Introduction
This article focuses on the critical friendship between an English to speakers of other languages (ESOL) teacher, Amelia, and a language teacher and researcher, Richard, and explores a joint investigation on the role of emergent language (EL) in ESOL classes. The critical friendship came about as Richard was gathering data of how teachers work with EL in ESOL classes while Amelia was interested in exploring the role of EL in her lessons. This article is organised into the reflections of Amelia and Richard on the process of this joint investigation.
Richard’s reflection
Amelia and I met some years . . .
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