James Fenton is Lecturer in English for Academic Purposes at University of Westminster, UK.Julio Gimenez is Principal Lecturer and Researcher in Academic Literacies at University of Westminster, UK.Katherine Mansfield is Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.Martin Percy is Senior Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.Mariangela Spinillo is Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.

• International perspectives on Academic English in turbulent times: An introduction by James Fenton, Julio Gimenez, Katherine Mansfield, Martin Percy, and Mariangela SpinilloPART I: Rapid responses to the crisisIntroduced by Mariangela Spinillo1 Fast-forwarding toward the future of EAP teaching in ‘the Happiest Country in the World’: Lessons learned in turbulent times by Averil Bolster, and Peter Levrai2 Building resilience in pre-sessional EAP courses through professional development: A perspective from the UK by John Donovan3 Academic English in higher education in Montenegro during the Covid-19 pandemic: Institutional impact and lessons to be learned for the future by Žana Knežević4 Language education during the pandemic: Qatar University Foundation Programme’s responses for teaching in future difficult circumstances by Mohammad Manasreh, Kashif Raza, and Naima Sarfraz5 Enabling student engagement in an academic English writing course: Emergency remote teaching at a Swedish university by Špela Mežek, and Kathrin Kaufhold6 Flipped learning online and face-to-face as a way of supporting students’ cognitive and emotional engagement during periods of fractured instruction by Rosemary WettePART II: Adapting to teaching academic skills onlineIntroduced by Katherine Mansfield7 Designing and delivering an online research article writing course for doctoral students in Luxembourg during Covid-19 by Katrien L. B. Deroey, and Jennifer Skipp8 Embracing challenges during uncertain times: Adaptations to a doctoral writing workshop hosted by an English language center in Chile by Gracielle K. Pereira-Rocha9 Teaching writing for publication in times of Covid-19: Challenges, affordances and lessons from Argentina by Laura Colombo10 Measuring graduate students’ perceptions of an Academic English reading and writing course during turbulent times: A case study from Albania by Mirela Alhasani11 Transition to online learning in Uzbekistan: The case of teaching Academic English at Westminster International University in Tashkent by Diana Akhmedjanova, and Feruza AkhmedovaPART III: Collaboration and online learning communitiesIntroduced by James Fenton12 Changing the default: From emergency to sustainable online teaching in a U.S. intensive English program by Nigel A. Caplan13 Team up: Lessons from moving an academic writing course for university teachers in Slovakia and Czechia online by Linda Steyne, Agnes Simon, Angeniet Kam, Eszter Timár, and Jan Beneš14 Sustaining writing-for-publication practices during Covid-19: Online writing groups at an Ecuadorian university by Elisabeth L. Rodas15 Locking down and opening out: Creating new virtual spaces for writers and presenters during the pandemic by Joe Lennon, Petra Trávníková, Alena Hradilová, and Libor Štěpánek16 Cultivating social presences in an undergraduate writing course by David IshiiPART IV: Assessing students onlineIntroduced by Martin Percy17 Community, engagement and academic integrity in English preparation programs for university in Australia by Cara Dinneen18 Adapting formative assessment for online academic English instructions during challenging circumstances: Lessons from advanced ESL classroom experiences by Tewero Tchekpassi, and Tong Zhang19 Academic English assessment in times of a pandemic: The case of a Russian research-intensive university by Irina Shchemeleva and Natalia V. Smirniova 20 Language teaching and assessment on a college English integrated course for non-English majors in times of the pandemic: Lessons learnt and innovations for the future by Zhang Li, Liu Jing, and Yan Guoying21 Teachers’ reflections on alternative assessment and collaborative learning in an EFL academic writing class in Thailand during the Covid-19 pandemic: A case study by Pragasit Sitthitikul, and Vorakorn TuvajittAfterward by Julio Gimenez

James Fenton is Lecturer in English for Academic Purposes at University of Westminster, UK.Julio Gimenez is Principal Lecturer and Researcher in Academic Literacies at University of Westminster, UK.Katherine Mansfield is Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.Martin Percy is Senior Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.Mariangela Spinillo is Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.

• International perspectives on Academic English in turbulent times: An introduction by James Fenton, Julio Gimenez, Katherine Mansfield, Martin Percy, and Mariangela SpinilloPART I: Rapid responses to the crisisIntroduced by Mariangela Spinillo1 Fast-forwarding toward the future of EAP teaching in ‘the Happiest Country in the World’: Lessons learned in turbulent times by Averil Bolster, and Peter Levrai2 Building resilience in pre-sessional EAP courses through professional development: A perspective from the UK by John Donovan3 Academic English in higher education in Montenegro during the Covid-19 pandemic: Institutional impact and lessons to be learned for the future by Žana Knežević4 Language education during the pandemic: Qatar University Foundation Programme’s responses for teaching in future difficult circumstances by Mohammad Manasreh, Kashif Raza, and Naima Sarfraz5 Enabling student engagement in an academic English writing course: Emergency remote teaching at a Swedish university by Špela Mežek, and Kathrin Kaufhold6 Flipped learning online and face-to-face as a way of supporting students’ cognitive and emotional engagement during periods of fractured instruction by Rosemary WettePART II: Adapting to teaching academic skills onlineIntroduced by Katherine Mansfield7 Designing and delivering an online research article writing course for doctoral students in Luxembourg during Covid-19 by Katrien L. B. Deroey, and Jennifer Skipp8 Embracing challenges during uncertain times: Adaptations to a doctoral writing workshop hosted by an English language center in Chile by Gracielle K. Pereira-Rocha9 Teaching writing for publication in times of Covid-19: Challenges, affordances and lessons from Argentina by Laura Colombo10 Measuring graduate students’ perceptions of an Academic English reading and writing course during turbulent times: A case study from Albania by Mirela Alhasani11 Transition to online learning in Uzbekistan: The case of teaching Academic English at Westminster International University in Tashkent by Diana Akhmedjanova, and Feruza AkhmedovaPART III: Collaboration and online learning communitiesIntroduced by James Fenton12 Changing the default: From emergency to sustainable online teaching in a U.S. intensive English program by Nigel A. Caplan13 Team up: Lessons from moving an academic writing course for university teachers in Slovakia and Czechia online by Linda Steyne, Agnes Simon, Angeniet Kam, Eszter Timár, and Jan Beneš14 Sustaining writing-for-publication practices during Covid-19: Online writing groups at an Ecuadorian university by Elisabeth L. Rodas15 Locking down and opening out: Creating new virtual spaces for writers and presenters during the pandemic by Joe Lennon, Petra Trávníková, Alena Hradilová, and Libor Štěpánek16 Cultivating social presences in an undergraduate writing course by David IshiiPART IV: Assessing students onlineIntroduced by Martin Percy17 Community, engagement and academic integrity in English preparation programs for university in Australia by Cara Dinneen18 Adapting formative assessment for online academic English instructions during challenging circumstances: Lessons from advanced ESL classroom experiences by Tewero Tchekpassi, and Tong Zhang19 Academic English assessment in times of a pandemic: The case of a Russian research-intensive university by Irina Shchemeleva and Natalia V. Smirniova 20 Language teaching and assessment on a college English integrated course for non-English majors in times of the pandemic: Lessons learnt and innovations for the future by Zhang Li, Liu Jing, and Yan Guoying21 Teachers’ reflections on alternative assessment and collaborative learning in an EFL academic writing class in Thailand during the Covid-19 pandemic: A case study by Pragasit Sitthitikul, and Vorakorn TuvajittAfterward by Julio Gimenez

James Fenton is Lecturer in English for Academic Purposes at University of Westminster, UK.Julio Gimenez is Principal Lecturer and Researcher in Academic Literacies at University of Westminster, UK.Katherine Mansfield is Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.Martin Percy is Senior Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.Mariangela Spinillo is Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.

• International perspectives on Academic English in turbulent times: An introduction by James Fenton, Julio Gimenez, Katherine Mansfield, Martin Percy, and Mariangela SpinilloPART I: Rapid responses to the crisisIntroduced by Mariangela Spinillo1 Fast-forwarding toward the future of EAP teaching in ‘the Happiest Country in the World’: Lessons learned in turbulent times by Averil Bolster, and Peter Levrai2 Building resilience in pre-sessional EAP courses through professional development: A perspective from the UK by John Donovan3 Academic English in higher education in Montenegro during the Covid-19 pandemic: Institutional impact and lessons to be learned for the future by Žana Knežević4 Language education during the pandemic: Qatar University Foundation Programme’s responses for teaching in future difficult circumstances by Mohammad Manasreh, Kashif Raza, and Naima Sarfraz5 Enabling student engagement in an academic English writing course: Emergency remote teaching at a Swedish university by Špela Mežek, and Kathrin Kaufhold6 Flipped learning online and face-to-face as a way of supporting students’ cognitive and emotional engagement during periods of fractured instruction by Rosemary WettePART II: Adapting to teaching academic skills onlineIntroduced by Katherine Mansfield7 Designing and delivering an online research article writing course for doctoral students in Luxembourg during Covid-19 by Katrien L. B. Deroey, and Jennifer Skipp8 Embracing challenges during uncertain times: Adaptations to a doctoral writing workshop hosted by an English language center in Chile by Gracielle K. Pereira-Rocha9 Teaching writing for publication in times of Covid-19: Challenges, affordances and lessons from Argentina by Laura Colombo10 Measuring graduate students’ perceptions of an Academic English reading and writing course during turbulent times: A case study from Albania by Mirela Alhasani11 Transition to online learning in Uzbekistan: The case of teaching Academic English at Westminster International University in Tashkent by Diana Akhmedjanova, and Feruza AkhmedovaPART III: Collaboration and online learning communitiesIntroduced by James Fenton12 Changing the default: From emergency to sustainable online teaching in a U.S. intensive English program by Nigel A. Caplan13 Team up: Lessons from moving an academic writing course for university teachers in Slovakia and Czechia online by Linda Steyne, Agnes Simon, Angeniet Kam, Eszter Timár, and Jan Beneš14 Sustaining writing-for-publication practices during Covid-19: Online writing groups at an Ecuadorian university by Elisabeth L. Rodas15 Locking down and opening out: Creating new virtual spaces for writers and presenters during the pandemic by Joe Lennon, Petra Trávníková, Alena Hradilová, and Libor Štěpánek16 Cultivating social presences in an undergraduate writing course by David IshiiPART IV: Assessing students onlineIntroduced by Martin Percy17 Community, engagement and academic integrity in English preparation programs for university in Australia by Cara Dinneen18 Adapting formative assessment for online academic English instructions during challenging circumstances: Lessons from advanced ESL classroom experiences by Tewero Tchekpassi, and Tong Zhang19 Academic English assessment in times of a pandemic: The case of a Russian research-intensive university by Irina Shchemeleva and Natalia V. Smirniova 20 Language teaching and assessment on a college English integrated course for non-English majors in times of the pandemic: Lessons learnt and innovations for the future by Zhang Li, Liu Jing, and Yan Guoying21 Teachers’ reflections on alternative assessment and collaborative learning in an EFL academic writing class in Thailand during the Covid-19 pandemic: A case study by Pragasit Sitthitikul, and Vorakorn TuvajittAfterward by Julio Gimenez