By Kallif G (ESOL Tutor)
You may have heard about the extraordinary number of migrants coming into the UK. Words like "immigrant," "refugee," and "asylum seeker" are often lumped together as if they all mean the same thing. But they don’t. While all refugees and asylum seekers are immigrants, refugees have permission from the UK Government to live here. Asylum seekers, on the other hand, enter the UK without such permission, seeking safety from conflict, persecution, or danger in their home countries. This distinction has significant implications for their lives here in the UK, particularly in how they’re housed and integrated into society.
Many asylum seekers live in hotels, often in a state of limbo. With no certainty about when or where they might be moved, they lead transient lives. This lack of stability makes it difficult for them to settle, integrate into UK culture, or even learn English. And that’s where I come in.
Every week, I go to these hotels to teach English. Unlike a traditional classroom, my "classroom" doesn’t come equipped with laptops, projectors, or even a clear idea of who will show up. The classes are open to all residents in the hotel, and attendance can vary widely. Some are eager to learn; others are shy or unsure, still adjusting to life in this unfamiliar place.
Each class is a microcosm of the world. My students come from different backgrounds, cultures, and age groups, with English skills ranging from absolute beginners to intermediate speakers. Some are professionals who’ve left their countries with impressive qualifications; others are younger individuals who’ve had their education disrupted. The challenge is to create a learning environment that works for everyone.
Flexibility is key. I design interactive lessons that adapt to my students' needs, allowing them to learn at their own pace. We play language games, practice conversational English, and focus on practical vocabulary that they can use in their day-to-day lives. The aim is not just to teach the language but to foster confidence and connection.
The students share a remarkable bond with each other, since they support each other as if working with member of their own family. They laugh, share stories, and even engage in friendly competition during our games. For many, these classes are more than just a chance to learn English. They’re a safe space to meet others, form connections, and to escape the pressures of their circumstances.
As I pack up my teaching materials each week, I’m filled with gratitude for the opportunity to do this work. It’s not always easy, but it’s deeply rewarding. Because in those moments, surrounded by people who have faced unimaginable challenges, I’m reminded of the power of human connection and the importance of making space for everyone to be heard.
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