What learning English means to migrants
It is widely accepted that learning English is essential for many adult migrants who move to the UK. Yet in the last census, over 1 million residents in England and Wales reported not speaking English well or at all.
Over the years, governments have firmly placed the duty to learn English on the newcomer, framing English proficiency as a requirement of integration. Recent migration reform proposals increase the emphasis on English proficiency and progress in deciding who can come to the UK and stay long term.
Experts argue that language learning is not always linear, and that these policies risk turning English into a surveillance tool, rather than a pathway to integration.
Read more: Esol English classes are crucial for migrant integration, yet challenges remain unaddressed
Meanwhile, English classes for migrants have become increasingly politicised. In my ongoing PhD research, I have been speaking to learners in English for speakers of other languages (Esol) courses, across a devolved city region in the north of England, to find out what learning English means to them.
I found that, beyond needing English to fulfil immigration requirements, learning the language has helped them build confidence as they navigate public services and their new life in Britain.
Noor* is a qualified civil engineer and maths tutor, originally from Syria and seeking asylum in the UK. She attends a volunteer-led Esol class, as well as courses at a local college, and volunteers in a local charity shop. When I asked her what learning English meant to her, she told me:
English language is in my heart and in my mind, because it is the language of the country that took me in with respect and gave me hope and education and in working in the future … it will enable me to live a good life. And English is the key to our life here.
She felt like she was integrated into her community after attending classes, saying: “I belong. I quickly felt I belong here. Guess why? Because I found peace here.”
Belonging, confidence and family
Belonging was mentioned frequently. Soo-Ah arrived more than ten years ago, moving with her husband’s job from South Korea. She said: “I’m living in England, and I always think English is very important for me.” She explained that her class was not just about learning English as a language, but also as a culture. “I feel like I’m belonging to this country, I feel like connected with it,” she told me.
Bisrat, an Eritrean man seeking asylum after arriving on a small boat, explained, “It’s very safe to live here. Everything is nice here. They welcomed us very well.” He told me that he felt he belonged, and that he hopes to study social work at a university one day.
Improving confidence was mentioned by many interviewed. Learners told me how their class helped them to independently access services such as healthcare. Efehi explained it “helped me a lot, and I’m grateful because I have more confidence in so many things I can do, like speaking, spelling and going for my appointment, so I don’t need anyone to interpret for me”.
Lucia told me: “Since I started in this class, I have grown massively in confidence. Absolutely amazing.”
Mothers discussed moving to the UK for their children’s education and wanting to support them. Zainab explained that parents’ evening at school, was “so easy for us if we speak English”. Bushra told me she needed to learn English now she lived here, not just for herself, but “for my kids’ future”.
Learners talked about their aspirations, including going to college or wanting to become a teaching assistant, teacher, social worker, sewing machinist or hospital domestic assistant. Shabana told me: “Now I am a housewife, but later on, after finish my courses and better my English, then I definitely want to do job.” Lucia too said: “I need to improve my English. And I found this class which give it a great support to all people like me. I just think [it is] amazing, what they doing for us … helping us to get these levels, which is important to get a job.”
These conversations with learners show that they are not choosing to learn English just because they are told they should. They are not passive. They are actively and pragmatically claiming a voice by adding English to their multilingual repertoires. They accept the importance of learning the dominant language in their new home.
Welcoming new neighbours with empathy and conviviality is key to helping them build a good life in a new country. And understanding their needs, wants and aspirations is fundamental to providing appropriate language support. Rather than just telling them what they should do, we should ask them what they need.
*All names have been changed
Sharon Freeman receives Future 50 Scholarship funding from University of Leicester.