This paper explores how lessons learned from developing blended and fully online courses were employed in the momentous move to online delivery in the late spring and summer of 2020. Our context was one in which, rather than having to get through to the end of semester, we were embarking on what would normally be large-scale intensive academic English courses which would run throughout the summer.  While the pivot online did mean as Gacs et al. (2020, p. 380) says ‘crisis‐prompted remote teaching’, our previous experiences enabled us to provide effective, principled templates to support course designers, and teachers who would deliver courses. Drawing on principles of effective online learning, constructive and social constructivist pedagogies for both language and content learning, we show how these flipped courses were planned and scaffolded. We also illustrate how teacher induction incorporates not only pedagogical and content knowledge but also technical knowledge, thus starting to address aspects of Mishra and Koehler’s (2006) technical, pedagogical and content knowledge (TPCK) framework.  Support for teachers was also provided by organising teams of teachers with a variety of experience. There was a deliberate emphasis on peer planning and discussions of lessons, thus ensuring opportunities to share expertise and to meet the need for social interactions for teachers. The resulting courses were quite different from the face-to face classroom-heavy immersive learning provision. Yet our reflection will show how the careful but essentially simple approaches used in course design afforded engaging and ultimately very successful outcomes. While we will reflect on aspects that need further development, these can be built on as colleagues develop the skills and confidence to continue online delivery. This paper, then, aims to show that essential skills sets can be developed with relatively minimal but carefully thought out principled, structured and streamlined support from the outset.

This case study presents and discusses the English for Academic Study Telecollaboration (EAST) project, carried out between Science, Engineering, and Technology (SET) students from different higher education institutions. In this telecollaborative project, the students work across borders and cultures on real-life SET discipline-specific scenarios and develop a number of soft skills and attributes alongside. The paper shows how the telecollaborative exchange has been set up and what changes were required to adapt the existing course, particularly its assessment procedures, to ensure the project was well integrated into the curriculum. It also attempts to evaluate the project, taking into account the differing outcomes and learning experiences of the participants from the partnering institutions. It concludes that adding the telecollaborative project to the existing course resulted in a richer educational experience for the participants and development of a number of skills but points out imbalances in the treatment of the participants from the assessment point of view and suggests how these inequalities could be addressed in the future.

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In English for Specific Academic Purpose (ESAP), it is essential to understand context in order to best meet the needs of students and help them to understand the values and practices of their own academic discourse communities. These are already present within departments to be observed, and do not need to be artificially recreated. As Maton (2014, p.12) has observed: 'We [...] do not have to [...] attempt by ourselves to recreate what has taken, in the case of 'academic' knowledge, thousands of years and even more minds to develop.' Johns (1997, p.71) advocated that in order to truly understand the values and practices of a discipline, it is necessary to become 'campus mediators and researchers', ethnographers who explore texts, contexts and roles. Therefore, building on the foundations of ethnographic work already undertaken in EAP by Swales (1998) and EAP in the Creative Arts by Riley-Jones (2012), this chapter aims to:• explore the pedagogies of four EAP practitioners working in creative arts through themes emerging from reflections to gain a better understanding of the intertwining between EAP and creative pedagogies;