Why we need to embed ESOL into skills development

By Silvana Richardson, Strategic Education Advisor at the The Bell Foundation

Developing people’s English proficiency through English for Speakers of Other Languages (ESOL) can be transformative for learners, colleges, and communities alike. Many learners credit ESOL with helping them to build fulfilling lives as citizens in the UK; the right provision can facilitate learners’ integration, make it easier to find a job or voluntary work, and access public services.  

One million people in England and Wales report not speaking English well or at all – a significant barrier that can prevent them from integrating into their communities and contributing their skills to the economy.

However, colleges and training providers in further education and skills settings are all too familiar with the potential challenges associated with offering appropriate provision due to the decline in funding and the ongoing devolution of the Adult Skills Fund, as seen in the planned ESOL cuts in Greater Lincolnshire from 2027.  

There is some hope for the sector: the government has announced a long-overdue review of ESOL provision in England. This is a golden opportunity to consider the role that ESOL can play in effectively addressing the range of language learning needs of a very diverse group of learners, and in accelerating their language development and progression into work or further study.  

Embedding ESOL into skills development  

Learners are often held back by the outdated ESOL curriculum and qualifications. Currently, many colleges are only able to offer ESOL at entry level, and while they offer a structured pathway to build essential English speaking, listening, reading and writing skills, progressing from complete beginner to functional language user, they do not equip learners with the specific, technical language skills they need to enter the labour market. As a sector we should consider how to integrate ESOL better into the current skills offer and respond to local labour market needs. Luckily, there are already many providers and regions addressing this very issue that we can learn from.

Two years ago, The Bell Foundation embarked on a new adventure as sponsor of the Association of Colleges’ Beacon Award for Excellence in ESOL, to recognise exceptional achievements in the teaching, learning, and support of college learners who are speakers of languages other than English. As the sponsor-assessor for the award, I count myself extremely lucky to have met truly inspirational learners and passionate staff and leaders giving their all to make a difference to their students’ lives.  

This year’s finalists are shining examples of excellent practice for other providers to learn from and with. These colleges understood that for their learners to fully participate in their local community, reach their potential, and achieve their goals, connecting language learning with vocational education could be the answer. The finalists have developed 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 winner, City of Liverpool College, whose seven different ESOL Level 1 pathways – including plastering, culinary skills, and science – integrate English language with vocational training, with learners gaining qualifications in both. This scalable and replicable embedded model accelerates language acquisition, speeds up readiness for work, supports progression to higher level qualifications, and improves employability chances for multilingual learners across the region.  

Similarly at Oldham College, their community interpreting course offers a vocational pathway from Level 1 to 3 that empowers ESOL learners to become qualified interpreters, directly addressing the UK’s shortage of trained professionals and guaranteeing them work with local employers upon completion.  

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 is a chance for colleges 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.

The application window for the 2026/27 Beacon Awards will open in June, and we look forward to discovering the latest innovations from colleges up and down the country. We encourage colleges to take up this brilliant opportunity to raise the profile of ESOL with colleagues and in their community, and to showcase the life-changing work that they do with their ESOL learners. Find out more here.