With the UK’s departure from the European Union, and a range of new national immigration policies and visa requirements being introduced, it is timely to investigate the potential impact on English language learning for migrants in the UK. So, earlier this year, Learning and Work Institute published a new report, Migration and English Language Learning after Brexit.   

Demand for ESOL learning 

The report attempts to make sense of a complex landscape.  For example, it’s already challenging to accurately identify, at population level, the numbers of people in the UK who might have a need for English language learning.  The most reliable data comes from the 2011 household census, and it’s likely that much has changed since then.  That makes it even more important for policy makers in local areas – especially large cities with responsibility for adult education funding – to develop networks and partnerships with ESOL (English for Speakers of Other Languages) providers and relevant stakeholders to understand the trends and demands at local level. 

Our report identifies demand for English language provision from different communities, including established, settled communities in the UK, for example from Pakistan and Bangladesh; refugees and asylum seekers, most recently from Syria and Afghanistan in particular, and – at least until now – from migrant workers from EU countries.  This creates complex patterns of demand at different proficiency levels, and great diversity in motivations for learning English.  Then there are the practical considerations, in terms of times, spaces and whether online or in person. 

Migrant workers and refugees 

One possible area where Brexit and changing immigration rules may have an impact is on English language provision for migrant workers.  New visa rules will mean that those arriving in the UK for work – around 40% of migrants to the UK – will have to demonstrate English language proficiency to B1 before arrival.  Until now, workers could arrive under free movement from EU countries with no English language requirements, resulting in demand for English language learner at beginner levels.  In future, that may shift towards increased demand for learning at higher levels or perhaps English language training for workplace settings.  Workers with higher English language proficiency may also be better able to access learning online, to fit around work commitments – but they may also wish to participate in non-formal learning, for example by dropping in to conversation clubs to practise everyday English and make social connections. 

At a time where much national skills policy is focussed on addressing occupational skills shortages – most recently, lorry drivers – it’s important to recognise that there will still be demand for English language learning at basic proficiency levels.  Providers report that many refugees arrive with little English – and in order to ensure they are able to build new lives in the UK, there is a need to develop programmes and pathways which support progression from basic English into vocational and technical learning, and in turn support people to find good quality jobs.  More needs to be done to ensure that provision is inclusive, for example by ensuring that asylum seekers and those arriving to join family members settled in the UK are eligible for funded ESOL provision sooner. 

Recommendations for policy and practice 

Our report shows that providers and policy makers should prepare to adapt and respond to changing demand for ESOL. It suggests some areas for the development of policy and practice: 

• Provision should reflect different needs and motivations for learning English, with routes open between formal and less formal learning provision to meet changing needs, and with learning opportunities at basic and more advanced levels.  

• Providers should work with local stakeholders, including employers, to develop an enhanced work-related ESOL learning offer, which develops English language and other workplace skills. 

• Multiple strategies are needed to address barriers to participation in ESOL learning, including funding to support both community and workplace delivery, and an enhanced online learning offer for those learners who can benefit. 

• Eligibility for fully-funded ESOL should be extended to excluded groups, to ensure early access to language learning. 

Together, these measures will support increased participation in English language learning, which benefits learners, communities and the economy.