Chapter 1- Introduction.- Part I: England.- Chapter 2 - Course design through innovation and iteration: developing a flipped and blended EAP course to outlast the pandemic. - Chapter 3: Sustainable language programme design and management at a widening participation university.- Chapter 4 - Through the lens of culture: The transformative value of a Content and Language Intercultural Learning approach in England.- Part II: Northern Ireland.- Chapter 5 - The evaluation of the Young Persons' Stepping-Stone Programme, a pilot ESOL 16+ course for newcomers in Northern Ireland.- Chapter 6 - Content and Language Integrated Learning: A Comparative Study in Northern Ireland.

- Chapter 7 - Developing the pedagogical rationale for teaching local languages to young language learners: A case study of teaching and learning Chinese language and culture in a Scottish primary school. - Chapter 8 -Student perceptions of the effectiveness of technology enhanced learning in blended learning contexts during the COVID-19 pandemic. - Chapter 9 - Assessing doctorateness in the professional doctorate portfolio for language practitioners: from publishability to impact .- Chapter 10 - To test or not to test? Assessing the English proficiency of international applicants to a Scottish university with reference to educational background .- Part IV: Wales. -Chapter 11 - Teaching Teaching: Challenges and Opportunities in the MFL Classroom .- Chapter 12 - Explicit teaching of English morphology and etymology: Innovative solutions to developing children's word decoding and comprehension skills in Wales . - Chapter 13 - Language education for people seeking asylum in Wales: A Nation of Sanctuary approach .

- Conclusion: Chapter 14 - Innovating language education in partnership: The less-treaded path.