Northumbria University staff and students have been involved in various ongoing projects linking our university with the Islamic University of Gaza, aiming to offer support to a great institution and its wonderful students and staff

In semester one of the 2024-2025 academic year, we offered a pre-existing level four (first year BA) module (Introduction to TESOL Classrooms) to 25 students on their BA English Language programme 

The module takes as its starting point a paper by Rod Ellis (2005) which explores ten ‘principles of instructed language learning’ The module focuses on one principle each week as the basis of the lesson and a springboard for discussion

The rationale for creating the Northumbria module includes that:

– our students arrive with little knowledge about teaching

– they are able to engage with some second language acquisition theories

– they are developing understanding of how academic articles work

The Northumbria and Islamic University of Gaza sessions ran in parallel, with in-person classes for Northumbria-based students every Tuesday and online classes for the Islamic University of Gaza classes every Friday.  Both versions of the module went very well, so we let Rod Ellis know about the initiative and (incredibly kindly) he asked to meet the students

Our penultimate session was a joint online lesson for students in Newcastle and in Gaza. In this session, the students worked together to write questions for Rod, based on the principles. 

In the final lesson, the students met Rod, and put their questions to him (embracing the complexities of time zones in the UK, Gaza, and Rod’s home town of Auckland, New Zealand)

Here’s what one of our first year English Language students, had to say about the students in Gaza:

  • I was impressed by their English proficiency. They were able to speak not only formally within a classroom setting, but could also freely engage in informal conversation, switching appropriately between these registers. I have nothing but the utmost respect for the students of this class. It is clear that they hold a deep passion for their subject and an optimistic drive towards an ambitious future. Despite facing extreme challenges in accessing education, their strong will and sense of confidence is clear.

In the new year, we developed a second initiative, the Hope and Healing project, this time aiming to support a further group of 25 Islamic University of Gaza students.  A range of linguists and others from Northumbria (and from Durham, Exeter and Newcastle Universities, too) each delivered a session based on their own areas of expertise, with subjects including poetry in wartime, effective teaching techniques, creative writing, and pragmatics. 

The initiative was book-ended by research questions aiming to explore the challenges of working with students in traumatising situations, with a view to producing a tool-kit of potential value to other educators.

In feedback, the Gazan students were clear and honest about the challenges:

  • The lack of energy and the constant comparison with other students was hard to cope with. I would think about how so many other students go to their universities every day, live peacefully in their countries with their families, and enjoy simple things like eating whatever they want. I’m not envious of anyone, but I believe I should have the same rights to experience these things.
  • The lack of electricity was a constant issue. My phone often ran out of battery, which made it difficult to prepare for each session, attend, or fully participate
  • Looking ahead, I fear that I might complete my university life online, even if the war ends. Rebuilding the university will take many years, and by the time it’s restored, I will have already finished my four years of study without any memorable days with friends in the university buildings or cafeterias.

There were also many positive reactions from the students in Gaza, particularly about the centrality of education:

  • The course made us feel that we returned to our academic mode and life.
  • This is my first year at the university but due to the criminal occupation on Gaza Strip I lost my chance to study at campus so this course made me feel like I was attending a university lecture.
  • The course showed there are truly kind people who care about us and genuinely want to help from their hearts.
  • I loved combining the lesson with Northumbria students because it allowed us to talk to international students

If you’re wondering about the relevance of the image at the top of this page, it’s Hassan’s tribute to Fozia.  To know more, please look at what Hassan (and some of the other Hope and Healing participants) said during the project in the Hope and Healing Virtual Museum of Memories

We’re hoping to repeat both the Introduction to TESOL classrooms module and the Hope and Healing sessions this year. 

If you can think of students who would like to join the sessions, the students in Gaza would be delighted. This would not be a question of charity. The students are remarkable. They are convinced of the value of education as a means of survival, they love language, and their enthusiasm is infectious.  

If any academics reading this would like to contribute to the Hope and Healing project, beginning in January 2026, please get in touch. Ideally, the sessions would be quite interactive as the students love to talk and really value the opportunity to share ideas.

If you would like to offer help, or explore ways to involve your own students, please contact me: william.guariento@northumbria.ac.uk