The programme & workshops

A1- What works in ESOL? Evidence from and for your classroom

Room 139

To make change, we must have evidence of what works and what negatively impacts our teaching and learning. Finding such evidence can be extremely difficult when the majority of research in ELT is conducted in EFL classrooms in schools and universities, with adult ESOL classes underrepresented. In this workshop, we will share ideas for conducting practitioner research based on our experiences as teacher-researchers, and how you can access ESOL research that reflects your context. We will encourage discussions and the sharing of hopes and fears, so you can leave the session with concrete ideas to investigate and inform your practice. 

About the workshop leaders:  Dr Cathy Clarkson and Dr Kathryn Sidaway

Cathy Clarkson has worked in Further Education for over 20 years, teaching ESOL before moving into teacher education. She currently teaches the CertTESOL and is the English and ESOL Lead for the PSET at Bradford College. Cathy recently completed her doctorate, an action research study exploring the use of synchronous text-chat as a tool during peer observation on the CELTA course. She also co-convenes the ESOL Research Community with Kathryn Sidaway, connecting ESOL teachers with relevant and up-to-date research.

Kathryn Sidaway has worked in ELT since 2007, having taught ESOL in FE colleges for just over a decade. She completed her PhD in English Language Teaching at the University of Warwick in 2023; her thesis focused on the language learning motivation of adult ESOL students in England. She currently works as a Research Fellow at the University of Bedfordshire, where she leads research on widening participation. With Cathy Clarkson, she co-convenes the ESOL Research Community, aimed at connecting ESOL teachers with relevant and up to date research.

A2 - Building learner confidence with the Unit Award Scheme

** Sponsored by AQA**

Room 122

After gaining an overview of the Unit Award Scheme delegates will be given the opportunity to discuss how it can be used to accredit their learners, specifically with mixed ability groups and embedding ESOL into a range of vocational topics.  If your learners' interests are in digital skills or employability there will be time to work in groups to devise a programme of learning to fit around units based on these topics.  

About the workshop leaders: Adrienne Nichols & Kirsty Madiment, AQA

Adrienne has been Head of Unit Award Scheme since 2011 and leads a team that support and advise educators on how to get the most out of the scheme.  She is a strong advocate of lifelong learning and although the scheme has been celebrating learner successes since 1984, she is never complacent, making significant improvements every year.  This workshop is designed to encourage delegates to use the scheme for mixed ability groups, to enhance digital skills and embed ESOL into vocational subjects.

Kirsty supports centres with the Unit Award Scheme to ensure that they are using the scheme successfully with their learners year after year.  Kirsty's well versed in supporting centres having previously worked within AQA's relationship management team.  She has worked as a teacher and head of department in both schools and colleges and understands the need for alternative pathways and bespoke learning, which is made possible with AQA's unique achievement programme.

A3 -  *REPEATED SESSION* - Using a language experience approach to develop literacy

Room 123

Are you looking for a fantastic way to engage and empower your ESOL literacy learners to develop their emerging reading and writing skills? In this workshop you will get the opportunity to watch a video of the Language Experience Approach (LEA) in action, discuss how you could use it with your own learners and explore the many ways the LEA can be exploited to develop and practise a range of literacy skills.  

About the workshop leader: Judy Kirsh

Judy has more than 35 years’ experience in the field of English Language Teaching as a teacher, teacher-trainer, external examiner, consultant and materials-writer. She has developed materials for ESOL learners as well as many professional development courses for teachers, with a particular focus on ESOL and Literacy. Judy currently delivers training for Learning Unlimited (London) and also volunteers with Herts Welcomes Refugees, supporting volunteers and partners. She is a former NATECLA co-chair and was a trustee for many years. 

A4 - Working towards Outstanding and beyond

** Sponsored by Ascentis**

Room 141

This workshop explores how to work towards Ofsted Outstanding through the experiences of the ESOL Department at Waltham Forest College, the first FE college in London to gain Outstanding. Katie will share her department’s approaches in evidencing efficient delivery and positive learner journey against the requirements of the Inspection Framework. Katie will explore how the strong cross-college team relationships, embedding and celebrating college values, learner needs, and engagement with civic and community stakeholders as well as local employers contribute to the outcome. Katie will reference authentic evidence of learner progress together with feedback and reflection strategies.

About the workshop leader: Katie Sinfield, Waltham Forest College / Ascentis

Katie Sinfield is the Head of ESOL at Waltham Forest College. She has been in this post for the last three years, having started in the college as Deputy Head in the summer of 2020. She has twenty years of ESOL experience and has previously worked as a course leader for 16-18 ESOL, as a Teaching and Learning Coach lead and a licenced Pivotal behaviour management coach. 

A5 -  *REPEATED SESSION* AI in the ESOL classroom: Challenges and opportunities 

Room 145

This session explores how AI is reshaping assessment integrity and how educators can respond with creative, AI-resilient strategies like real-time speaking tasks and multi-stage writing. We’ll also look at how AI tools can support ESOL learners through scaffolding, differentiation, and promoting learner autonomy. Participants will engage in hands-on activities using tools like Snorkl and working on their prompting techniques for Gemini and ChatGPT. The focus is on practical, ready-to-use ideas. You’ll leave with strategies and tools you can implement right away.

About the workshop leader: Gemma De La Cruz-Duffy

Gemma Duffy is an innovative educator passionate about ed tech. During her years teaching ESOL at MAES, she consistently sought creative solutions to enhance learning through technology. Her expertise spans Google Workspace for Education and emerging AI tools.

When the pandemic hit, Gemma created crucial online resources for ESOL learners. Her natural affinity for technology led to her transition to Learning Technologist at MAES.

As Learning Technologist, she conducts training sessions within and beyond MAES on AI and Google Workspace tools, empowering educators with practical digital skills.

A6 - How the neuroscience of trauma helps us understand behaviour

Room 127

In this workshop we will consider what neuroscience can tell us about the impact of trauma on the brain and behaviour. We'll then explore some practical strategies to support students and help them to regulate their emotions and get back to learning. Knowing why some students exhibit the behaviours they do and that sometimes this is not a choice they make but is caused by the way their brain has adapted to cope with the traumas they have experienced can give a whole range of new strategies to employ to engage students more fully in learning.

About the workshop leader: Sheila Mulvenney

Sheila Mulvenney is a self-employed full time trainer working with schools and colleges to deliver training to support them in their work with vulnerable students and functional skills students. 

A7 - The impact of a first language on ESOL and ESOL maths learning

Room 135-137

This workshop will include a summary of Jenny’s research findings on the potential impact of learners’ first languages’ content and structure on students’ ability to engage with the material in both ESOL and mathematics classes, as the curricula often overlap. For instance, different languages use different sounds, many languages do not contain prepositions, or verbs such as ‘to be’ and ‘to do’, and not all countries use the 12-hour clock, all of which may slow down learning for some, but not all, learners. The implications for classroom teaching will be discussed, and ideas and resources for mitigating these challenges shared. 

About the workshop leader: Jenny Stacey

Jenny taught in an FE college from 2005 to 2022, specialising in the delivery of mathematics to ESOL/EAL learners. She currently works as an Associate Lecturer at Sheffield Hallam University and does CPD sessions on request. Jenny runs www.esolmaths.co.uk free for teachers, has worked freelance for the British Council and exam boards on resources and completed a Doctorate in Education. Her research interests include the differences between languages, and how they can affect learning, and maths and exam anxiety for adults and 16–18-year-olds, both ESOL and English-speaking learners.

A8 - Supporting Low-literate Pre-Entry Students

**AoC Beacon Award for ESOL FINALIST 2024/25 ** 

Room 144

In this workshop you will find out how to assess, support and differentiate for low-literate Pre-Entry students. You will hear how we use volunteers in our Reading Club, and explore a range of literacy Readers to decide which are suitable for emerging and consolidating Pre-Entry ESOL students.  We will look at workbooks and digital activities that underpin literacy improvements and evaluate how this could help in your setting. You will also find out how we stream our Pre-Entry students at Nottingham College to help them make the best possible progress, through rigorous assessment, target-setting and feedback. Opportunities for Q&A at the end.

About the workshop leader: Elizabeth Toschi

Elizabeth is the ESOL Part-Time Adult Curriculum Manager at Nottingham College. She has spent the last 8/10 years teaching Pre-Entry adults and is the Curriculum Lead for Pre-Entry Reading and Writing, managing a large P.E. ESOL provision. She has developed paper-based and digital resources to use at this level and is interested in further developing literacy and study skills for low and very-low literate ESOL adults. She has developed a volunteer structure at Nottingham College whereby students at higher levels are trained and volunteer at lower levels in class and in a lunch-time Reading Club.

A9 - Exploring ESOL for Work

Room 140

This workshop will look at some common problems we face when trying to deliver ESOL for Work programs and look at some ideas for addressing them. You will get the opportunity to share your own experiences and look at some example schemes of work and materials. We will also explore how we can use authentic materials in lessons. You will come away from the workshop more confident and armed with ideas to embed more work related topics into your ESOL classes

About the workshop leader: Lauren Saunders

Lauren currently works as an ESOL tutor for Kent Adult Education and has taught ESOL in London and Kent for over 20 years. She has experience teaching at all levels but has developed a lot of expertise with New to ESOL learners. She has also worked in partnership with other community and charity groups to produce specialised, vocational and family learning type courses. These have included working with the Job Centre in South London to run ESOL for Work classes, Access to Business, ESOL for work summer classes and she regularly embeds ESOL for work into her regular ESOL classes.

B1 - Seeking Asylum, from an ESOL perspective 

Room 140

This workshop gives you a unique opportunity to delve into the world of immigration and asylum law and see how it impacts and affects your ESOL learners. The workshop looks at the reasons people seek asylum and why some are given refugee status and others are refused.  You will get the opportunity to look at case studies of asylum seekers and see first-hand how the legal system works. You will see the importance of attending English language classes as part of the asylum process. This is a unique opportunity to hear from a barrister practicing in the area of immigration and asylum law, in Ireland, who  has extensive ESOL management and teaching experience.   

About the workshop leader: Karl Quinn

Karl Quinn is both an educator and barrister working in the area of immigration and asylum in Ireland.  He has worked as an ESOL manager and tutor in Further Education and Training with Limerick and Clare Education and Training Board (LCETB) since the early 2000s.  

B2 -  *REPEATED SESSION* AI in the ESOL classroom: Challenges and opportunities 

Room 145

This session explores how AI is reshaping assessment integrity and how educators can respond with creative, AI-resilient strategies like real-time speaking tasks and multi-stage writing. We’ll also look at how AI tools can support ESOL learners through scaffolding, differentiation, and promoting learner autonomy. Participants will engage in hands-on activities using tools like Snorkl and working on their prompting techniques for Gemini and ChatGPT. The focus is on practical, ready-to-use ideas. You’ll leave with strategies and tools you can implement right away.

About the workshop leader: Gemma De La Cruz-Duffy

Gemma Duffy is an innovative educator passionate about ed tech. During her years teaching ESOL at MAES, she consistently sought creative solutions to enhance learning through technology. Her expertise spans Google Workspace for Education and emerging AI tools.

When the pandemic hit, Gemma created crucial online resources for ESOL learners. Her natural affinity for technology led to her transition to Learning Technologist at MAES.

As Learning Technologist, she conducts training sessions within and beyond MAES on AI and Google Workspace tools, empowering educators with practical digital skills.

B3 - *REPEATED SESSION* Using a language experience approach to develop literacy

Room 123

Are you looking for a fantastic way to engage and empower your ESOL literacy learners to develop their emerging reading and writing skills? In this workshop you will get the opportunity to watch a video of the Language Experience Approach in action, discuss how you could use it with your own learners and explore the many ways the LEA can be exploited to develop and practise a range of literacy skills.  

About the workshop leader: Judy Kirsh

Judy has more than 35 years’ experience in the field of English Language Teaching as a teacher, teacher-trainer, external examiner, consultant and materials-writer. She has developed materials for ESOL learners as well as many professional development courses for teachers, with a particular focus on ESOL and Literacy. Judy currently delivers training for Learning Unlimited (London) and also volunteers with Herts Welcomes Refugees, supporting volunteers and partners. She is a former NATECLA co-chair and was a trustee for many years. 

B4- Differentiating and responding to learner needs at pre-entry level

**Sponsored by Ascentis **

Room 144

Pre-Entry ESOL learners come to classes with a range of experiences and needs. Understanding the learner, their background and their improvement points is key to helping them succeed. This session references some authentic learner profiles, considering their education background, passive knowledge of English, their aspirations and plans as well as their mental health and their approach to learning. Sam will share with participants some practical tools in diagnosing individual and group needs, how they can inform differentiated language learning, and how to provide a safe and scaffolded environment for Pre-Entry learners to progress at the speed they need. 

About the workshop leader:  Sam Pepper

Sam is a language learner, teacher & translator. He works as a teacher trainer and curriculum quality lead at an inner-city North London college. For Sam, ESOL is about building connections within a diverse community and celebrating variety in the classroom. Sam believes in innovative ESOL and has set up initiatives such as the ESOL Participatory Podcast, Peer Mentoring in ESOL and Self-Study workshops to encourage learners to embrace their identity as English language users. Sam has provided training for ETF, HOLEX, AoC and specialises in learner autonomy and Pre-Entry literacy.

B5 - Bridging borders in ESOL global learning

Room 139

Join our workshop to discover how to connect students worldwide through an innovative virtual exchange programme. Through live sessions and interactive projects, learners collaborate across continents, enhancing their English skills and digital literacy while building lasting international connections. Students work on topics such as festivals, traditions and e-safety, and improve literacy skills and vocabulary using various digital tools. We will be talking about how you can start a similar project, no matter how big or small, with your learners.  You’ll also access top-notch online teaching resources, so don’t miss this chance to transform your teaching and inspire your students!

About the workshop leaders: Seima Mahmood and Monika Worthington

Seima, currently a Curriculum Team Leader in Community Learning at Bradford College, also brings over 22 years of experience as an ESOL Lecturer.  As a CTL in Community Learning, she oversees programs enhancing ESOL, digital skills and community learning. Her interests also include digital technology and curriculum design. Her background aligns with the ESOL Global Learning workshop, focusing on improving students’ literacy and digital skills, and facilitating cross-cultural online learning as a virtual student exchange program. 

Monika, currently a Learning Innovation Lead at Bradford College, also has extensive ESOL teaching experience since 2009. As both lecturer and Digital Champion, she specialises in digital transformation and staff upskilling. Her expertise in designing immersive learning experiences for ESOL students directly aligns with the ESOL Global Learning Project's objectives which boosts students' speaking and literacy skills, while enhancing digital competency through online cross-cultural collaboration. Her background in ESOL teaching facilitates these transformative learning experiences.

B6 - Education policy and its impact on ESOL provision

Room 141

The purpose of this Bell Foundation/MCA workshop is to take stock of recent national policy developments in education and training.  You will have an opportunity to discuss the potential impact on ESOL delivery of new government initiatives such as tailored learning, the curriculum review and Ofsted’s enhanced skills inspections. 

About the workshop leader: Dr Philida Schellekens and Miguel Silva

Dr Philida Schellekens is a consultant, teacher trainer and researcher in further education and skills. Her key interest is the quality of language learning & teaching in education and vocational training/work contexts.  Philida works as a part-time inspector, covering adult & community learning, 16-19 study programmes, high needs and apprenticeships.  She works with the Bell Foundation as an ESOL consultant.

Miguel Silva has worked in the field of language acquisition and linguistics for over two decades in the Netherlands and England. He leads on skills delivery at the West Midlands Combined Authority, overseeing the delivery of skills programmes at all levels and in all subjects for 75,000 individuals per year. His area of work involves policy, outcomes and curriculum design.  He is currently developing and implementing a Foundation Skills strategy/programmes that deliver social and economic outcomes through the development of social and cultural capital and transferable skills for individuals.

B7 - Using students’ other languages for more autonomy

Room 127

What can we learn from our students’ other languages?  What can they learn from talking about them?  All our learners speak at least one other language and even if we don’t speak it ourselves, we can make use of their skills and knowledge about languages to help them become more independent in learning English. In this workshop we will look at some of the ways we can focus on their various languages and how this can promote more confidence and independence.

About the workshop leader: Mary Osmaston

Mary Osmaston is an experienced ESOL teacher, manager and teacher trainer, and one of the trustees of NATECLA. She now works mainly in teacher development and quality improvement, and has led workshops for ESOL teachers for many years, focusing on teachers' knowledge about language, and evidence based strategies in the classroom.

B8 - Using Shakespeare texts and RSC drama activities to engage ESOL learners

Room 122

**AoC Beacon Award for ESOL WINNER 2024/25 **

Experience Royal Shakespeare Company (RSC) rehearsal room strategies and use Shakespeare narratives and language to accelerate language learning, build self-confidence, resilience and watch your ESOL learners flourish. Sceptical? We will show you how you can use this pedagogy in your teaching practice (no prior Shakespeare knowledge necessary). You will hear student impact testimonials and leave with the tools and confidence to bring this to life in your own classroom. This session will be interactive, fun and demonstrate how to approach all levels of ESOL reading, writing, speaking and listening tasks through active learning.and build self-confidence and resilience, whilst accelerating language development. 

About the workshop leaders: Esther Wilkey & Camilla Fletcher

Esther Wilkey is an ESOL teacher who has been using Shakespeare texts and Royal Shakespeare Company (RSC) rehearsal room pedagogy in her classroom since 2017. She has also taken part in RSC research and found that this teaching practice builds student self-esteem and confidence, improves retention and accelerates language acquisition through embodied learning. 

B9 - ESOL in the workplace: A case study of a project

Room 135-137

This workshop will introduce an ESOL toolkit developed by Learn English at Home (LEAH) based on a successful ESOL employability initiative at Heathrow Airport. You will discover how to use this adaptable toolkit to create your own tailored projects, helping employees improve workplace language skills and boost career prospects. You will leave the session with tips to help you deliver ESOL projects in workplaces, resources, checklists and templates to get you started, and ESOL employability lesson plans and Schemes of Work for Entry 1 and 2. Join us to discover how you can unlock your students' potential in finding a job and improving their employability skills..

About the workshop leaders: Elena Nisiagka 

Elena leads the ESOL coordinator team at Learn English at Home ESOL charity in London. LEAH is a volunteer-led charity that supports vulnerable adults who are unable to join any other form of education with 1:1 or group lessons. Elena holds a degree in English Language, Literature and Pedagogy as well as a Masters in Environmental Humanities. She has extensive experience working with refugees and asylum seekers in refugee reception centres in Greece working with the Danish Refugee Council. Elena has a background of ESOL teaching, organising activities and helping displaced children and adults from countries including Syria, Afghanistan and Yemen integrate in the local community. She has supervised and designed various ESOL projects in south-west London

C1- Do I have to do that too? Exploring ways to integrate life skills, PDBA, and more into low-level ESOL

Room 127

Teaching low-level ESOL learners can feel overwhelming when you’re asked to include Personal Development, Behaviour, and Attitudes, numeracy, British Values, and Equality, Diversity, and Inclusion —all alongside language learning. But these elements don’t have to be extra work. This session will show you simple, practical ways to naturally embed these wider skills into your lessons. From everyday numeracy tasks to conversations about cultural diversity, we’ll explore how these themes can enrich your teaching and help learners thrive in their communities.

About the workshop leader: Ania Banks and Aga Kulas

Ania Banks is a Pre-Entry ESOL course leader at Leeds City College, with a passion for teaching literacy and embedding essential skills into her lessons. Committed to preparing students not just for exams but for life in modern Britain, Anna focuses on integrating real-world skills, cultural awareness, and practical literacy to empower her learners to thrive in their communities and beyond.

Aga Kulas is an Entry 1 course leader. She has over a decade of experience in ESOL education and is passionate about helping learners develop the skills they need to succeed in life beyond the classroom. For the past two years, she has been teaching in the Further Education sector, focusing on practical ways to embed Personal Development, Behavior, and Attitudes (PDBA) into her lessons. Aga’s approach emphasises creating meaningful, real-world learning experiences that equip learners with the confidence and skills to thrive in modern Britain.

C2 -ESOL and the housing crisis: What can ESOL students and teachers do?

Room 140

The current housing crisis is disproportionately affecting migrants and so many ESOL students are in precarious and substandard housing. At English for Action we address these issues with students, creating space to share experiences, learn and challenge. In this workshop you will get an insight into this, trying out some of the participatory ways of working we have found most effective.

With experience of some of these ideas, you and your students can be writing negative reviews, acting out real life housing situations, making campaign materials, speaking to those in power and connecting with other students in housing campaigns -using the classroom to develop the language and skills to take action!

About the workshop leader:  Becky Winstanley & Kasia Blackman

Based in Tower Hamlets, East London, Becky has worked in ESOL teaching, training and research since 1998 and at EFA since 2013. She has contributed to developing the UK Participatory ESOL approach, beginning with ActionAid’s Reflect ESOL project. She co-developed the ACT ESOL resource pack (Serpentine Galleries) and the Our Languages website (KCL), and she has co-published a number of participatory ESOL articles. She is also a researcher and has an MA and PHD in Sociolinguistics. She also collaborates with the Hub for Education and Linguistic Diversity at King's College London.

Kasia has been working for EFA since 2018 as a teacher, organiser, trainer and manager on research and training projects. She has an MA in Critical Methodologies from King’s College London and an interest in critical, participatory and creative approaches in education. She has experience facilitating Theatre of the Oppressed training and workshops alongside community organising and campaigning on ESOL, access to healthcare and employment issues. She is studying towards her DELTA. She grew up bilingual speaking Polish and English at home. She also speaks French, Spanish and a little Arabic.

C3 -  *REPEATED SESSION*  Using AI platforms to enhance student engagement and teacher creativity

Room 144

Join this workshop on "Enhancing Student Engagement and Teacher Creativity with AI Platforms," designed specifically for educators. Learn practical techniques to integrate AI tools into your teaching, boosting student participation and sparking creativity in your lessons. We'll address common concerns about AI, demonstrating how it can enhance rather than limit the educational experience. Through interactive activities and real-world examples, you'll gain actionable insights to transform your classroom. Don't miss this chance to explore the practical benefits of different AI platforms in education and leave with strategies you can implement immediately.

About the workshop leaders: Esther Chelliah-Tam & Uzma Ashraf 

Esther is the Curriculum Manager for the ESOL.  She has been an educator for 35 years, with experience in both HE and FE. As a dyslexia specialist, she is deeply interested in cognition and learning, focusing on how the brain processes information and the impact of teaching methods on cognitive development. She is currently exploring digital strategies in ESOL teaching and learning.  Her interests also include educational technology and curriculum development. 

With 15 years of experience in teaching, Uzma is passionate about creating engaging learning environments.  She focusses her teaching on using digital tools and platforms in language teaching and in particular the use of AI.  She is interested in exploring and integrating AI technologies in language teaching.

C4 - Exploring & Belonging (ExBe): An ESOL perspective on local heritage

Room 141 

Delegates will learn about a project encouraging refugees and asylum seekers to explore local places that help them feel like they belong. The MESH team will share their experience of running the project and of co-producing a set of learning resources with participants. Delegates will have a chance to explore the resources produced and consider how to produce something similar in their own contexts. We will discuss how to encourage participation and produce materials in collaboration with ESOL learners, as well as ideas of identity and place in the ESOL classroom. 

About the workshop leader: Mary Begley & John Zavos

Mary Begley is a Development Worker at MESH and was Project Worker for Exploring and Belonging. She also teaches ESOL in the third sector in Calderdale, and has worked as a key worker on an Afghan resettlement project. Prior to this, she taught English Language in Higher Education settings, and did research in historical linguistics. Mary has worked in the NHS as a mental health nurse. 

John Zavos has been Director of the Migrant English Support Hub (MESH) since 2023.  He has worked in ESOL and Refugee Support since 2018, teaching English in a variety of contexts, including the third sector, adult learning services and prison.  Prior to this, John worked for many years at the University of Manchester, teaching and researching the religions and cultures of South Asia, both in the region itself and in diaspora contexts, especially the UK. 

C5 - (Not just) Earth Song - Using songs to explore environmental & societal issues within the context of sustainability

Room 139

This collaborative workshop actively explores songs as a way in to discussing environmental and societal issues. Songs are relatable and contain a range of possibilities and scope for considering such issues.  They also have the power to inspire and provide the necessary framework for classroom discussions.  

Attendees will be given suggestions on texts (i.e. songs) to explore so as to raise awareness on environmental and sustainable issues with their learners and how these relate to their lives, community and world at large. This workshop will provide the tools for leaners to be active agents of change rather than passive recipients.  

About the workshop leader: Carol Samlal & Chris Walklett

Carol is an ESOL and FS English tutor, as well as the current branch chair of the East of England branch. She is also one of NATELCA’s trainers and has been involved in other climate groups, to raise awareness in the FE and ELT community. Carol is passionate about the environment and sustainability issues, and now blogs to raise awareness and share lesson ideas.

Chris is an EFL/EAP teacher/teacher trainer who also lectures social, cultural and political History at the University of Essex. His true passion is the versatility of songs and song lyrics in the classroom, and has been training teachers on the learning potential inherent in songs, be that language, theme or otherwise. To support his work as a trainer, Chris has written course materials, including Teaching Tracks and  was a TedX Talk speaker on using songs in EFL. 

C6 - The Resilient Classroom - We build our students, our students build us

Room 123

How can we help our students build greater resilience? Many of our students have been through difficult and traumatic experiences. Part of both healing and learning is giving them opportunities to build resilience in the context of trauma-informed practice. Meanwhile their trauma affects us too. Yet, so does their resilience. How do we benefit as teachers from seeing the strength and resilience in our students?

Building a resilient classroom - in this workshop you will have the chance to explore not only how the teacher helps the student, but how much the students offer us.

About the workshop leaders:  Michaela Hendriks

Michaela has been an FE teacher in London for over 20 years, also teaching in Europe, USA & Africa. Her experiences of students in the classroom have led her to think about emotions in learning and teaching - positive and negative. She has developed a strong interest in trauma-informed practice and writes about the effects of trauma and resilience in class. She has undertaken research in methods which support students and has developed training for a trauma-informed classroom. She is interested in the effect our education system has on the happiness not only of students, but also teachers.

C7 -Facilitating literacy through the use of zines

Room 122

This workshop will introduce zine-making (small, self-published booklets created using text and images) as a method of building on emergent literacy skills in ESOL learners. You will get the opportunity to learn about the process of making a zine in hard-copy format, and how to organise a zine-making activity in your own ESOL classroom. The session will review key features of zines and highlights the benefits of using this approach to develop confidence in English and storytelling. 

About the workshop leader:  Amna Smith

Amna is a post-graduate researcher at the University of Southampton, conducting a narrative inquiry study with refugees living in Suffolk. She currently works as the ESOL facilitator for Suffolk Refugee Support. Amna has presented at conferences such as NATECLA, EALTA, The Language Testing Forum and The Migration conference on the topic of refugee access to ESOL. Amna has taught ESL and ESOL for over ten years. 

C8 -Teaching English to learners with dyslexia

Room 145

This workshop will give a quick overview of the symptoms of dyslexia, then look at the main challenges an individual with dyslexia may have in studying English as a second language. Finally, it will examine some strategies, techniques and resources to use in the language classroom. There will be a focus on practical resources that the participants can try out first hand and also signposting to further courses, including a new online, self-study course written by the presenter.

About the workshop leader:  Rachel Öner

Rachel Öner (she/her) is an Education Consultant and NATECLA Trustee. 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. 

C9 -Assess your learners’ reading skills

**Sponsored by ESB**

Room 135-137

By the end of this practical workshop, you will have created a concise test specification for a classroom test, defining the expeditious and/or careful reading skills you want to assess at a specific point in the learning journey. You will also write and evaluate your own test items, putting the principles of test construction into practice to create the core of a robust classroom assessment that is appropriate for your context and gives you and your learners useful information about their progress. 

About the workshop leader:  Anthea Wilson

Anthea Wilson taught ESOL in South Africa, Portugal and the UK, before moving into assessment and completing the MA in Language Testing at Lancaster University. She works for English Speaking Board (International) Ltd. developing ESOL assessments. Anthea is interested in JEDI, training test developers and using AI to increase efficiency, and believes that the person at the heart of the assessment is always the learner, and all assessment experiences should contribute to the development of the individual’s language reception and production in the real world.

D1- Embedding ESOL in vocational programmes

REPEATED SESSION 

**Sponsored by NOCN**

Room 145

This workshop focuses on a practical approach to embedding ESOL in vocational programmes.  You will have an opportunity to discuss and reflect on your own learners and provision in relation to this area of work.  There will be a chance to possibly re-frame thinking around this, at times, challenging issue and how it can be possible to marry the two.  

About the workshop leader: Katie Sharpe

Katie has been teaching ESOL for 24 years and has managed a range of ESOL and English programmes in further education and community organisations.  Currently, she is the Programme Manager for ESOL and English at Joseph Chamberlain College where she teaches ESOL, English and a Level 2 Teaching Assistant course to ESOL learners.  She has a Masters in Inclusive Education, which allowed her to indulge in her passion for adult and community learning, and the often second-chance opportunities this provides for our students.

D2 - Stop, Collaborate, and Listen: noticing and working with student language

Room 123

The language students produce is a rich resource too easily underexploited when teachers whip their students along, chasing the learning outcomes they chose. In this practical workshop we will explore the importance of listening to your students and their language. How can we identify which language to work with? How can we capture and revisit this language for future lessons and activities? How can we reposition ourselves as listeners and curators? While the emphasis will be on responsive approaches to language learning, the techniques could easily be relevant to any ESOL classroom. 

About the workshop leader:  Sam Shepherd

Sam Shepherd is an ESOL teacher and teacher trainer who has taught in general FE colleges for most of his career. He has contributed many workshops to NATECLA conferences over the years, and has written several articles for Language Issues on themes including emergent language, responsive teaching and functional skills English for ESOL students, and has almost completed his PhD looking at using emergent language approaches as a curriculum model.  

D3 - *REPEATED SESSION*  Using AI platforms to enhance student engagement and teacher creativity

Room 144

Join this workshop on "Enhancing Student Engagement and Teacher Creativity with AI Platforms," designed specifically for educators. Learn practical techniques to integrate AI tools into your teaching, boosting student participation and sparking creativity in your lessons. We'll address common concerns about AI, demonstrating how it can enhance rather than limit the educational experience. Through interactive activities and real-world examples, you'll gain actionable insights to transform your classroom. Don't miss this chance to explore the practical benefits of different AI platforms in education and leave with strategies you can implement immediately.

About the workshop leaders:  Esther Chelliah-Tam & Uzma Ashraf

Esther is the Curriculum Manager for the ESOL.  She has been an educator for 35 years, with experience in both HE and FE. As a dyslexia specialist, she is deeply interested in cognition and learning, focusing on how the brain processes information and the impact of teaching methods on cognitive development. She is currently exploring digital strategies in ESOL teaching and learning.  Her interests also include educational technology and curriculum development. 

With 15 years of experience in teaching, Uzma is passionate about creating engaging learning environments.  She focusses her teaching on using digital tools and platforms in language teaching and in particular the use of AI.  She is interested in exploring and integrating AI technologies in language teaching.

D4 - Teaching mixed ability groups for ESOL in the community

Room 127

This workshop is for any ESOL teacher faced with a mixed ability/level class. Our students may be assessed before a course and so we might expect to teach a fairly homogenous group (spikey profiles notwithstanding!). But in community teaching it rarely goes like this. “Entry 1” could be borderline pre-entry up to Level 1 (or even L2!). How to plan so lower levels are not overwhelmed or higher levels bored? Differentiation is key but how to make it seamless? We might have the luxury of an LSA – we might not. Come to this workshop to share your experience and ideas!  

About the workshop leader: Cathy Wood

She teaches ESOL for The Noah Academy in Bedford, a charity funded by local government for non-accredited courses. After retiring 6 years ago from a career in information management and communications, she signed up immediately to do a Celta course! She has been teaching for 5 years and considers it her second career. Because she teaches “in the community” her classes have always been mixed ability, though nominally E1. It’s both a joy and a challenge. She has developed ideas over time to help manage the challenges but knows all ESOL teachers will have ideas to share on this topic! 

D5 - Phonics- who needs it? 

Room 135-137

Delve into your own phonic skills and consider why it is important that all teaching staff can use a phonic approach when teaching English. English is a complex language and unless we can teach in a way that is systematic and transparent many students will struggle to become good readers, writers and spellers. Phonics can help us all!  The session will give attendees ideas of how to incorporate phonics into ESOL sessions for students at every level.

As an adult phonics specialist I will offer some practical activities so attendees will have the chance to explore some of their own phonic strategies and skills. 

About the workshop leaders: Sheila Mulvenney

Sheila is a trainer for teachers and educators in Phonics. As a specialist phonics trainer for children and adults she offers support to teaching and education staff in using phonics in functional skills and ESOL. Sheila has 14 years experience as a college lecturer in functional skills and 10 years as a phonics trainer.

D6 - Effective and empowering language learning for teen migrants

Room 140

Are you teaching school-aged learners? Join us for an engaging session to share ideas, tackle challenges, and explore solutions for supporting Gen Z students. These learners come with diverse backgrounds—varying levels of English proficiency, past educational experiences, and the impacts of trauma, migration, and home support systems. Together, let’s exchange insights, address these unique learning needs, and inspire each other to help every student thrive. Don’t miss this opportunity to collaborate and make a lasting impact! 

About the workshop leaders: Olivia Darby and Hannah Ward

Olivia has worked with refugees and vulnerable migrants for over twenty years, delivering practice, policy and research on topics relating to integration, access to language learning and migrant empowerment and wellbeing. She founded the Into School programme at the Baytree Centre in 2008 in response to local need: migrant teenage girls unable to access school or learn English. In recent years in her role at WONDER Foundation she has led research to understand this issue and advocate for teen migrants' education. She is a former member of the NATECLA ESOL National Strategy Committee.

Hannah is the ESOL tutor for the Into School programme at The Baytree Centre. Before joining the team in April 2024, Hannah volunteered with Baytree's after-school Maths and reading clubs, where her passion for education and supporting young people in the Brixton community began to take shape.

D7 - Climate change and inequality: Collaborative action in the ESOL classroom, 

Room 139

This workshop helps ESOL teachers explore ways to discuss climate change and social inequalities with their learners. It focuses on collaborative learning, uncovering the systems that create inequality, and encouraging meaningful action. We’ll show how this approach can be adapted for all ESOL levels, supporting learners to become empowered in order to challenge barriers and work towards a fairer future.

About the workshop leader: Lucilia Branco & Rachel Bate

Lucilia Branco has over 20 years of experience teaching ESOL in adult education in East London and is a passionate advocate for social and climate justice. She co-founded Green Week at Idea Store Learning in Tower Hamlets, providing a platform for learners to discuss and address climate change. In recent years, she has focused on encouraging and facilitating learners to take meaningful action. Lucilia has also co-created sustainability materials for the Education and Training Foundation, aligning her teaching expertise with her commitment to fostering environmental awareness and action

Rachel Bate is an experienced ESOL tutor specialising in Adult and Community Learning in East London. With a passion for supporting learners in developing their voices, she earned a PhD focused on the role of dialogic approaches in helping learners speak out and shape their identities in English. Rachel assisted Lucilia in organizing and developing 'Green Week' at Idea Store Learning in Tower Hamlets, where she also facilitated a range of workshops aimed at learners of all levels. In addition, she contributed to the creation of Sustainability materials for the Education and Training Foundation

D8 - Reflective practices: The key to innovative teaching and enhanced learning, 

Room 122

It can be hard to find the time and energy to reflect on what you are doing well and develop your teaching and learning to the next level. This interactive workshop will give you the opportunity to think and apply reflective approaches such as Gibbs and Rolfe to your teaching practice. Collaborate with others and share ideas regarding teaching innovations in a fun and supported learning environment. Come away from the workshop with practical takeaways - tips and strategies.

About the workshop leader:  Anne Reardon-James

Anne Reardon-James is a multi award winning L&D practitioner from the UK. With almost 20 years experience in education, Anne has worked in a wide range of educational settings, including community, family learning, college, university, probation and prison service. Anne is a Fellow member of SET, an Associate CIPD member and has Associate Fellowship in Higher Education (Advance HE). Having attained a Masters degree in Education, Anne is currently nearing completion of a professional doctorate in education.

D9 - The joyful classroom: Visual thinking techniques for teacher and learner wellbeing, 

Room 141

The learning environment is most effective when teachers and learners feel relaxed and calm. This session explores practical ways to foster wellbeing, nurture a positive mindset, and incorporate active meditation into teaching through simple, engaging visual thinking techniques. Bring a pen, a pencil, and your busy mind—leave feeling inspired, refreshed, and ready to spark joy for yourself and your learners.

About the workshop leader: Emily Bryson

Emily Bryson is an ELT professional with extensive experience in the ESOL classroom. She has written various print and digital materials, including National Geographic Learning’s Voices & Impact series, 50 Ways to Teach Life Skills and the A-Z of ESOL. She is passionate about diversity, equity and inclusion and the use of visual tools and graphic facilitation strategies to make learning more engaging, accessible and fun.  Her teacher development courses with a visual twist have been described as ‘the nicest corner of the internet’. 

E1- Backwards planning

Room 127

How do you plan? I bet you're going to say, 'I start with the warmer and move through to the outcome.' But how about starting at the outcome and moving back to the warmer? That's backwards planning! Like preparing for a holiday, you think of your destination first. All you'll need is a pencil. You'll get a piece of paper and lesson material​ to try out some backwards planning. I hope you'll find that the session has helped with lesson-planning techniques in general, and an outcome-focused approach in particular. Most importantly, I hope you benefit from the chance to exchange ideas with colleagues.

About the workshop leader: Tony Rawlinson

Tony Rawlinson works at City of Liverpool College. He is an ESOL Main-Grade Lecturer. He has a specific interest in exploring different approaches to lesson planning, having spotlighted this in his DELTA studies and delivered several successful workshops related to lesson planning.

E2 - Tending the flame: Growing together through action research

Room 140

Looking for fresh ways to keep your practice evolving? Feeling disconnected from your teaching craft? Always wanted to try action research but put off by the time-consuming reading and writing?

Join this action research workshop to reignite your enjoyment of teaching; spark meaningful innovation; and take back ownership of your craft and classroom—all without the heavy academic workload you might expect! 

You'll participate as a teacher-researcher, using a simple, practical framework to design a smart intervention for your next group. Collaborate with others and use a bespoke GPT to streamline the process and ensure your project is impactful.

This session is also for leaders looking to engage staff in CPD that they love, own, and can’t stop talking about. You’ll leave with strategies to foster a thriving community of practice.

Bring your spark, a device, and an open mind—let’s get curious!

About the workshop leaders: Charlotte Godwin

Charlotte works at Leeds City College, leading in TLA, teaching Beginners ESOL, and training junior trainee teachers. She is passionate about inclusive education and teacher development. She works alongside staff to promote teacher-led CPD, action research, and team teaching, while addressing challenges like mixed-ability teaching, student independence, and low literacy. With an interest in AI’s role in education and fostering reflective practice, Charlotte aims to encourage and empower teachers to explore new ideas and grow as researcher-practitioners.

E3 - Participatory photography and creative writing in the ESOL classroom

Room 123

In this workshop, you’ll pick up fun and practical ideas to bring your ESOL classroom to life through taking and sharing photos. We will explore how photography can enhance language learning, spark creativity, and serve as a powerful catalyst for creative writing. We will look at examples of work produced, try out some activities together, and you will  head home with lots of ideas to try out with your learners.

About the workshop leader: Sarah Sheldon

Sarah Sheldon is a director, ESOL specialist and teacher trainer at Learning Unlimited. Her main interest and specialism is photography, visual storytelling and creative writing in the ESOL classroom. In 2020/21 Sarah led the ELTons award-winning participatory photography and ESOL project, Picture This!, and since then has delivered other ESOL and photography courses and training. Organisations she has worked in partnership with include Idea Store Learning in Tower Hamlets, Greater London Authority (GLA), English for Action, V&A Museum, Council of Europe and Learning and Work. 

E4 - Nurturing safe spaces: Self-care strategies for trauma-aware teaching

Room 145

Teaching is rewarding—but it can also be emotionally demanding. Nurturing Safe Spaces empowers educators with practical, classroom-friendly tools to manage stress, build resilience, and prevent burnout. Learn how to regulate your nervous system, support your well-being, and mitigate the impact of vicarious trauma—so you can create a calm, safe, and supportive learning environment for your students. This workshop affirms your existing good practices while providing new strategies to sustain your energy and passion for teaching.

About the workshop leader: Fionnuala Daffy

Fionnuala’s passion for well-being began in 1999 with Buddhist meditation in Kathmandu, Nepal. Qualified in Community Development, she spent 15 years in Buddhist communities in Nepal, balancing social projects with retreats. She founded a K-8 school at Tsoknyi Gechak Ling Nunnery in 2013. After the devastating 2015 earthquake, she focused on trauma recovery and classroom resilience. Now a certified TRE (Tension/Trauma Releasing Exercises) provider, she teaches trauma-informed practices, mindfulness, and meditation, and guides online programs for Tergar.org and FullyBeing.org.

E5 - Teaching writing in the ESOL classroom

Room 144

This practical workshop will look at some of the challenges in teaching writing skills to learners with varying levels of literacy in their first language, as well as how to make preparation for writing exams more engaging all levels of curriculum from E1 - L2. Classroom ideas for writing practice that reflects real-life use of English in written form will be shared, alongside tips for ensuring learners are successful in their ESOL Skills for Life Writing exams. 

About the workshop leader:  Liz Joiner

Liz has been working in EFL and ESOL since 1996 and has extensive experience as a teacher, examiner, writer, teacher trainer and manager. Having made the move from EFL to ESOL in 2014, she has never looked back! Liz is currently an ESOL tutor, item writer and examiner and also delivers training sessions for teachers in exam preparation for Trinity ESOL.

**CANCELLED**

E6 - Escape to language mastery: Problem-solving with physical and online clues in ESOL teaching 

Room 139

Enhance your ESOL teaching toolkit by integrating escape room scenarios that promote problem-solving and language acquisition. This workshop offers practical strategies to create engaging, game-based learning experiences, utilizing a blend of physical and digital clues to foster critical thinking and linguistic development in your students.

About the workshop leader: Viorica Lucuta

Viorica 's career on tech enhanced teaching and training has been a fun 20 year long journey at national conferences, online and at colleges across the UK. As an eLearning coordinator at New City College and qualified teacher of ESOL and Teacher Training, Viorica has presented popular dynamic and quirky workshops on using AI to Boost Skills for online Techtober events; on saving time and improving well-being at SET, West London college, FEDEC and LSEC Bromley; Sustainability in Teaching, ESOL Appy!, Make them laugh and they will learn in London, Birmingham, Nottingham and Glasgow. 

E7 - The power of sport to engage young asylum seekers

**AoC Beacon Award for ESOL FINALIST 2024/25 ** 

Room 141

This workshop will explore the impact of participation in various sports on the mental health and wellbeing of unaccompanied asylum seeking children, and the further impact on their attendance and achievement at college. You will get the opportunity to hear about how a sports project was set up and run in an FE college, share ideas with colleagues about how it could be implemented in your place of work and ask the project lead for tips.

About the workshop leader: Bridget da Silva

Bridget is the Curriculum Manager for ESOL at New College Durham where she has been since 2018. Prior to this, she worked a large college in Newcastle, after returning to the UK following several years teaching in Mozambique, Egypt and Sri Lanka. She has a particular interest in working with students who have experienced trauma and trying to find ways to support them inside and outside of the classroom. This interest is what led to the project she will talk about in this workshop.

E8- Words of Welcome: Using our health magazine (by and for our learners) in your classroom

Room 135-137

Our magazine, Words of Welcome, helps newcomers to the UK with the language and knowledge needed to access health services.  The storylines are the real stories of our students, brought to life (comic strip) by  refugee artists living in Hull.

About the workshop leader: Karen van Diesen

Karen is the founder and a Director of Welcome to English. She spent 20 years living and working in basic education in The Caribbean, Africa, Central Asia and India before returning to Hull to work with refugees and asylum seekers. Her positions ranged from a lecturer at the University of Namibia, to teaching English to construction workers on a building site in Tanzania. 

E9- Embedding ESOL in vocational programmes

REPEATED SESSION 

**Sponsored by NOCN**

Room 122

This workshop focuses on a practical approach to embedding ESOL in vocational programmes.  You will have an opportunity to discuss and reflect on your own learners and provision in relation to this area of work.  There will be a chance to possibly re-frame thinking around this, at times, challenging issue and how it can be possible to marry the two.  

About the workshop leader: Katie Sharpe

Katie has been teaching ESOL for 24 years and has managed a range of ESOL and English programmes in further education and community organisations.  Currently, she is the Programme Manager for ESOL and English at Joseph Chamberlain College where she teaches ESOL, English and a Level 2 Teaching Assistant course to ESOL learners.  She has a Masters in Inclusive Education, which allowed her to indulge in her passion for adult and community learning, and the often second-chance opportunities this provides for our students.