatGPT/Claude etc) to support teaching and learning in ESOL

• Use prompts to help you save time with planning and teaching

About the workshop leaders: Chlöe Hynes & Eve Sheppard

I’m a qualified teacher with QTLS and ATS with a background in adult and community learning (as well as EfL and other FE contexts) with particular experience in teaching low-level ESOL. I was the NATECLA NW branch Chair for 5 years, and currently play an active role in the Management Council and the online working group. 

About Chloe - I currently work for ccConsultancy as a trainer, mentor and resource designer. I have been involved with various action research programmes within FE (including as a NATECLA mentor for OTLA). CPD design highlights include two sets of British Values resources, an EDI (Equality, Diversity and Inclusion) online course via Future Learn, and a resource with accompanying course for new action researchers. I’m personally and professionally motivated by empowering practitioners to improve their digital competence and use digital pedagogies in their practice with confidence and purpose. 

About Eve - Eve has been teaching ESOL and Functional Maths for nearly 20 years at a general FE college. Since 2019 she has worked as an Advanced Practitioner, responsible for CPD and coaching for teachers across the college. She has worked on several action research projects, including a Digital and Blended learning project with Greater Manchester colleges and an OTLA project investigating vocational provision for ESOL students. She loves using digital tools to support learning and is a certified Level 2 Google Educator.

D5 - Making the most of local partners

Room 127 

This workshop will present the experiences of City Skills (ESOL providers) and REACHE (English language teaching for medical professionals) in producing a successful collaboration that enabled learners to increase their medical knowledge (City Skills) and improve their patient-facing skills (REACHE). The experience also enhanced the communication skills of both groups of learners. Using our experience as an example, we will then use the workshop to discuss suggestions for future collaborations between ESOL learners and local employers. You will have the chance to share your ideas and make plans, including considerations such as materials design and lesson planning. 

About the workshop leaders: Fiona Long and Ruth Taylor 

Fiona teaches English to refugee and asylum-seeking doctors at REACHE preparing for the OET exam. She teaches exam skills, cultural awareness and language to learners at ESOL Level 1 and above.

Ruth teaches ESOL classes to refugees and asylum-seekers at a range of different levels. She is also deputy head of the ESOL department at City Skills. 

D6 - Square Pegs, Round Holes: Meeting the needs of ESOL students in the FE context

Room 141

Adult ESOL programmes don’t always fit neatly into the worlds within which they are taught. In our context, adult ESOL students study in a Further Education college which predominantly provides courses for school leavers.  

In many institutions ESOL teachers may be trained in teaching English as a foreign rather than a second/additional language, using materials designed for (monolingual) EFL students overseas, which do not fully meet the needs of our students.  In an FE context, our part-time adult ESOL learners’ needs also differ significantly from those of younger students on full-time vocational programmes across the college.  Language and literacy levels (including digital literacy) can create barriers when trying to use college systems and processes, and ESOL teachers may experience difficulty and frustration shoehorning the needs of their learners into college paperwork expectations, not least due to the nature of language learning vs. vocational learning. 

How can we change the landscape to ensure ESOL programmes and ESOL learners receive the tuition, recognition and support they deserve?  Come along to our talk to share how ESOL fits into your worlds and to hear about some of the work we’ve done at our college to raise the profile of our department and make changes so that our world fits us better.

About the workshop leaders: Jeni Prettyman and Jonathan Ingham 

Jonathan is Head of the ESOL, International, Adult English & Maths department at Cambridge Regional College.  At CRC he has worked as a teacher, CELTA Trainer and Excellence Coach supporting teachers across the college.  He has also worked overseas in teaching/management roles in EFL schools in Italy and Argentina.

Jennifer has been working in ESOL and EFL for over 20 years, and has worked as both teacher and manager at FE colleges in Birmingham and Cambridge. She is currently Assistant Head of Department for ESOL/International at Cambridge Regional College, and a committee member of the NATECLA East of England branch. 

D7 - *REPEATED SESSION* ESOL and numeracy

Room 144

As part of the UK government’s Multiply programme, Glasgow ESOL Forum have been delivering ESOL and Numeracy classes around Glasgow. The aim of this programme is to help adults increase their numeracy skills to improve their confidence with maths, have more control over finances, open doors to formal qualifications and employment, and improve overall wellbeing. In this workshop, we will look at ESOL activities and resources for a range of levels that aim to address the needs of learners with a lack of numeracy skills, or a lack of language skills around numeracy. The materials will cover a variety of practical everyday topics such as budgeting, shopping, measuring ingredients, and helping children with maths homework. 

About the workshop leader: John Weeks

John Weeks is Development Worker for the ESOL and Numeracy project at Glasgow ESOL Forum. John completed his CELTA in 2015 and has taught English in Spain, England, and Scotland in a variety of contexts including language schools, community centres, primary schools, and business schools. He has been involved in ESOL provision since 2018 when he started volunteering for Borderlands, in Bristol. His interests include languages and music, and the relationships between them. 

E1- Food for thought: When learners become bloggers

Room 122

In this workshop, you will learn about Heart and Parcel’s Food for Thought blogging project; what we do and how we do it. In Food for Thought, ESOL learners become bloggers who publish their English writing on topics of their choosing (instead of formulaic exam essays or job applications). This workshop will give you tips on how to start your own blogging project. We’ll show you our monthly writing cycle at the end of which we publish high-quality blogs. We’ll also show you how we give feedback in a way that maintains bloggers’ voices whilst developing their written English skills. 

About the workshop leader: Alex Holloway

Alex is a Teaching Fellow and School Academic Lead for Inclusive Pedagogies at the University of Leeds. She is privileged to volunteer with the esteemed Manchester-based Heart and Parcel, a food and education project teaching ESOL through the medium of food and cooking. Their Food for Thought online blogging project is now in its third year. Alex is also co-chairperson of NATESOL (Northern Association of TESOL). She has been a teacher in various contexts for 20 years and has particular interests in inclusive and creative curriculum design; mental health and learner-centred pedagogy.

E2 - Routes to employability – Community interpreting 

Room 135 / 137

This workshop is about a set of courses which not only develop English language skills for the multilingual contexts our learners live in but are also a key route to employability. The workshop will begin with an overview of the courses – levels, organisation, course content, accreditation and funding. Case studies of learners will be shared to give a flavour of the courses. You will get the opportunity to share your learners’ linguistic environments along with ideas and strategies to make the most of the rich linguistic resources they bring. The workshop is also an opportunity to discuss resources needed to run Community Interpreting courses e.g. materials, teacher training. 

About the workshop leaders: Olena Kolesnyk and Naeema Hann 

With an MA in Linguistics and CELTA qualifications, Olena started her career as an interpreter, then worked in different countries, including Ukraine, China and Czech Republic, teaching English, European Culture, and other subjects in schools and universities for over 20 years. Since moving to the UK, Olena has been teaching ESOL, EFS and Community Interpreting for WEA. Olena is passionate about multilingualism and ESOL. She has delivered ESOL CPD workshops and developed courses for WEA to support parents of multilingual children.

Naeema has worked in a range of ESOL roles at FE Colleges, including as Course Leader for the DPSI. The course won the European Award for Languages in 2006. Her practice and research interests include Community Languages and Bilingual Skills. She has co-authored the Suitable and Effective ESOL for Refugees literature review and ESOL Needs Analysis and Placement for Refugee Learners: a toolkit for providers. She has also published and co-delivered webinars about multilingual opportunities in ESOL classrooms, along with workshops on teaching and learning Right to Left Scripted languages. 

E3 - Sustainability in ESOL: Building a board game 

Room 123

How do you raise awareness of climate and environmental issues and share sustainable ideas, plus still get some English language learning squeezed in? The solution: Build a board game. In this session, you are going use a range of skills – collaboration, teamwork, communication, creativity etc. to create a board game (guidelines and materials included), and then share your ideas with the group. All ideas (with full credits) will be shared on the East of England website (if you’re happy to do so). 

About the workshop leader: Carol Samlal

Carol is an ESOL and EDS tutor, as well as the current branch chair of the East of England branch. She is also one of NATECLA’s trainers and is involved in other climate groups to raise awareness in the FE and ELT community. Carol is passionate about the environment and sustainability issues and would love to share ideas with anyone who wants to learn more! 

E4 - ESOL teacher identity and reflective practice

Room 127

This workshop will introduce a discussion on ESOL teacher identity and the contextual factors impacting our classrooms. We will delve into the expected and actual roles of ESOL teachers and the impact of these roles on career satisfaction and teachers' wellbeing. We will engage in a short reflective activity to identify what experiences impact our teacher identities and evaluate the importance of reflective practice in teaching.

About the workshop leader: Holly Dono

Holly is an Education Researcher at Seetec and also a PhD candidate at Cardiff Metropolitan University. She has worked in English Language Teaching and as an ESOL Teacher in a variety of settings. Her research interests include ESOL teacher identity, access to ESOL in England and classroom methodologies. 

E5 - Using study diaries to explore the autonomy of lower-proficiency ESOL learners 

Room 141

How can we understand our students when language is a barrier? How can we help students develop their own voice? We often have preconceptions about our students' experiences both inside and outside of class. A diary as a written expression of thoughts, feelings and experience can reveal a lot. However, there are challenges in doing this with lower-proficiency learners. This workshop will outline a process of using study diaries with these learners and reveal some of the things learned about  group learners and how this can benefit us as a teaching community. 

About the workshop leader: Matthew Ashcroft

Matthew is currently working for an ESOL charity based in South West London. He previously worked in tertiary education where he developed his interest in autonomy and assessment. He decided to explore these concepts within his new position as a Curriculum Manager in an ESOL context. He believes that the diversity of beliefs and experiences of the community of ESOL learners is often overlooked and easily stereotyped and that it is our role as a teaching community to shine a light on our learners to change perceptions both socially and educationally. 

E6 - *REPEATED SESSION* Practical activities for supporting learners with neurodiversity in an ESOL classroom 

Room 145

"I can access the theory behind neurodiversity and information on the common challenges faced by my learners, but what are the actual ways I can help?" This workshop will explore some practical strategies that are intended to help learners with the main neurodiversity needs we see in a language learning classroom. The session will explore tried and tested strategies for helping learners who are already diagnosed or suspected as having dyslexia, ADHD, autism, dyscalculia or dyspraxia. It will include practice with familiar neurodiversity support tools already available as well as some resources shared by teachers in the sector. 

About the workshop leader: Rachel Öner 

Rachel Öner (she/her) is an Education Consultant, NATECLA Trustee and recent National Co-chair. Rachel is an ESOL and English consultant, teacher trainer, and writer who also specialises in support for learners with neurodiversity needs. Rachel, who is a Director of the CIC Neurodiversity in Education, has lived and professional experience of neurodiversity needs. She has worked with teachers in the UK and internationally to provide awareness in learning differences in education and upskill teachers. 

E7 - Embedding ESOL into vocational programmes

Room 144

This workshop will cover the practical aspects of what Curriculum Planners and ESOL teachers need to consider when embarking on the planning and delivery of embedded ESOL courses. The workshop will be participant driven but aims to give ESOL professionals the insight, background to and the skills to be able to leave the conference with the confidence that they can plan and deliver their own Embedded ESOL with vocational courses to meet the needs of both their own learners and local labour market patterns.

Areas that will be covered are:

1. Embedded ESOL v Traditional ESOL: advantages and drawbacks 

2. Which other curriculum areas/subjects are best embedded with ESOL?

3. How can Embedded ESOL courses contribute towards wider employability, wellbeing and retention aims for learners/of ESOL providers?

About the workshop leader: Aisha Ali

Aisha has worked as a tutor, trainer, and assessor of Embedded ESOL, ESL and EAP since 2006 with agencies such as the British Council, Cambridge English and a UAE based specialist FE College. In addition, she has been part of writing national and international embedded ESOL/EAP courses such as ESOL for Work, ESOL for Retail, ESOL for childcare and EAP with Medical communication skills.

F1- Resilience and mental health

Room 127

This workshop will be interactive so that audience can learn more about resilience and mental health. This session will show real-life examples and illustrations of the importance of resilience. Resilience is defined as a protective factor to promote Mental health. This is an opportunity for ESOL learners or teachers to get inspired and encouraged about their work. Also, the workshop will demonstrate some challenges that the ESOL community is facing to embrace culture differences and how to overcome them. Finally, this session will highlight some steps to take on how to respond and bounce back after a difficult situation. 

About the workshop leaders: Benedicte Ilunga and John Ntita Ilunga 

Benedicte is currently working as a Research Administrator in Neurosciences Research at the Bristol Brain Centre. She had studied BSc in Neuroscience from the University of Bristol. Her interest in medicine sparked at a very young age when she was looking after her grandma, who had a cerebral haemorrhage. When she moved to the UK at late teens, she started her Education journey as an ESOL student. This empowered her with necessary tools to pursue High Education in the UK. She believes Learning or teaching a new language can strengthen resilience and build strong mental health.

John is a newly graduated from Business and Human resources school at Sheffield Hallam University. He was an ESOL student and progressed in Higher Education. He aspires to empower current ESOL students to pursue their goals and dreams in the UK. He had hosted several events with students during his time at university. His experiences and journey will be beneficial for the entire audience. 

F2 - Music and songs in the classroom - a refresher session

Room 144

Music and songs are a fantastic language-learning resource, but we often do not make use of all they have to offer in our classrooms. Sometimes this is due to concerns at how using songs will be perceived by our students but more often than not it is simply because we have forgotten the range of possibilities that this resource offers. This part-talk, part-workshop session will act as a refresher, aiming to go back to basics. It should contain something for everyone; from the first timer to the seasoned user. 

About the workshop leader: Chris Walklett

Chris is a university lecturer, teacher trainer and writer whose passion is using music, songs and song lyrics in the classroom. He is convinced of the learning potential inherent in songs, be it language, thematic or otherwise. He is also the author of the Teaching Tracks series of books that promote the use of music and songs in the language classroom. 

F3 - Phonics unleashed: Navigating the soundscapes of English 

Room 123         

Dive into the dynamic world of adult phonics education. Explore the nuances of the two leading phonics approaches - Synthetic and Embedded - unveiling their distinct advantages and potential pitfalls. Join us for vibrant discussions, where questions are not just welcomed but encouraged. Share your experiences, glean practical insights, and leave with a treasure trove of ideas to amplify your teaching toolkit. Seize the chance to unlock powerful teaching strategies and foster connections with fellow phonics and literacy educators. Your journey to impactful phonics instruction starts here! 

About the workshop leaders: Anna Banks

With nearly 15 years of experience teaching ESOL and currently working as a course leader at Leeds City College, Anna's professional interests lie in beginner curriculum development, and teaching phonics and literacy to adult learners with low or no prior education. For Anna, it's not just about language; it's about empowering adults with the tools they need to navigate a world of words. She's not just an educator; she's a language architect, crafting bridges of understanding for learners taking their first steps into the realm of English. 

F4 - Enhancing ESOL accessibility: Sharing strategies to support language learners 

Room 122

**Sponsored by Trinity College London **

Unlock the power of accessible ESOL provision in our dynamic workshop.   Join us as we share practical examples of how we established language support networks with local community groups, supported ESOL learners to gain Trinity Speaking & Listening ESOL qualifications through the Language Access Fund and created functional ESOL teaching materials and self-study resources.   In the spirit of accessibility and sustainability, you will leave the workshop with a free Health Literacy resource pack that includes teachers notes, slide decks and classroom resources for teachers along with self-study materials for ESOL learners from Pre Entry to Level 2. 

About the workshop leader: Suzannah Redmond 

Suzannah Redmond is an experienced ESOL lecturer, teacher trainer, IELTS examiner and Item writer. She is a a co-founder of Train to TEFL and delivers the Level 5 Trinity CertTESOL course and runs volunteer training programmes in Manchester, UK. Suzannah has delivered government funded projects such as Talk English and the English for Integration Fund, and currently organises ESOL provision for local councils in the North West. 

F5 - AI, Plan me a lesson!

Room 141

Join me as we envision the future of education and discover which AI companions will become the go-to tools for educators everywhere and examine how they can cut down on planning, resource and assignment creation. Through hands-on activities, we'll assess the efficiency and impact of ESOL specific and more generic AI tools on teacher well-being and classroom dynamics. There will be a specific focus on Teachermatic, but we will also look at Free or freemium AI tools and explore how they have been used by our sector.

Don't miss this chance! 

About the workshop leader: Viorica Lucuta

Viorica Lucuta, an esteemed educator with over two decades of experience, is an eLearning Coordinator at New City College in London, has become renowned for her dynamic workshops presented at NATECLA. With a keen interest in the transformative potential of AI in education, Viorica has recently emerged as a sought-after speaker, participating in panel discussions at SET national conference and delivering bespoke AI sessions for educational teams in London. Her passion for exploring the revolutionary role of AI in education continues to drive her forward. 

F6 - Community Interpreting ESOL pathways for progression from Ascentis

Room 135 / 137

**Sponsored by Ascentis **

This workshop focuses focusses on harnessing skills your learners already have. We will be discussing how ESOL is the catalyst for employment, and how to add a wraparound outside the learning of a language. We will talk about progression routes that value a learner’s first language as well as supporting the world of work. There will be a focus on how Ascentis Level 1 and 2 Community Interpreting can be delivered alongside ESOL provision and how this benefits employability and progression pathways alongside development of softer and wider skills. We will also discuss pathways to Level 3 and professional employment.

About the workshop leaders: Silva Petros & Zsuzsa Girhiny

Silva started working as an ESOL teacher in 2004. Since then she has taught ESOL, Functional Skills, Employability and GCSE courses.  In 2012 she started delivering the Community Interpreting course at Level 3 and later on at Level 1 and Level 2. She also tutors DPSI students who would like to become interpreters in the Public Services.

Zsuzsa is a prior Community Interpreting student who progressed into a career as a Community Interpreter and later as a teacher. The course helped her widen her vocabulary and get to be more familiar in different situations like Education,  Housing, Medical or Mental Health fields. Practising through role plays during the course and being an interpreter in real life gave her the knowledge and confidence to act as a professional, avoid mistakes and develop her own performance. She is keen to support this workshop and share her learning with you.

F7 - *REPEATED SESSION* Never mind the targets: what does ESOL course design actually look like? 

Room 145

How do teachers approach their course design? Are we all doing the same thing? Do we really do what we say we do at our interviews and appraisals? This workshop will be an opportunity for teachers to get together and learn from one another about the ways in which they approach their course design, develop resources, handle barriers, incorporate exams and other institutional requirements. We will use participatory methods to explore and share the experiences and the issues which we all face as teachers. The session willl be facilitated, rather than led - so come with an open mind and a willingness to share. 

About the workshop leader: Sam Shepherd

Sam Shepherd is an ESOL teacher currently completing a PhD looking at ESOL curriculum design through emergent language. He has been teaching ESOL for 20 years, largely in FE colleges, and has been a teacher trainer and advanced practitioner. His interests are, predictably, course design and curriculum, in particular working with minimal materials in order to focus on the language developed from and by the learners.