Listen to this story Members can listen to an AI-generated audio version of this article. 1.0x Audio narration uses an AI-generated voice. 0:00 0:00 Become a member to listen to this article Subscribe The results of the recent UK local elections have created a deeper shift in an already fragmented political landscape. For ESOL (English for speakers of other languages) providers, this moment signals a significant change in the ways integration, migration and community cohesion are debated, and more importantly, funded. For over 17 years, I have worked with marginalised communities providing access to lifelong learning for health, work and connection. In my role as head of strategic partnerships for the WEA, I see first-hand the impact ESOL learning has on new arrivals in supporting them to adapt to a new life and culture. In the coming months, decisions will be made at local level to shape the future of the provision. For those working in ESOL, this is the moment to push for change and ensure investment in language learning is included in any serious strategy for building stronger, more connected communities. Expectation vs capacity Demand for ESOL is growing and has increased by 17 per cent since 2021. Yet funding for ESOL providers continues to significantly decline. In 2024-25, there were 160,870 ESOL learners accessing courses in England, which covers just 4 per cent of all adults in the UK who speak English as a second or additional language. Integration efforts will be hopeless if provision is already failing to reach those who need it most. The UK government’s proposed immigration policy states it will raise the English language requirements for most visa routes. Those seeking resettlement or citizenship would be required to show basic to upper-intermediate levels of progression in English to improve integration and employment. ESOL providers are being asked to solve a political problem with less resource. Bridging support gaps When refugees and asylum seekers arrive in the UK, they bring with them a profound resilience forged through unimaginable hardship. Their arrival is not the end of their journey but the beginning of a complex new chapter. Working closely with government departments – including the DWP, Home Office, HMRC and Ministry of Defence – the WEA has developed ESOL programmes that go beyond language alone, embedding learning around workers’ rights, gender equality awareness and understanding of local systems. These are not just “nice to haves” but are essential for participation in a new country. True language learning is intricately linked to cultural understanding – providing it requires far more than a textbook. We can’t expect people who have faced severe trauma and displacement to simply sit at a desk and absorb a new language. This type of learning requires risk, vulnerability and confidence – traits often stripped away by the refugee experience. This is where ESOL providers excel. Learning English is not linear and ESOL works because it adapts to the needs of the learner. This informal, community-rooted approach acts as a crucial stepping stone into further education, vocational training and employment; providing people with the foundations to successfully navigate life and work in the UK. Learners will be left behind English language skills are strongly linked to employment, health outcomes and community connection. The risk in this political environment is that language has become a marker of division rather than a bridge to inclusion. Defunding ESOL won’t stop newcomers from arriving but it will isolate them once they are here, delaying their ability to enter the workforce, support their families and feel a true sense of belonging. If we’re serious about integration, then investment in ESOL learning is the key to forming a bridge into society, not a barrier.