Pavilion Publishing | Pavilion Publishing

AI in ELT

AI in ELT is the second title in the Action on Issues series, and aims to provide a practical exploration of responsible, research-based Artificial Intelligence use.

Discussions around Artificial Intelligence (AI) are everywhere, and are therefore inevitably on the minds of teachers and materials alike. But as many of us will freely admit, it’s easy to feel confused, overwhelmed, and even exasperated by the hype, the rapid new developments and the explosion of information that we face. Integrating AI in the classroom offers both significant opportunities and complex challenges, alongside nuanced ethical considerations.

AI in ELT offers a comprehensive, critical and practical guide for teachers navigating the complex world of generative AI in education, especially in the context of English language teaching. Whether you are new to AI or looking to deepen your practice, this book equips you to make informed decisions that centre pedagogy, equity and the learner’s agency. It aims to ensure AI becomes a thoughtful addition to your teaching that genuinely enhances, rather than undermines, the quality and inclusivity of education.

In the first part of the book, the authors explain the concept of AI and what it is and what it can refer to. They aim to provide a clear and balanced view of the serious moral and ethical considerations in the use of AI, as well as an overview of the implications of and potential for AI in the ELT classroom.

In part two, they give examples of real and practical uses for AI in English teaching and learning, placing the emphasis on establishing ethical guidelines, codes of conduct and having principled reasons for the incorporation of AI into our teaching. Whether you are tech-savvy or not, this book offers step-by-step plans to help you confidently bring AI into your teaching practice, with no advanced technical knowledge required.

Action on Issues Series

The Action on Issues series aims to bring to the fore the important issues of the time in our field, to look in-depth and critically at these issues, as well as to equip our profession with practical tools and information to take ethical action in the classroom, and in the industry as a whole. Explore titles in the series here.

CareKnowledge Live: Thinking Allowed

Taking time to think and reflect is often seen as a luxury, but the positive impact on our development and wellbeing is increasingly recognised. Each of these interactive sessions uses a different philosophical approach or central question to spark reflection on our practice – and ourselves. Whether you attend all of these sessions, or just choose one or two that pique your curiosity, we’re certain you’ll enjoy and benefit from attending.

Upcoming sessions

Socrates: Know Thyself

April 2026

From the ancient philosopher we learn to reflect deeply on what we think we know, and on how our lives can be changed by self-knowledge.

Living in and with Contradictions

May 2026

Why are there so many contradictions in life, and how might we better learn to live with them in our practice?

Connecting Carefully

June, 2026

How many problems might we avoid if we better understood how to connect a little more carefully with the people we work with?

What is Reflective Practice?

July 2026

A different way to think about reflective practice, as a connection with ourselves, with others, and with our work.

Moral injury

August 2026

A brief look at three philosophical responses to the issue of moral injury.

Impact: what is it?

September, 2026

So much of our working lives is measured by ‘impact.’ But what is it? We offer some critical reflections.

Freire: Care, Pedagogy and Social Change

October, 2026

Join us for a reflective half hour exploring Paulo Freire’s radical vision of education as a practice of freedom and what it offers those working in social care.

Learning Freedom: Childhood, Play and the Power of Stories

November, 2026

What it is about playing and stories that actually helps us to grow up? And how does this relate to our ideas about what it means to an adult?

Caring about Death and Dying

December, 2026

What does it mean to be aware of fallibility and death? This session explores how our thinking about death, our own and that of others, might help us have a deeper and more caring relationship to life.

English Language Teaching in a Neurodiverse World

English Language Teachings in a Neurodiverse World blends theory with neurodiversity-affirming practice to help you create an inclusive, supportive classroom.

“This is a delightfully uplifting title; and one more to be added to the reading lists” – Wayne Trotman, EL Gazette (May/June 2026)

As teachers, our intrinsic motivation is to support our students in their learning. Because every student’s learning journey is unique, ELT professionals tend already to be experts at adapting materials, grading our language and planning out individualised learning targets. But even for the most experienced English language teacher, understanding how to anticipate and meet the needs of neurodivergent learners can feel a stretch too far, even if you are already informally incorporating a number of inclusive practices.

In English Language Teaching in a Neurodiverse World, Dr Gemma Williams provides a research-informed and neurodiversity-affirming perspective, that respects and values neurodivergence as simply a different way of processing the world, rather than a collection of pathologised ‘deficits’. From this, she provides clear pathways from theory to practical adjustments and real-world classroom applications.

Section One starts at the beginning, to explore what neurodiversity really means. In Section Two Gemma brings the focus to the classroom to explore meaningful inclusion. Section Three thinks about our neurodivergent learners as unique individuals with different needs. Finally, Section Four moves towards the practicalities of teaching for neurodiversity; not just teaching neurodivergent students but also helping them ready themselves for navigating a neurodiverse world.

By reading this book, our hope is that you finish it not only equipped with a greater understanding of the generalities of a neurodiverse world, but also the encouragement and confidence to support neurodivergent learners. Supporting neurodivergent students doesn’t mean reinventing your practice: just thinking about it in (potentially) new ways. Many of you will already be doing lots of things that support your neurodivergent learners. All that’s needed is a little additional underlying theory and some structure…

Dr Gemma Williams is also the author of Understanding Others in a Neurodiverse World by Pavilion.

Motivational Interviewing (MI): A Transformative Approach to Empowering Change

Do you want to enhance your ability to make the people you serve feel accepted, understood, and empowered? Motivational Interviewing (MI) is an evidence-based, person-centered approach that helps individuals tap into their own reasons for change, fostering motivation and commitment to personal growth. Rather than imposing solutions, MI guides individuals through their ambivalence, helping them discover what truly matters and how to move forward.

This series of four highly interactive and practice-based workshops offers a comprehensive introduction to MI. Each session provides valuable tools you can immediately apply in your work, but together, they unlock MI’s full potential. Throughout the series, you will engage in real-world exercises, reflective discussions, and skill-building activities that allow you to practice and refine your MI abilities. Whether you are new to MI or looking to strengthen your existing knowledge, this series will equip you with the skills necessary to create more collaborative, empowering, and impactful relationships in your field.

Each workshop will be supported by a blended learning package with filmed lectures, exercises, worksheets and quizzes that in a fun way will help participants enhance their competence.

Session One: The Essence of Helping Relationships – Foundations of Empathy and Client-Centered Support

(2 hours)

This workshop delves into the heart of helping professions, focusing on the importance of meeting clients where they are and using empathy as a key tool for fostering change. Through the core principles of Motivational Interviewing—Acceptance, Empowerment, Compassion, and Collaboration—participants will gain practical insights and tools to build meaningful, trust-based relationships. This session equips professionals to navigate complex client dynamics with empathy, creating a supportive and empowering environment for growth.

Session Two: Acceptance and Empowerment – Building Self-Acceptance and Self-Efficacy through Motivational Interviewing

(2 hours)

This workshop focuses on how to foster client empowerment and self-acceptance using Motivational Interviewing (MI). Participants will learn how to convey acceptance, strengthen clients’ resilience and self-efficacy, and practice complex affirmations that help clients recognize their own strengths and capabilities. Through hands-on exercises, attendees will gain practical tools to support meaningful, strength-based change.

Session Three: Unlocking Motivation with MI – Strengthening Change Talk and Softening Sustain Talk

(2 hours)

This workshop teaches participants how to evoke, recognize and amplify change talk—clients’ own expressions of their motivation for change—while softening sustain talk, which reflects their attachment to the status quo. Through practical strategies and exercises, attendees will learn how to guide clients through ambivalence, reduce resistance, and help them build the momentum needed for lasting change.

Session Four: Creating Collaboration – Turning Struggle into Partnership

(2 hours)

This workshop explores how Motivational Interviewing (MI) can transform difficult interactions with clients into collaborative partnerships. Participants will learn practical strategies to balance power dynamics, respond effectively to dissonance in the working alliance, and reduce stress for both clients and professionals. The session will offer hands-on techniques to foster meaningful cooperation and make client work more constructive and productive.

Non-Violent Resistance and Neurodiversity: Effective relational support for autistic individuals and people with intellectual disability

This book Non-Violent Resistance and Neurodiversity introduces Non-Violent Resistance (NVR) as a parenting approach for neurodiverse families, where one or more members is autistic or has an intellectual disability. These families often face challenges such as increased levels of distressed behaviour, emotional deregulation, isolation and higher parental stress. NVR is a therapeutic approach that is designed to manage such issues and strengthen relationships through positive authority and without punitive measures. Importantly for neurodiverse families, NVR methods do not depend heavily on the spoken word.

NVR is a relatively new intervention and research is ongoing, but results to date have shown its effectiveness in reducing childhood aggression, increasing parental confidence, improving family relationships and managing stress. Drawing on these studies along with practice-based examples, NVR expert Sophie Doswell shows how the approach can be effectively adapted for any neurodiverse family, and provides a roadmap for restoring balance through safety, trust, empowerment and connection.

The Philosophical Leadership Programme

What changes when leaders make space to think?

This seven-week philosophical programme begins from a simple premise: the hardest decisions in leadership are not managerial or technical, but human. Good leaders need to understand the ideas and values that shape their decisions, their connections, and the lives of those they serve.

Through engagement with ideas and texts, the course challenges leaders to think deeply and critically about themselves and what they believe. It asks fundamental questions: What matters most in leadership and why? What kind of leader do you want to be? What kind of culture do you want to shape? What vision do you want to make possible? And how do you keep asking the questions that matter, even when answers are difficult or unclear?

Our programme invites you into the deeper thinking and understanding that makes for intelligent, imaginative and humane leadership. This is about leadership that begins with knowing yourself and your own humanity and grows into the capacity to guide others meaningfully and responsibly.

The course explores the following themes:

Thinking in Leadership, Leadership in Thinking
Humanity and the Measure of Character
Perspective in Leadership: Everything and Everyone
Values, Principles and Practice
The ‘Art’ of Leading Change
Power, Authority, and Responsibility
The Philosophical Leader

We believe the most pressing challenges in leadership will not be solved by systems or strategies alone, but by leaders who dare to think more deeply, who can sustain complexity and uncertainty as learning, and who can discipline leadership instincts with intelligent decision making. Our programme exists for those who are ready to make thinking itself their most powerful resource in leading change.

How we work

In order for leaders to put their thinking into practice, they need to practice their thinking. Therefore, this seven-week programme of carefully curated seminar experiences is not training in the usual sense. We bring people and ideas together through the close reading of texts and facilitated conversation, where leaders explore the ideas that animate the decisions they make and practice the kinds of thinking that most matter to them.

Such practice can be demanding: listening with care, questioning assumptions, holding the bigger picture with the small, and testing ideas. But it’s deeply worthwhile. What emerges is not a manual, but an educational experience which develops a cultivated mindset for thinking leaders.

As a participant on The Leadership Programme you will have access to:

CareKnowledge – full access, including The Bookshelf and MyCPD tool
A CareKnowledge online community of practice, where you and fellow participants can access programme resources, share links, ideas and resources with fellow participants
Access to Think Learning’s monthly Thinking Allowed sessions (subject to available spaces)
1:1 sessions with the programme facilitators (on request and chargeable at £150 per hour)

What have other people said about CareKnowledge philosophical learning experiences?

“It’s made me realise that I need to take time to think decisions through more and not manage in a reactive way.”

“It has made me think — to give myself permission to think and to allow myself the time. It has made me consider the impact other things such as commissioners and outputs have on our role and what we can do to overcome some of these challenges in the best interest of the children/young people we work with.”

“There can be pressure to ‘make’ change happen and the course has reminded me of the interpersonal nature of the work and that it is a collaboration which is a relieving thought.

An Essential Guide to Surviving and Thriving in Residential Childcare: Lessons from the frontline on how you’ll laugh, love and cry … all before lunchtime

Residential childcare is not just a job – something you clock in and out of and leave behind at the door. For any residential support worker, this guide offers valuable insight into the realities of the role.

It’s a vocation – a deeply human, emotional and demanding role that asks those who choose it to show up, every single day, and give of themselves for the sake of vulnerable young people who may never have known stability, trust or unconditional care. Making that commitment is hard for anyone, but it is harder still without a guide.

An Essential Guide for Every Residential Childcare Worker aims to be that guide. Written by an expert with more than twenty-five years’ experience in a range of frontline roles, it is a practical, jargon-free handbook that interweaves policy and core concepts with practical examples of daily practice.

Paying tribute to the resilience and dedication of residential childcare workers, and emphasizing their profound role in shaping young lives, it explores the skills, principles and practices that create safe, nurturing environments for children who have experienced trauma.

See a sample below

Taking Your Language Teaching of Teenagers to the Next Level

Teaching teenagers offers a range of challenges, but also comes with exciting and rewarding opportunities for both teachers and students. Taking Your Language Teaching of Teenagers to the Next Level explores what it is like to be a teacher of teenagers, delving into the teenage brain to help you get the most out of teenage learners and improve learning outcomes.

It provides creative and advanced teaching techniques, alongside meaningful discussion, accompanying images and practical applications, to help teachers take their teaching practice to the next level. It offers detailed and honest analysis that explores the challenges and opportunities teaching teenagers offers. Questions and challenges are posed throughout to encourage teachers to reflect on their teaching practice and review the evidence.

After having worked through the book and the suggested tasks in it, teachers will be better able to:

gauge and manage their own reactions to groups of teenage learners;
focus on the language their learners are producing and help them develop it;
negotiate desirable codes of behaviour with their students;
teach effectively in the face of resistance;
allow their teenage students the right sort of freedoms and autonomy;
implement a wide range of ‘next-level’ techniques and activities;
help prepare their learners for exams;
teach their learners how to write successfully across a number of genres.

“[A] thoughtful, hands-on, and often entertaining book.” – Ana Cecilia Cad, IATEFL YLTSIG

“If you have ever attended a talk by Chris Roland, you will immediately recognise his style. It is a style worth trademarking lest the rest of us imitate it. There is a levity and joy underscored throughout by humility, serious thought and earnest intention. His style has been very successfully transferred to the prose in his latest book, and this makes it an
absolute joy to read.” – Chris Richards, TESOL Spain Reviews, March 2026

“A lively, insightful book… Whether you are struggling to with your teens or you’re an experienced practitioner aiming to move forward your teaching trajectory, this book is a must if you need a thoughtful and entertaining companion on your professional journey.” – Armanda Stroia, IATEFL Voices, Issue 308, January/February 2026

Taking Your Language Teaching of Teenagers to the Next Level is part of the Teaching English series. Chris Roland is also the author of Understanding Teenagers in the ELT Classroom and Structuring Fun for Young Learners in the ELT Classroom,as well as the accompanying online titles. Both these titles offer practical ideas and accessible methodology for teaching teenagers and young learners. Taking Your Language Teaching of Teenagers to the Next Level offers more advanced analysis, ideas and tools to help you get the most out of your teenage learners.

The Double Empathy Reader

The Double Empathy Reader explores Damian Milton’s ‘double empathy problem’: the breakdown in mutual understanding that can happen between any two people yet is more likely to occur when people of differing dispositions attempt to interact. It challenges the traditional view that in exchanges between autistic and non-autistic people, this breakdown was simply the result of autistic people being inherently deficient in empathy.

Thirteen years after the theory was first published, The Double Empathy Reader brings together an important volume of work to explore the research that has developed in that time as well as the many gaps in our understanding that still exist, with the aim to understand the potential of this theory to aid a reframing of autism itself and the radical change this could bring when considering best practice models for supporting autistic people in different settings.

This title is the first in a new ‘Readers in Neurodiversity’ series, which follows Milton et al’s The Neurodiversity Reader, first published in 2020. In keeping with this earlier collection, this new volume also explores how the concept of the ‘double empathy problem’ may be of use in wider theory and practice regarding neurodiversity.

A Comprehensive Language Coaching Handbook

Comprehensive Language Coaching Handbook aims to clarify fundamentals of language coaching. It provides definitions and descriptions of processes, alongside ready-to-use practical language coaching tools and useful case studies.

Coaching in ELT is often addressed as in how to coach teachers. Throughout A Comprehensive Language Coaching Handbook, Gabriella Kovács looks at how coaching skills and tools can be applied in the classroom directly with learners, both individually and in group work. In addition, at the end of each chapter, there is a chance to reflect on your language coaching and use experiential learning to build the best practice appropriate to you and your teaching context.

By using A Comprehensive Language Coaching Handbook: Theory and Practice you will:

improve your understanding of language coaching and its relation to language training and teaching practices;
be able to identify specific target clientele and situations when language coaching can support best;
be able to recognise when and how to apply language coaching practices;
develop an understanding of language coaching and related fields as an evidence-based framework;
have an understanding of how language coaching can be adapted in language teaching frameworks;
be able to reflect on your teaching and experiential learning at the end of each chapter.

This book also:

provides clear examples of language coaching tools and coaching interventions (explaining how they can boost language learner confidence, success and autonomy)
offers case studies in which the full language coaching process can be seen;
provides a base for creating personalised action plans;
gives specific coaching and language coaching models to adapt for the classroom;
shares insights from international language coaching practitioners;
look at mindsets in language professionals teaching and their learners’ approach to learning and provide ways to reframe.

A Comprehensive Language Coaching Handbook is part of the Teaching English series, which offers a mixture of methodology and practical ideas for teachers of English as a foreign language.

Reviews

“I found this resource really informative and useful for my own professional development. Reading the ‘Practice’ section was a lightbulb moment for me. It helped me to recognize ways in which I already act as a coach to my learners. However, it also made me reflect on how I’ve perhaps undervalued the coaching process during and outside of class time. With this in mind, I could see how some coaching techniques in general could be used with my learners during tutor time and PSHE sessions. I’d highly recommend the resource and would agree with the title – it is comprehensive! More than that, I found it an inspiring read – the author’s passion really comes through.” – Pete Clements, ELT Planning, written for IATEFL Voices 290. Read the full review here.