This volume shares proven strategies for Academic English teaching, research, and development in challenging circumstances. Through original first-hand experiences from around the world, the collection reveals how educators in higher education have responded to the specific needs and challenges of teaching second language learners in turbulent times, as seen during the COVID-19 pandemic. Organised thematically, the book covers rapid responses to crises, adapting to teaching online, collaborations and online learning communities, and assessment practices. The volume provides original insights and practical suggestions for a range of practices across English for Academic and Specific Purposes that can address new and unfamiliar circumstances, both now and in future challenging times.

The collection includes a wealth of effective strategies, varied research methodologies, and resources for practice making it an invaluable reference for practitioners, students, and researchers in the field of academic English, ESL/EFL, and online language instruction.

chapter |5 pages

International perspectives on academic English in turbulent times

An introduction
ByJames Fenton, Julio Gimenez, Katherine Mansfield, Martin Percy, Mariangela Spinillo

part Part I|70 pages

Rapid responses to the crisis

chapter 1|14 pages

Fast-forwarding toward the future of EAP teaching in “the happiest country in the world”

Lessons learned in turbulent times
ByAveril Bolster, Peter Levrai

chapter 2|11 pages

Building resilience in pre-sessional EAP courses through professional development

A perspective from the UK
ByJohn Donovan

chapter 3|10 pages

Academic English in higher education in Montenegro during the Covid-19 pandemic

Institutional impact and lessons to be learned for the future
ByŽana Knežević

chapter 4|10 pages

Language education during the pandemic

Qatar University foundation programme's responses for teaching in future difficult circumstances
ByMohammad Manasreh, Kashif Raza, Naima Sarfraz

chapter 5|10 pages

Enabling student engagement in an academic English writing course

Emergency remote teaching at a Swedish University
ByŠpela Mežek, Kathrin Kaufhold

part Part II|64 pages

Adapting to teaching academic skills online

chapter 8|10 pages

Embracing challenges during uncertain times

Adaptations to a doctoral writing workshop hosted by an English language center in Chile
ByGracielle K. Pereira-Rocha

chapter 9|8 pages

Teaching writing for publication in times of Covid-19

Challenges, affordances, and lessons learned from Argentina
ByLaura Colombo

chapter 11|11 pages

Transition to online learning in Uzbekistan

Case of teaching academic English at Westminster International University in Tashkent
ByDiana Akhmedjanova, Feruza Akhmedova

part Part III|61 pages

Collaboration and online learning communities

chapter 12|11 pages

Changing the default

From emergency to sustainable online teaching in a U.S. Intensive English Program
ByNigel A. Caplan

chapter 13|12 pages

Team up

Lessons from moving an academic writing course for University teachers in Slovakia and Czechia online
ByLinda Steyne, Agnes Simon, Angeniet Kam, Eszter Timár, Jan Beneš

chapter 14|11 pages

Sustaining writing-for-publication practices during Covid-19

Online writing groups at an Ecuadorian University
ByElisabeth L. Rodas

chapter 15|11 pages

Locking down and opening out

Creating new virtual spaces for writers and presenters during the pandemic
ByJoe Lennon, Petra Trávníková, Alena Hradilová, Libor Štěpánek

chapter 16|13 pages

Cultivating social presences in an undergraduate writing course

ByDavid Ishii

part Part IV|68 pages

Assessing students online

chapter 18|12 pages

Adapting formative assessment for online academic English instructions during challenging circumstances

Lessons from advanced ESL classroom experiences
ByTewero Tchekpassi, Tong Zhang

chapter 19|13 pages

Academic English assessment in times of a pandemic

The case of a Russian research-intensive University
ByIrina Shchemeleva, Natalia V. Smirnova

chapter |4 pages

International perspectives on academic English in turbulent times

An afterword
ByJulio Gimenez