World Teachers’ Day on 5 October reminds us that every learning journey begins with a teacher. For many refugees and migrants arriving in the UK, the first step towards rebuilding their lives is acquiring language skills. Among educators, ESOL (English for Speakers of Other Languages) tutors play an essential role. They are not only language instructors but also mentors and guides, helping people lay the foundations for fulfilling lives, accessing opportunities, and taking part in their communities.
English language proficiency significantly improves migrants’ chances of finding work, contributing to the UK economy and integrating into UK society. Refugees and migrants often face barriers to independence, such as unrecognised qualifications and limited access to tailored language and employment support. Funded, targeted English language provision, delivered by skilled ESOL teachers, is key to helping overcome these challenges and supporting successful integration.
RMC’s ESOL Delivery
Language is often the first step toward feeling at home. At the Refugee and Migrant Centre (RMC), we deliver 24 in-house ESOL sessions and 3-4 in the community every week. This is approximately 1,248 individual sessions and, with the addition of British National Overseas classes, over 200 community sessions last year. These classes helped learners practice English through everyday scenarios like reading a sign, catching a bus, or speaking to a doctor. For many, these tasks can feel daunting at first, but as individuals attend more lessons, progress is visible. Small milestones, like ordering food or understanding a bus timetable without hesitation, mark the beginning of independence.
RMC has offices across the West Midlands where there is significant need for language provisions, with thousands of residents who do not speak English as a first language.
RMC’s free, non-accredited classes ensure that refugees, asylum seekers, and migrants, regardless of income or status, have access to learning. Most of our classes are delivered to mixed groups rather than single communities. This not only reflects the diversity of the region but also supports integration by encouraging learners from different backgrounds to build relationships and practice English together. We have seen that our beneficiaries progress more effectively in mixed groups, and this approach helps integration not only with British people but also across migrant communities.
Behind each milestone is a dedicated teacher who guides, supports, and inspires learners at every step. Our ESOL tutors adapt to different learning styles, provide personalised support, and use real-world examples to build both language skills and confidence. This style means people can complete everyday tasks with dignity, and many go on to pursue accredited college courses. More than language lessons, these classes build self-belief, strengthen community connections, and open the door to new opportunities.
The Need for ESOL
The scale of need is significant. According to the 2021 Census, nearly 5.1 million people in the UK do not speak English as their main language. For many refugees and migrants, language is the most important factor in accessing opportunities.
- Department for Education data (2016–17) shows that 84% of ESOL enrolments were at entry levels 1–3 (below a Level 1 qualification, equivalent to low-grade GCSEs).
- The November 2024 “Get Britain Working” White Paper identified 880,000 people who cannot speak English well or at all as a group that could benefit from language training to enter work, alongside those lacking digital or numeracy skills.
- Around 2% of England’s working-age population (759,000 people) self-report as being unable to speak English well or at all. Of these:
– 42% have lived in the UK for more than 10 years or were born here.
– 35% are UK nationals.
These figures show that ESOL is important not only for migrants but also for long-standing residents and UK citizens who face barriers with English.
Challenges Facing ESOL
Despite having its clear benefits, ESOL provision in the UK faces challenges. These challenges are as follows:
- Funding shortfalls limit the availability and sustainability of classes.
- Provision gaps mean many learners cannot access nearby or affordable courses.
- Policy focus on vocational training sometimes overlooks the need for accessible, community-based language learning.
As a result, many non-native English speakers, especially refugees and migrants, experience delays in integration, face barriers to employment, and have fewer opportunities to take part in society, which can deepen inequalities.
Why is ESOL an Investment?
Language learning is an investment in both individuals and society. Improved English proficiency:
- Enhances employment prospects, reducing economic inactivity.
- Strengthens community cohesion by enabling cross-cultural relationships.
- Promotes fairness by helping people access their rights and services.
A strong national ESOL framework should set out a clear vision, principles, and priorities. It should recognise that ESOL is not only vital for integration, but also for building a skilled workforce, reducing inequalities, and supporting social cohesion.
Meeting the need requires not just classes but skilled teachers who can respond to different learner backgrounds, challenges, and aspirations. By investing in ESOL and its teachers, the UK invests in economic growth, stronger communities, and ensures everyone can fully participate in society.
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