The programme & workshops

A1- TBC

A2 - Boosting  Confidence in our Students in dealing with difficult situations : Countering Racism and Discrimination in Society

Room 123

Confidence does not develop in isolation. For many learners, experiences of racism, discrimination, and exclusion directly impact their willingness to speak, participate, and assert their rights. This session focuses on how teachers can support learners to build confidence in society, not just in the classroom.

Using trauma-informed and anti-racist approaches, participants will workshop together how to:

• Address racism and discrimination safely in ESOL settings

• Support learners to name unfair treatment without forcing personal disclosure

• Build language, confidence, and agency for responding to discrimination

The session will draw on ACT ESOL and participatory methods to show how classrooms can become spaces where learners practise finding their voice and assertiveness and create a greater sense of belonging. 

About the workshop leader: Michaela Hendriks

Michaela is a deeply committed teacher and trainer with extensive experience working with refugee and migrant learners. She delivers inclusive, trauma-informed lessons that build language, confidence and resilience. Her action research focuses on trauma-informed practice. She is a qualified TISUK (Trauma Informed Schools UK) Practitioner and has recently completed training in Teacher Reflective Supervision. She is passionate about finding ways of improving teacher well-being. With this in mind, she is currently piloting, researching and championing peer-led reflective supervision groups in FE.

A3 -  Real-World English: Bringing Sustainability into ESOL

Room 122

This practical session supports ESOL teachers to embed Education for Sustainable Development (ESD) into everyday teaching in purposeful, manageable ways. Using familiar ESOL topics such as work, food, community and housing, the session explores how sustainability themes can develop language skills alongside sustainable knowledge, skills and behaviours. Through discussion and hands-on activities, participants will plan solution-focused ESOL tasks that promote learner voice, inclusion and real-world engagement—without adding to workload. 

About the workshop leaders: Mafalda Giudice & Nathan Rogan

Mafalda brings 18 years of experience in the Further Education sector, specialising in ESOL across colleges and Adult Community Learning. CELTA- and DELTA-qualified, she began her career as an ESOL teacher and remains committed to inclusive, learner-centred practice. As a Lead Practitioner and Teaching and Learning Coordinator, she has supported ESOL teachers through coaching and CPD. Her recent work focuses on embedding Education for Sustainable Development (ESD) into everyday ESOL teaching through practical, real-world themes that promote learner voice and sustainable behaviours.

Nathan works as Senior Education Advisor for English, ESOL and Initial Teacher Education at the Education and Training Foundation (ETF). With 10 years’ experience in Further Education, he has taught ESOL to learners of all levels and backgrounds, as well as GCSE and Functional Skills English to 14–19s and adults. Formerly a Quality Improvement Lead and ITE Programme Leader, Nathan is passionate about improving English and ESOL teaching through policy development, CPD and sector-wide support.

A4 - Trauma-Informed Practice in ESOL: Supporting Teachers and Adult Refugee Learners in Wales

Room 127

This workshop introduces trauma-informed practice in ESOL classrooms, focusing on supporting refugee learners’ mental health, engagement, and social inclusion. Participants will explore strategies to overcome language barriers, build trust, and respond to learners’ experiences of trauma. Drawing on real classroom examples, teachers will discover practical approaches to adapt lessons, create safe learning environments, and foster confidence, wellbeing, and motivation, making ESOL provision more responsive, inclusive, and empowering for refugee learners.

About the workshop leader: Shilan Hassan 

Shilan is an MA TESOL graduate and independent ESOL practitioner based in Wales. She has experience supporting international and refugee learners in school and university settings, including as a Teaching Assistant for pre-sessional students at the University of South Wales and volunteering with learners in the UK and Kurdistan. Her academic interests include trauma-informed practice, adult ESOL, and learner wellbeing. This workshop draws on her research into teachers’ experiences supporting adult refugee learners in Wales.

A5 -  Let's ESOLise! Embedding ESOL and Functional Skills English into Vocational Programmes: Challenges, Successes and Practical Approaches 

Room 141

'Let's ESOLise!' 

This workshop explores the delivery of an ESOL Level 1 progression course that integrates vocational learning with Functional Skills English to better support ESOL learners on their journey to further vocational study. You will see 'the good, the bad, and the ugly'! 

Drawing on real classroom experience,  will explore why embedding English into vocational delivery matters and what it looks like in practice. The session shares honest insights into what has worked, how success was achieved, and the challenges faced along the way. Rather than offering a ‘one-size-fits-all’ model, the workshop creates a collaborative space for reflection, discussion and practical problem-solving, leaving participants with ideas and confidence to take back to their own contexts.

About the workshop leader: Jennifer Khoury

Jennifer is an ESOL teacher and Advanced Practitioner at Harlow College with 20+ years’ experience, including 10 years in Saudi Arabia teaching EAP and ESP. She has taught learners from Pre-Entry to Level 2, was an ESOL School Coordinator for a charity, and supports Level 5 teacher training. With a BA Hons Degree in Arabic & Middle Eastern Studies, CELTA, TAQA Level 4, and DELTA (Module 3 in progress), she is passionate about embedding English into vocational programmes and creating safe, engaging, inclusive learning environments.

A6 - Sharing stories - developing reading resources for teaching literacy in context

Room 139

The lack of reading materials for beginner adult readers means we often have to create our own.  In this session, you will explore some free new reading resources to see how you could use them with your learners. Developed for Pre-entry learners, each of the 7 readers focuses on a different consonant blend.  The stories are set in a world familiar to ESOL learners, based on real life, and they are accompanied by classroom activities.  You are encouraged to bring along any of your own material (e.g. stories, recipe books, yearbooks etc) to share ideas with fellow participants. 

About the workshop leader:  Janet Culley-Tucker & Heather Cryer

Janet is a teacher at Birmingham Adult Education Service. She is particularly interested in beginner literacy for ESOL learners. 

In 1993 Janet arrived for a year living in Hiroshima knowing only the Japanese word for thank you. She had to function without being able to read, write or speak the language and was dependent on friends as interpreters. This experience gave her valuable insights into the challenges of communicating in daily life with limited language ability. 

She has learned a lot from her learners and their lives have inspired the resources which we will use in the workshop.  

Heather currently teaches Entry 2 at Birmingham Adult Education Service, having had previous experience teaching in informal settings in the community, in workplaces and online.  Teaching Entry levels has shown her the big difference between learners who are already literate and those who aren’t, and the great rewards of teaching adults to read, highlighting a key need for suitable readers for adult ESOL learners.   This workshop demonstrates Heather’s passion for sharing resources and building a community of ESOL teachers.  Heather also volunteers as Co-Chair for NATECLA Midlands.  

TBC- A7 - Crafting a standout Beacon Award for Excellence in ESOL submission

Room 140

Ready to turn your team’s hard work into a prestigious accolade? The Bell Foundation Beacon Award celebrates the FE college sector’s best in ESOL—but a winning application requires more than just good results.  The sponsor's assessor will demystify the process and help you make your submission shine. We’ll move beyond the criteria to master the "art of the narrative," identify common pitfalls, and select evidence that truly resonates with judges. Whether you’re a new innovator or an established leader, leave with a practical toolkit to showcase your impact and give your ESOL department the national recognition it deserves.

About the workshop leader: Silvana Richardson 

Silvana is Strategic Education Advisor at The Bell Foundation and assessor for the Beacon Award for Excellence in ESOL. With 39 years of experience in language education, she has worked as ESOL teacher and teacher educator, academic manager, quality assurance inspector and consultant. Formerly Head of Education at Bell and visiting lecturer at Cambridge University, Silvana is a renowned speaker and the author of Promoting Professional Learning (Cambridge University Press and Assessment), co-author of two Cambridge papers in ELT, and has written materials, articles for teachers and leaders.

A8 - Teaching ESOL with AI Roleplay

Room 144

This session explores how AI can support ESOL teaching and learner independence. You’ll learn practical strategies for crafting effective prompts, discover the CLEAR framework, and see how AI can take on roles like a doctor, an exam interviewer, or a conversation partner. By the end, you’ll have ready-to-use templates and ideas to empower learners with instant feedback and real-world practice.

About the workshop leader: Gemma 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.

Gemma is committed to driving innovation in adult education, ensuring technology enhances accessibility and learner success.

A9 - Beyond ESOL: Building Community Interpreting Careers

**AoC Beacon Award for ESOL FINALIST 2025/26** 

Room 135/7

Find out how Oldham College has developed ESOL Community Interpreting programmes at Levels 1, 2 and 3 with exceptional impact for learners and communities. This session explores a whole-college model that goes far beyond the qualification, integrating ESOL, interpreting skills, employability, and employer partnerships to accelerate progression into meaningful work. Through learner stories, progression data and sector insight, delegates will learn the practical steps needed to implement the model themselves from curriculum design and staffing to timetabling and partnership building, offering a proven, scalable approach with real results.

About the workshop leader: Nerissa Roberts & Saima Ali

Nerissa Roberts is Head of Faculty for ESOL at Oldham College and winner of the Excellence in Teaching Award, Get the Nation Learning Awards 2025. She leads creative, innovative approaches to ESOL that prioritise progression, social mobility, confidence building and meaningful employment. Her academic and professional interests include inclusive curriculum design, community cohesion, learner voice, and building strong employer partnerships. Nerissa has extensive experience working with migrant and refugee learners and developing scalable programmes and projects that go beyond qualifications to build confidence, language, and workforce readiness. This background directly informs her workshop, which is grounded in proven practice, real learner outcomes and strategic leadership experience.

Saima Ali is the Lead Tutor for Community Interpreting at Oldham College, a role she has held since 2018. She has designed and delivered innovative curriculum content across levels, shaping a programme that responds directly to community and employer needs. Alongside her teaching role, Saima is a voluntary community interpreter, ensuring her practice remains current and grounded in real-world experience. Her academic interests include applied interpreting practice, inclusive pedagogy, and professional standards in community interpreting. Saima has mentored tutors internally and externally and regularly shares best practice across the sector. This experience underpins a highly practical, practitioner-led workshop rooted in proven delivery.

B1 - NOCN

Room 139

About the workshop leader: 

B2 -  Emotionally (in)hospitable spaces: Teacher wellbeing and emotion labour in the ESOL classroom

Room 127

The field of ESOL has been experiencing particularly turbulent times in Scotland and beyond. This workshop will share and reflect on the findings of a practitioner research project focusing on practitioners whose work with ESOL learners makes significant contributions to students’ wellbeing and achievements, but whose own wellbeing, experiences and needs are often overlooked. The research project is based on interviews with ESOL practitioners working with refugees and asylum seekers in Scottish colleges, with the aim to explore what the impact of working in ESOL is in terms of emotion labour and how much teachers are able to engage in wellbeing practices such as self-care.

About the workshop leader: Orsolya Dunn 

Orsolya Dunn has been involved in English language teaching for over two decades in a wide range of contexts. She has worked in Hungary, Italy and the UK in a number of roles in ESOL, EAP and EFL. She is currently an ESOL lecturer at Ayrshire College and a Doctorate in Education student at the University of Glasgow. She is committed to practitioner research and regularly attends conferences in the UK to contribute to knowledge production in the field of ESOL as an ESOL practitioner and early career researcher. 

B3 - From Feedback to Performance: Using Developmental Feedback to Improve ESOL Exam Outcomes

Room 145

This workshop will demonstrate how developmental feedback can be used not only to improve ESOL exam performance, but also to support a clearer, more sustainable progression route and a stronger learner journey. Moving beyond generic praise, it introduces a practical feedback approach that helps learners understand achievement, exam expectations, and next steps. Participants will get the opportunity to work with a ready-to-use feedback framework and practical script grounded in real ESOL classroom practice, IQA-informed assessment, and coaching principles, enabling immediate application to assessment, exam preparation, and learner progression.

About the workshop leader: Inna Gorobets

She is an experienced ESOL practitioner, teacher trainer, and IQA working in adult education in the UK. She works for the Workers' Educational Association (WEA), delivering accredited and non-accredited ESOL provision, supporting teacher development, and leading national standardisation meetings. Her professional interests include teacher training and CPD, and ESOL exam preparation informed by assessment criteria and feedback. She is currently completing the DELTA Level 5 qualification with a Module 3 specialism in Teacher Language Development through Cambridge Assessment English.

B4- Belonging Through Creativity: A Sanctuary-Inspired ESOL Project for 16–18s

Room 135/7

Come along to explore how sanctuary partnerships can transform ESOL learning for 16–18 year olds. This session will show how creative collaboration between Cambridge Regional College and Arts Theatre Cambridge, with Cambridge Curiosity and Imagination, Phosphorus Theatre, and local artists, brought language to life through drama, art, and nature walks. Students met inspiring role models and built confidence, belonging, and cultural awareness. Attendees will discover practical strategies for integrating creativity into language teaching, hear powerful stories of resilience, and learn how partnerships foster inclusion and self expression.  This interactive session will provide opportunities to share good practice, giving delegates clear, practical ideas to enhance their own ESOL provision. 

About the workshop leader:  Lola Freeman

Lola Freeman is an ESOL Lecturer with over 20 years’ experience at Cambridge Regional College. Her academic interests include fostering learner autonomy and nurturing positive learning experiences that go beyond language to cultural understanding. Having integrated into a new culture herself, she uses personal insight to inspire confidence and critical thinking. Her recent workshop showed how art and drama empower ESOL learners to embrace challenges, improve language skills, and build confidence, helping them step out of their shells.

B5 - From Language to Livelihoods: Embedding Employability in ESOL

Room 141

This workshop explores how employability can be embedded meaningfully into ESOL provision for 16–18 and adult learners. It focuses on practical, inclusive approaches that combine language development with confidence-building, teamwork, and real-world communication. Through enterprise, community-based activity, and simulated workplace tasks, the session demonstrates how employability can be taught without adding curriculum overload. Participants will leave with adaptable ideas, examples of learner activity, and strategies that support progression, motivation, and active participation in ESOL classrooms for all levels.

About the workshop leaders: Laura Wiggin

She is an experienced ESOL manager and practitioner working in Further Education, with a strong focus on inclusive curriculum design and employability for multilingual learners. She has designed and delivered embedded employability programmes for both 16–18 and 19+ ESOL learners, supporting confidence, progression, and learner agency. Her academic interests include inclusion, employability, sustainability and curriculum impact. She regularly delivers workshops and CPD across the FE sector and has presented at national conferences including NATECLA and Ascentis. 

B6 - Poems without Borders  - Multilingual Creative Writing

Room 122

Are your learners bored of grammar and structure?  

Reignite a passion for languages and literature by reading and creating multilingual poetry. Experiment with different aspects of multilingualism and celebrate diverse cultures and identities using prompts such as borrowed words, false friends, untranslatable words and proverbs from around the world. Interweaving cultures, languages, abilities and backgrounds, with a view to progression onto GCSE and beyond. The aim is to appreciate and honour learner’s first language, as part of the integration process. 

Delegates will get to experience a novel way to engage the learner while creating and sharing their own work.  

About the workshop leaders: Ulrike Duran Bravo & Claire O'Hagan

Ulrike is an English and ESOL teacher at Cornwall College, with 20 years of experience teaching across FE, secondary, language schools and abroad. She has a Degree in English and MFL and a Masters in Creative Writing; she is also a multilingual published poet.  

In the classroom her love of language is expressed enthusiastically, creatively and innovatively.  Ulrike’s blended South American and European heritage gives her depth and breadth of knowledge and learners are welcomed to explore language, identity and self-expression in more than one language.   

Recently awarded OUTSTANDING by Ofsted, Cornwall College has traditionally been a rural community of local learners. Recent migration has led to a new demographic joining and it is Claire’s pleasure to create lessons offering integrative experiences and progression through ESOL, into mainstream and the wider world. Her resources count as examples of best practice nationally, specialising in engaging learners hardest to reach. As an English & ESOL teacher of ten years experience in FE colleges, secondary and language schools, she brings vibrancy, creativity and warmth to the classroom. 

B7 - Beyond Worksheets - Using Readers in the ESOL Literacies Classroom

Room 123

In this workshop, Hannah and Kasia will introduce the library of ESOL Literacies readers the NATECLA Scotland team launched in 2023 and talk about why and how they were created.  Together you will explore practical ideas for using readers in your ESOL Literacies classes, taking NATECLA Scotland’s ready-made worksheets as a starting point, and thinking about how you can tailor activities to work for your learners.  You will look at examples of readers made in collaboration with learners and will hopefully come away inspired to create your own readers and with the practical knowhow to make it happen!

About the workshop leader: Hannah Avison & Kasia Lewieniec

Hannah Avison is an ESOL tutor and Lifelong Learning Development Officer in the ESOL team at the City of Edinburgh Council. She has been teaching ESOL for about 15 years, mainly at Beginner and ESOL Literacies levels.  She is one of the ESOL Literacies Co-Ordinators for NATECLA Scotland and was the project lead for their ESOL Literacies readers, which launched in November 2023.

Kasia Lewieniec teaches ESOL at Dundee and Angus college. She has been teaching English for 20 years and she started her adventure with ESOL 4 years ago. She loves teaching literacies and is delighted to have joined the Natecla Scotland ESOL Literacies Readers project. 

TBC- B8 - **BEACON FINALIST**  Bridging the gap: ESOL into vocational courses

Room 144

This workshop will showcase how integrated ESOL–vocational pathways can transform learner progression and confidence. Participants will explore a proven model that embeds English language development within vocational courses, dismantling the ESOL‑only loop and accelerating access to qualifications and employment. You will get the opportunity to see practical examples from seven sectors and learn how co‑teaching builds staff capacity. Expect hands‑on ideas, replicable frameworks, and real learner voices. Join us to find out how this approach shortens time‑to‑qualification and creates inclusive, future‑ready routes for multilingual learners across FE.

About the workshop leaders: Matt Lunt & Michelle Villar 

Matt has been head of school for ESOL at The City of Liverpool College since 2023. He has has been developing closer links between ESOL and vocational schools within the college to strengthen and promote pathways for ESOL learners. Matt has an interest in emergent language and task-based learning/Dogme approaches to teaching, as well as academic management. 

Michelle is Deputy Head of School for ESOL at the City of Liverpool College. She has been teaching ESOL vocational courses for the last two years. Prior to this, Michelle worked in ELT management. 

B9 - Building and using language data for ESOL inclusion

Room  141

How inclusive of bi/multilingual learners is the education our organisations provide, and how could we find out? With the current focus on a wider range of factors for inclusion, do we need additional data? We may collect language information at enrolment, but often only for those enrolling for ESOL. In this session we will share practices and discuss what information is useful for us to be able to ensure that all those with language needs are being supported and enabled to progress in education and beyond.  We will also discuss how to make best use of the data we collect and whether there could be any political issues.

About the workshop leaders: 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 is an inspector and a college governor.

C1- New:  A Phonics-Led Approach to ESOL Literacies Teaching

Room 140

This workshop explores how phonics instruction - the method used to teach reading and writing in primary schools - can be embedded into literacies/pre-entry ESOL classes for adults. You’ll see how a structured phonics system, properly adapted for adult learning, supports decoding, learner autonomy and confidence. It also aims to reduce planning time and create predictable, supportive routines for learners who often have interrupted educational experiences. Through practical examples, curriculum ideas and take-home materials, the session demonstrates how phonics can sit alongside spoken language and other skills work to build confidence and enjoyment in the classroom - without overwhelm for anyone involved!

About the workshop leader: Victoria Rowland

Vikki is a Development Worker and Business Strategist at ESOL Scotland, leading volunteer-taught classes and supporting organisational growth. She has co-designed a new, outcomes-focused curriculum to support consistency and progression across ESOL Scotland’s community provision. Central to this work is a Literacies/Pre-Entry programme integrating all four language skills alongside explicit phonics awareness and instruction. Drawing on 15 years’ experience teaching and teacher training globally, she enjoys focusing on building confidence-led pathways into improved literacy for adults.

C2 - Bridging the Digital Gap - Click by Click!

Room 123

Feeling unsure about teaching digital skills? You’re not alone! This practical, beginner-friendly workshop is designed for ESOL teachers looking to build their confidence. Learn how to integrate simple tech tasks into your existing lessons and materials, without overwhelming yourself or your learners. Explore easy-to-use tools and gain practical tips for teaching even the least tech-savvy students. Walk away with ideas you can use right away to make digital literacy simple, relevant, and accessible for everyone.

About the workshop leader: Liam Anderson

Liam has worked with ESOL learners since 2014 and holds a CELTA, a PGCE in Language and Literacy for Adults, and an MA in Educational Technology. With over a decade in ELT and EdTech, he partners with teachers and schools in exploring innovative, research-informed, and practical uses of technology in the classroom. As Regional ELT Manager at Express Publishing, he delivers hands-on workshops focused on high-impact, low-prep strategies that blend digital tools with strong pedagogy while keeping teacher workload manageable and learners at the centre.

C3 -  They’ve got the POWER: Multicultural and mixed level learners in a Participatory ESOL classroom

Room 135/7

This workshop will give any practitioner, who works in ESOL or other classrooms, the opportunity to be ‘the guide on the side’ and let our students become ‘the sage on the stage!’ (C.Goria, 2017). Discovering participatory methods could offer practitioners new opportunities and methods to interact with colleagues, students and other stakeholders so that voices are honoured. The workshop will guide practitioners to letting go of the reins so tightly, and let our learners, of varying levels, exhibit what they know. In turn, showing where their gaps in learning are.

About the workshop leader: Jessica Brown 

Jessica works in Chesterfield College as a Quality of Education Lead while teaching ESOL students both ESOL and Functional Skills English. With a background in ESOL and language teaching, Jessica adores on demand, dogme and participatory style language learning to enhance the authenticity and fluency of learning a language, which in turn, removes authority from herself and gives her ESOL learners the power. 

C4 - Sketchnoting Sparkle: Super-charging notes, whiteboards and more with simple doodles. 

**REPEATED SESSION** 

Room 141??

Do you struggle to stay focused in meetings, workshops, or webinars? You need Sketchnoting! This session shares simple tips, tricks, and doodles to bring your notebooks and whiteboards to life. You’ll learn how visual notes can help you and your learners focus, remember, think more deeply, solve problems, and simplify complex ideas. These techniques make learning more accessible and can support neurodiverse learners. Best of all, this isn’t art - it’s communication. No drawing skills required. I’ll demonstrate doodling icons using simple shapes, letters, and numbers. Get ready to activate your creativity and add sparkle to notes, lists, and lessons.

About the workshop leader: Emily Bryson

Emily Bryson is an experienced ELT professional. She has written various print and digital materials, including National Geographic Learning’s Voices & Impact series. She is passionate about diversity, equity and inclusion and the use of visual facilitation strategies to enhance learning. She is a blogger for Ellii and frequently delivers teacher development for various ELT organisations. Her training courses with a visual twist have been described as ‘the nicest corner of the internet’ and her sketchnotes are popular on socials. www.EmilyBrysonELT.com @EmilyBrysonELT 

C5 - Feedback That Listens: Shaping Learning Through Noticing

**REPEATED SESSION** 

Room 145

This interactive workshop invites ESOL practitioners to explore feedback as a process of listening, noticing and responding. Through short activities, discussion and classroom examples, participants will reflect on how feedback can help learners notice and value both target and emergent language, recognise progress and build confidence. Working with ESOL scenarios, delegates will share experiences, compare approaches and co-construct practical principles for responsive, learner-centred feedback that moves beyond tick-box approaches and supports meaningful engagement.

About the workshop leader: Olena Kolesnyk

Olena is an experienced ESOL teacher, trainer, IQA and examiner with over 25 years’ experience of teaching ESOL in the UK and internationally. She holds an MA in Philology, CELTA, QTS and IQA qualifications. Since joining the Workers’ Educational Association, Olena has developed inclusive blended and hybrid learning approaches. She has extensive experience working with migrants and refugees from diverse linguistic and cultural backgrounds. A strong advocate for multilingualism and lifelong learning, Olena develops courses and supports tutors through her work with NATECLA East.

C6 - Where Connection Begins: Building Rapport Through EDIB in ESOL Classrooms

Room 122

This interactive workshop focuses on building rapport quickly with ESOL students from diverse cultural backgrounds while promoting equality, diversity, inclusion, and belonging. Participants will take on the role of learners and engage in practical, hands-on activities that encourage connection between students and with the teacher from the very first lesson. Using culturally responsive tasks and thoughtfully designed ice-breakers, the session offers ready-to-use ideas for creating a welcoming, inclusive, and supportive learning environment, with EDIB used as a bridge for meaningful classroom relationships.

About the workshop leader: Ruby Liu & Kinga Radwan

Ruby is an ESOL teacher working mainly with adult learners at Southwark College. She holds a CELTA qualification, a BA in English Language and Literature from China, and a Master’s degree in Education Management from KCL. She has taught English and IELTS in China and Indonesia and worked with international students through IELTS and Erasmus projects in the UK and Europe. Her experience supporting learners from diverse backgrounds has developed a strong focus on equality, diversity, and inclusion, which shapes her workshop on building rapport quickly through inclusive classroom activities.

Kinga

C7 - From Barriers to Brilliance: Navigating the Digital Shift in ESOL Synchronous Learning

Room 139

This interactive workshop examines the compelling findings from a recent pilot project on synchronous ESOL delivery at Leeds City College. Attendees will explore the Effective Use of digital tools, discovering how Google Classroom applications, Canva, and other tools can drive high-impact student engagement and digital skill development. The session goes beyond theory, requiring participants to engage in problem-solving scenarios to support learners with mixed-ability digital skills. Furthermore, the workshop features hands-on opportunities for redesigning tasks across various levels, ensuring educators leave with practical strategies to foster student independence in any digital environment.

About the workshop leader: Gosia Tobolska & Agnieszka Kulas

Gosia Tobolska is a Development Manager at Leeds City College with extensive experience in ESOL teaching, curriculum development, and leadership. She currently oversees Trinity assessment processes and leads digital education initiatives, including the pilot of synchronous teaching models for Level 1 ESOL. With a background in teaching across all levels and a BA (Hons) in TEFL, her work focuses on fostering student independence through innovative, learner-centered practices. Gosia is a champion for ethical AI and digital skill development, bringing practical insights from the "front line" of ESOL delivery to help educators navigate the digital shift.

Aga Kulas is an Advanced Practitioner at Leeds City College with over 15 years of experience in ESOL delivery. Before her current role, she spent over a decade working in the third sector, teaching in some of the most deprived areas of Leeds. This background gives her a deep, practical understanding of the challenges learners face. Currently, Aga works closely with the ESOL department to support early career teachers. Her interests focus on student-centered teaching and using IT to help learners build independent skills. Her long history in the community ensures her workshop is grounded in real-world experience.

C8 - The neurodivergent exam experience - before, during and after. Improving study skills to help navigate exams.

Room 127

This workshop will consider the challenges neurodivergent leaners may have in preparing for and sitting exams or assessments. The session will focus on improving study skills, executive functioning and the neurodivergent affirming language in exam practice. There will be a reflection on how traditional 'health' reports may not help teachers to support their learners for assessment, and that many ESOL students have no reports in the first place, meaning the emphasis is on their teachers to know what is best. This workshop is based on theory and research, but will look at practical techniques and strategies learners and teachers can put in place to develop independence and confidence in assessment. 

About the workshop leader:  Rachel Öner

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

C9 - Low-prep - high impact -  Ideas for a creative teacher's toolkit

**REPEATED SESSION** 

Room 144

Busy teachers don’t need loads of extra resources that they photocopy and chop up before the lesson, busy teachers need quick, low-prep, adaptable activities that can have a big impact in their classrooms and help the students to focus on the materials we are already using. In this session, we will try out 8 or 9 activities that can be added to your toolkit and can be used across levels and situations to bring high impact without huge amounts of preparation. 

About the workshop leader:  Gareth Davies

Gareth Davies is a teacher, teacher trainer, storyteller, and author based in South Wales. 2025 marks the 30th anniversary of Gareth’s involvement in ELT, teaching in Czechia, Portugal, Spain, Japan and the UK. Gareth started teacher training in 2001 and has worked with OUP, CUP and Black Cat amongst others, delivering professional development talks all over the world. Currently, Gareth teaches teens and adults at in Cardiff . Gareth is a spellbinding storyteller, working with schools, community groups and mental health charitiess,

D1 - Digital Lesson Evaluation

Room 127

How do you reflect on and improve your classroom practice? Where do you start, and how do you make action points to work on? In this interactive session you will see one way of using AI to turn your teaching journal into a tool for pedagogical reflection. You will see how a real lesson can be analysed to bring clear pedagogical considerations to the surface. The thinking of major educationalists is mapped against your practice. The session then shows how these ideas become actionable items, specific to your context. This enables stronger planning, sharper judgement, and theory-informed ESOL teaching. 

About the workshop leader: Ferris Lindsay

Ferris is a confident and experienced teacher of English. He has taught in the independent and public sector in primary, secondary and further education. For the last 15 years he has been teaching English to adult learners from all over the world.

Over the past decade he has developed a wide range of digital strategies and material for use in and outside the ESOL classroom. He's a go-to-teacher for colleagues wanting to improve their skills in this area. 

He's able to train and support teachers who lack confidence in the use of digital technology for teaching and admin.

D2 - Delivering culturally aware lessons

Room 140

How do we deliver lessons that acknowledge all the cultures in the classroom, including local and British, while avoiding stepping on potential minefields?

In this workshop, we explore the importance of three-way cultural awareness in the classroom: from teacher to learner, from learner to teacher, and between learners. We discuss how to ‘become the learner’ and how to incorporate cultural understanding into all language lessons, enabling the class to unite through a shared understanding of each others’ and their host country’s culture. 

The session will be discussion-based, co-creative, and focused on the practical throughout. 

About the workshop leader:  Stephanie Lam & Chris Moore

Stephanie has been teaching English to refugees, migrants and ex-prisoners for 25 years at two Immigration Removal Centres. She is also the co-creator of, and co-tutor on, NILE Online’s eight-week course Teaching English to Refugees and Migrants, working with almost a hundred ESOL teachers to help them develop the necessary skills in this area. She is highly experienced at creating a safe, calm classroom space within the high-stress, high-turnover environment of immigration detention, and in working with learners from every corner of the globe. She is also a published author and journalist.

Chris is the MD and co-founder of Specialist Language Courses, providing online ESOL, Medical English and OET/IELTS prep courses worldwide. He has delivered thousands of courses for refugees and migrants, working with organisations including Strategic Migration Partnerships and the NHS. Chris has been teaching, designing courses, training language teachers and running schools since 1989. He focuses on where language education has real impact.

D3 - Citizen Literacy New Developments and call for Volunteer Testers

Room 139

Interactive demonstration of  some new online literacy tools being developed at the request of NATECLA Scotland members and a call for volunteer testers to provide feedback. Volunteers will be provided with free printed and digital resources and support for one year, and free digital access thereafter. Tools include:

(1) A new multilingual ESOL literacy app that enables learners to listen to instructions and feedback from virtual Tutors in a range of languages. (2) The new Tutor Hub, with admin tools, learner analytics, authoring tools, phonics dictionary, lesson plans and worksheets and more. ( 3)The ATLAS project for new tutors.

About the workshop leaders:   Diane Gardner & 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 - Sketchnoting Sparkle: Super-charging notes, whiteboards and more with simple doodles

**REPEATED SESSION** 

Room 141

Do you struggle to stay focused in meetings, workshops, or webinars? You need Sketchnoting! This session shares simple tips, tricks, and doodles to bring your notebooks and whiteboards to life. You’ll learn how visual notes can help you and your learners focus, remember, think more deeply, solve problems, and simplify complex ideas. These techniques make learning more accessible and can support neurodiverse learners. Best of all, this isn’t art - it’s communication. No drawing skills required. I’ll demonstrate doodling icons using simple shapes, letters, and numbers. Get ready to activate your creativity and add sparkle to notes, lists, and lessons.

About the workshop leader: Emily Bryson

Emily Bryson is an experienced ELT professional. She has written various print and digital materials, including National Geographic Learning’s Voices & Impact series. She is passionate about diversity, equity and inclusion and the use of visual facilitation strategies to enhance learning. She is a blogger for Ellii and frequently delivers teacher development for various ELT organisations. Her training courses with a visual twist have been described as ‘the nicest corner of the internet’ and her sketchnotes are popular on socials. www.EmilyBrysonELT.com @EmilyBrysonELT.

D5 - Feedback That Listens: Shaping Learning Through Noticing

**REPEATED SESSION** 

Room 145

This interactive workshop invites ESOL practitioners to explore feedback as a process of listening, noticing and responding. Through short activities, discussion and classroom examples, participants will reflect on how feedback can help learners notice and value both target and emergent language, recognise progress and build confidence. Working with ESOL scenarios, delegates will share experiences, compare approaches and co-construct practical principles for responsive, learner-centred feedback that moves beyond tick-box approaches and supports meaningful engagement.

About the workshop leaders:  Olena Kolesnyk

Olena is an experienced ESOL teacher, trainer, IQA and examiner with over 25 years’ experience of teaching ESOL in the UK and internationally. She holds an MA in Philology, CELTA, QTS and IQA qualifications. Since joining the Workers’ Educational Association, Olena has developed inclusive blended and hybrid learning approaches. She has extensive experience working with migrants and refugees from diverse linguistic and cultural backgrounds. A strong advocate for multilingualism and lifelong learning, Olena develops courses and supports tutors through her work with NATECLA East.

D6 - How would you say that in your language? The power of translanguaging in mixed ability ESOL classes

Room 122

Students come to our classes with a rich set of experiences, opinions and skills. But the ESOL classroom can disempower and flatten our students’ perspective, as they are put in a position of perceived lacking due to their still-developing English language skills. This workshop will demonstrate how students’ diverse cultural and linguistic abilities can be employed in participatory ESOL classes, using ‘translanguaging’ techniques. You will get the opportunity to learn about the cognitive and trauma-informed benefits of encouraging students to think, plan and speak in their home languages and participate in activities that model these practices in a mixed-ability classroom. 

About the workshop leaders: Claire Laslett

Claire is a teacher and education program coordinator at CARAS, a South-London-based charity that offers community support to refugees and asylum-seekers. She manages and teaches youth and adult ESOL classes, as well as numeracy, digital skills, educational casework and creative practices. She has academic interests in culturally responsive, participatory and trauma-informed education and holds a Master’s degree in refugee education from Columbia University. She has also taught in refugee contexts such as Greece and Lebanon and worked as a secondary school teacher in the UK.

D7 - Reading with Love: Engaging learners with literacy!

Room 123

Ever struggled to get students reading? Library trips making eyes roll? You need our tips and tricks! This workshop will give everyone the opportunity to learn about new digital technology to use for improving literacy interest in ESOL learners. It will give practical advice, sites and top tips for use in classes for Adults and 16-18 learners. These work on phones, tablets and computers so you can tailor your approach to your students’ tech – inclusivity is a key priority. You will get the opportunity to see the technology from the educators point of view and the students so that navigating the process with them is less arduous. They will be showcasing systems such as Reading Coach, which is an excellent AI tool for independent reading and ongoing assessments, Mentimeter for vocabulary building and making your own reading journals using Canva. The workshop will include QR codes for participation (phones or tablets are recommended) and in case of low wifi availability, there will be print out examples of each program provided to showcase how it can be used. 

About the workshop leader: Sophie Alderheart & Sanaa Qudah

Sophie works at Kirklees College as the Digital Lead for ESOL. Her academic interests are in building digital confidence, improving reading and literacy levels and researching motivational and engagement strategies. 

Sanaa works at Kirklees College as one of our lead 16-18 ESOL teachers. Her academic interests are in building confidence, improving reading and literacy levels and using engaging strategies for 16-18 learners. 

D8 - **BEACON FINALIST** Embedding cultural capital in ESOL classrooms to promote equity

Room 135/7

Many curricula reward prior knowledge that ESOL learners are not always given time or space to develop. This practical workshop explores how cultural capital and curiosity can be built from Entry Level ESOL to GCSE through explicit teaching and creative approaches. Focusing on historical contexts, key figures, and major discoveries, the session shows how background knowledge supports comprehension and engagement. Using real ESOL and GCSE texts and learner responses, we'll examine where gaps affect outcomes. Delegates will experience classroom examples, including AI-supported historical storyboards, inventor storybooks, and pitch-style presentations, leaving with adaptable, ready-to-use strategies that build confidence, curiosity, and progression.

About the workshop leader:  Iqra Javed & Juliana Valadares Saili 

Iqra Javed is an experienced educator and current programme manager in further education, with professional experience across secondary education and ESOL. She works with young people and adult learners and supports teaching teams to deliver provision that enables progression into employment and further education. Her work focuses on what learners need to achieve in order to progress personally, academically, and professionally, with particular attention to reducing barriers to attainment. Her academic and professional interests centre on social mobility, equity, and inclusive educational practice, particularly in relation to how institutional structures shape access, confidence, and long-term success for diverse learners.

D9 - **REPEATED SESSION**  Low-prep - high impact -  Ideas for a creative teacher's toolkit

Room 144

Busy teachers don’t need loads of extra resources that they photocopy and chop up before the lesson, busy teachers need quick, low-prep, adaptable activities that can have a big impact in their classrooms and help the students to focus on the materials we are already using. In this session, we will try out 8 or 9 activities that can be added to your toolkit and can be used across levels and situations to bring high impact without huge amounts of preparation. 

About the workshop leader: Gareth Davies

Gareth Davies is a teacher, teacher trainer, storyteller, and author based in South Wales. 2025 marks the 30th anniversary of Gareth’s involvement in ELT, teaching in Czechia, Portugal, Spain, Japan and the UK. Gareth started teacher training in 2001 and has worked with OUP, CUP and Black Cat amongst others, delivering professional development talks all over the world. Currently, Gareth teaches teens and adults at in Cardiff . Gareth is a spellbinding storyteller, working with schools, community groups and mental health charitiess,

E1- Tasting English: Exploring Language, Culture & Community Through Food

Room 135/7

This workshop will explore food as a powerful tool for ESOL and English learning. Drawing on over 10 years of experience with the community project Heart & Parcel, Clare will guide you through a learner-centred approach that connects language, culture, and social justice, and has transformed ESOL communities, in particular refugees and asylum seeker learners in Manchester and beyond.

You will get the opportunity to take part in hands-on, food-based activities designed to develop reading, writing, speaking, and listening skills. You’ll reflect and engage your senses to deepen learning, foster belonging, and discover the joy of learning English through food.

About the workshop leader: Clare Courtney

Clare Courtney founded Heart & Parcel in 2015 and ran Cooking & ESOL events for the ESOL communities around Manchester. 15 years of teaching across ESOL and HEI contexts, she is currently doing research into alternative migrant provision projects in the North of England and the role of food in belonging.  

E2 - Incorporating phonics into sessions with Functional skills and ESOL students

Room 141

Unlock confident English with phonics-powered Functional Skills teaching. Our approach gives ESOL learners the tools to decode, pronounce and spell real-life language fast. Phonics builds strong foundations, boosting reading, writing, speaking and listening together. Students gain confidence with workplace forms, emails, instructions and everyday conversations. Lessons are practical, engaging and inclusive, supporting mixed levels and rapid progress. Say goodbye to guessing and memorising. Say hello to clear sounds, sharper literacy and independent learners. If you want results that stick, phonics is the smart, proven way to transform Functional Skills ESOL outcomes for adults, apprentices and community programmes everywhere.

About the workshop leaders: Sheila Mulvenney

After a long career in teaching in FE and schools  and working with Children in Care she now delivers training to professionals on trauma, phonics, and supporting vulnerable students. She is also an author of fiction and nonfiction latest book is Using Phonics for Functional Skills/ESOL.

E3 - Building Literacy from the Ground Up: Practical Strategies for Pre-Entry ESOL 

Room 145

 This workshop will draw inspiration from the Orton–Gillingham approach, participatory learning and language experience to focus on supporting Pre-Entry ESOL learners’ literacy and oracy with particular focus on spelling for dyslexic learners or learners with learning difficulties. You will engage with practical classroom activities, consider common challenges in diverse ESOL settings and reflect on how small, structured approaches can support learner progression. The workshop offers clear rationale alongside ready-to-use strategies that can be adapted  to your own teaching context.

About the workshop leader: Sara Khan

Sara Khan is an ESOL teacher at Derby College and a specialist 1:1 academic and study skills tutor for undergraduate and postgraduate students in the UK.Her PhD research explores the integration of digital skills into lower-level ESOL classes.  She has taught Pre-Entry ESOL learners for the past six years and regularly  refines pedagogical approaches to support learner progression, drawing on contemporary research and modern ESOL pedagogy.She has published three peer-reviewed articles with NATECLA.

E4 - Writing creatively: how creative writing workshops can support language learning

Room 122

This workshop will explore how creative writing can be incorporated into ESOL classes and how it can benefit the learners.  

Expressing thoughts in an imaginative and flexible way can increase learners’ confidence in writing, expand their vocabulary, improve communication skills for employability, further education and everyday life. It can also support mental health and create connections among students, deepening their sense of belonging and inclusion. 

During the workshop you will experiment with writing and storytelling in different formats. By the end of the workshop you’ll have a toolbox of activities, ideas and methods to take away and adapt to your classes. 

About the workshop leader: Susanna Fasciolo

Susanna is an ESOL teacher at Southwark College. She has been teaching English for five years. Alongside her teaching she writes creative non-fiction and very short stories and enjoys learning new art forms. Susanna holds a CELTA qualification and a Master’s Degree in Fine Art & Design. She is interested in how a creative practice can be part of everyday life, across class, gender, migration and socio-economic status, age and language barriers. As a non-native English speaker herself, she has been looking into how the languages one speaks, and how fluently, affect their creativity. 

E5 - Feedback That Works: Harnessing DIRT to Drive ESOL Progress

Room 123

Providing effective feedback is essential for language development, but how do we ensure learners act on it? This session explores DIRT as a structured strategy for ESOL classrooms. You’ll discover how DIRT empowers learners to engage with feedback, improve accuracy, and build confidence in writing and speaking. Drawing on classroom-based evidence, we’ll examine its impact on learner progress and practical ways to integrate DIRT into your teaching. Join us to see how feedback can become a powerful tool for transformation rather than a missed opportunity

About the workshop leader:  Esther Chelliah-Tam

Esther Chelliah-Tam is Curriculum Manager for Lifelong Learning (ESOL) at Maida Vale, United Colleges Group. With over 35 years’ experience in HE and FE, she is a former teacher trainer with vast expertise in evidence-based ESOL methodologies. Esther has extensive experience delivering CPD for new and experienced teachers, focusing on coaching to enhance teaching, learning, and assessment. She holds an MEd in Education, a BA, and Level 7 qualifications in Cognition and Learning, SpLD, and Educational Testing. Her experience underpins the how to transform feedback to ESOL learners

E6 - How drawing can enhance learning and wellbeing in the ESOL classroom

Room 127

When new learners or refugees leave their worries and start to hum a tune, smile and laugh with others as they discuss their drawings of their favourite day, you know you're doing something right as an ESOL teacher. Come and pick up easy ideas as you learn about a current case study which explores how art can quickly enhance wellbeing, understanding, readiness to learn and communication in the adult Entry level ESOL classroom. Participants will try out simple drawing activities, discuss their ideas and reflect on how these can be used with their own learners. 

About the workshop leader: Joanna Teague

Joanna Teague is an ESOL lecturer at Oaklands College FE and a specialist in education, blended learning, ESOL and teacher education. She is currently researching the use of art to enhance ESOL learning in a UK FE context. She draws on her experience as an international academic in teacher and language education, and more recently, as a qualified designer, to exploring how art can be used to enrich ESOL learning. 

E7 - Study Skills Meet AI: Supporting Learner Autonomy, Confidence, and Progress

Room 144

How can AI strengthen study skills rather than replace the learning process? Drawing on successful classroom practices with ESOL learners, this interactive session demonstrates how students can use AI responsibly and transparently as a personal tutor. We will explore practical strategies for scaffolding reading, writing, and speaking, featuring success stories of students using voice mode to build the confidence needed to secure course places and job offers. Leave with adaptable, classroom-tested ideas that empower learners to treat AI as a supportive ally in their educational journey.

About the workshop leader: Juliana Valadares Saili 

Juliana Valadares Saili is a bilingual educator and teacher trainer based in the UK, with over 30 years of experience in language education. She works in Further Education, teaching ESOL to both 16–18 and adult learners from diverse backgrounds. She is the author of Our Bilingual Journey, a practice informed book exploring language learning, identity, and learner autonomy across home and educational contexts. Her academic and professional interests include study skills development and the ethical use of artificial intelligence in education. In recent years, she has designed and delivered courses and workshops integrating AI into study skills and language learning in practical, inclusive ways.

E8- NOCN

**Sponsored by NOCN**

Room 149

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:

E9- We need to talk about teaching spelling.

Room 140

Do you have learners who frequently make spelling mistakes in their writing? Do you feel like you know how to help them with their spelling? When I moved from working primarily with EFL learners to teaching ESOL, I felt completely lost when it came to supporting learners in this area. This is why I chose this area for my MA dissertation.

In this workshop I will discuss the findings of my research into the types of spelling mistakes that ESOL learners make and identify how we can support learners to avoid them. By the end of the workshop, I hope you will see spelling as a more teachable skill and have some practical ideas for activities that actually improve our learners' (and our) understanding of the English spelling system.

About the workshop leader: Kara Robin

Kara Robin has been working in ELT as a teacher and teacher trainer since 2008 and is currently an advanced learning practitioner at WM College in London as well as a freelance CELTA tutor. After spending the first 12 years of her career working in private language schools, when COVID hit, she moved into ESOL and started a Masters at the same time. The move into ESOL sparked her interest in spelling and led to her choice of this topic for her dissertation. She has been delivering short courses focused on improving spelling accuracy for ESOL learners at her college for the last year and a half.