Engaging Pedagogies and Teaching Practices: Moving ESOL Forward

Abstract

This issue opens with my heartfelt thanks to the Editorial Team and the authors who have worked so hard to bring the manuscripts to publication. Although it is customary to save such expression of thanks for the end paragraph, I felt strongly that it should be fronted - however much that is atypical. It is because I wish to acknowledge the editorial staff and the authors working under unprecedented circumstances of a two-year long pandemic dur- ing which time we continued to put out calls, collaborate across geographical regions, invite amazing scholars to contribute, mentor promising pieces and stay together, as a team throughout with almost 40 unique contributions in four issues (the second issue in this vol- ume to be published shortly). We are proud of our work, of our journal’s standing within the scholarly and teaching community and our ability to draw such large number of submissions and large readership crowds.