Various governments of different political persuasions have long promised a national English language strategy. The current government has undertaken to review English for speakers of other languages (ESOL) provision, as highlighted in both the skills white paper and the protecting what matters white paper. The immigration white paper also contains a commitment to support those who are already here to learn English, as well as proposing controversial new language proficiency requirements for settlement. These various white papers go to show how policy for ESOL straddles different government departments, as it forms part of the skills agenda, the community cohesion agenda and the immigration agenda. On top of the continuous overall decline in adult skills funding, an added new complexity is the devolution of the adult skills fund to mayoral strategic authorities. While the devolution of funds presents opportunities, it also poses challenges, as seen by the planned ESOL cuts in Greater Lincolnshire from 2027. Developing people’s English language proficiency is essential for community cohesion and enabling people to contribute their skills to the economy. Many learners credit ESOL with helping them to build lives as citizens in the UK: the right provision can facilitate learners’ social integration, make it easier to find a job or voluntary work, and access public services. What are our hopes for the review? One key opportunity will be to position and integrate ESOL better into the current skills offer and respond to local labour market needs. Currently much ESOL is at too low a level and doesn’t equip learners with language skills needed to enter the labour market. Some providers and regions are already addressing this issue. As sponsors of the Association of College’s Beacon Award for Excellence in ESOL, we have seen innovative programmes that are unlocking real progression opportunities for learners by embedding sector-specific English language tuition into skills provision. This is the approach taken by this year’s Beacon Award winner, City of Liverpool College, whose new dual teaching model sees learners receive ESOL lessons tailored to their chosen vocational course, as well as attending practical classes where both an ESOL and vocational teacher are present. This model ensures that sector-specific language is embedded throughout various pathways, including plastering, culinary skills and science. Similarly at Oldham College, their community interpreting course offers a vocational pathway that empowers level 3 ESOL learners to become qualified interpreters, directly addressing the UK’s shortage of trained professionals and guaranteeing them work with local employers upon completion. One point buried in the government’s announcements is the suggestion that digital provision may offer a solution to the scale of need. While digital resources can complement classroom provision, it cannot replace it. Access to appropriate classroom-based English language tuition, led by trained teachers and face-to-face collaboration, is considered to lead to better learner outcomes and accelerate people’s ability to participate in their local communities. This is reflected in the experience of Durham College, whose sports programme for ESOL learners has seen a substantial improvement in their confidence and communication skills because they collaborate with their teammates and coaches in English. Entitlement to ESOL Finally, following Lincolnshire’s recent decision to de-fund ESOL, we urge the government to address the question of minimum entitlements to provision when devolving funds to local regions. If we want people to be able to integrate and contribute to society, they need to be able to access quality English language learning. While there is unlikely to be an injection of significant new resources for ESOL at this point, the sector must take a long-term view, argue for the economic benefits, and look towards the next comprehensive spending review for any potential funding increases. Teachers of ESOL often tell us that their job is complete once learners feel confident enough to enter their local community and thrive in whatever they choose to do. This review is therefore a golden opportunity to redefine how English language teaching can actually reach all those who need it, whilst also offering provision tailored to the needs of every individual.