ESOL Matters, April 2025

April 2025 Year ISSN 2958-129X

ESOL MATTERS The newsletter of the IATEFL English for Speakers of Other Languages Special Interest Group

In this issue… Scholarships for people seeking asylum, Translanguaging in challenging contexts, Multilingual approaches & An Afghan teacher’s journey

www.iatefl.org

Free for IATEFL ESOLSIG members

Photo courtesy of Muzhda Bahar

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IATEFL ESOLSIG ESOL Matters Newsletter April 2025

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CONTENTS From the committee Letter from the Co-ordinator

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Letter from the Editor

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Main articles Progression scholarships for people seeking asylum

By Paul Sceeny Translanguaging in challenging contexts

By Sam Pepper Supporting ESOL learners: Multilingual approaches in ELT

By Josianne Block

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Views from the classroom My journey as an educator: From Afghanistan to the UK

By Muzhda Bahar

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LETTER FROM THE CO-ORDINATORS Dear ESOL SIG members, Greetings from Greece. I hope this newsletter finds you well.

The ESOL SIG would like to welcome Joseph (Joe) Seaton as our newly-appointed Newsletter Editor.

This newsletter is issued just before IATEFL 2025 Conference in Edinburgh and we are excited to announce two key events there, organised by the IATEFL ESOL SIG. On April 7, in collaboration with the IP&SEN SIG, we are hosting a joint Pre-Conference Event (PCE). This day-long event will explore themes of inclusion, diversity, and empowerment in language education. Sessions will cover topics such as creating brave spaces in classrooms, cultural inclusion for refugee and migrant learners, and the role of identity in education. The event will also feature thought-provoking talks, panel discussions, and research presentations.

To find out more please go to https://www.iatefl.org/events/584 to register in-person and to https://www.iatefl.org/civicrm/event/info?reset=1&id=585 for online registration.

On April 10, the ESOL SIG Showcase Day will highlight innovative practices in ESOL teaching.

The programme includes engaging talks and workshops on topics such as using board games as teaching tools, enhancing writing skills in low-level learners, supporting refugee education, and promoting student well-being through ESL programs.

Both events offer a fantastic opportunity to connect with professionals, share insights, and gain fresh perspectives on ESOL teaching. We look forward to welcoming you in Edinburgh!

Warm Regards.

Vivi Bairami Coordinator IATEFL ESOL SIG

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LETTER FROM THE EDITOR Hello and welcome to the latest issue of ESOL Matters.

I’m delighted to have joined the IATEFL ESOL SIG team as editor of the newsletter, and am very much looking forward to working with and getting to know our SIG members over the coming months.

The work done by those in the ESOL community is so important and valuable, and I’m really pleased to be editing a publication which champions and supports this work. Similarly, the determination and desire to learn, characteristic of so many ESOL students, is a constant source of inspiration for me, and further motivation to be actively involved in such a committed community of teaches and learners.

Lastly, please remember, ESOL Matters is always looking for new contributions. You, our readers, have a vast amount of experience and knowledge. Your willingness to share your expertise in the pages of ESOL Matters could help other practitioners in any number of ways.

For example, an article you write could help a teacher improve their craft, prompt them to experiment with new approaches, or simply encourage them to continue to volunteer their time.

So, please do get in touch if you have an idea or experience you would like to write up.

I will look forward to working with you, sharing ESOL news and updates, and reading your contributions over the coming months.

Best wishes Joe

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Contributions to this publication remain the intellectual property of the authors. Any requests to reproduce a particular article should be sent to the relevant contributor and not IATEFL. Articles which have first appeared in IATEFL publications must acknowledge the IATEFL publication as the original source of the article if reprinted elsewhere.

All images copyright of IATEFL ESOLSIG and the individual contributors.

Published by IATEFL, 2-3 The Foundry, Seager Road, Faversham, ME13 7FD, UK. www.iatefl.org +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Disclaimer Views expressed in this newsletter IATEFL ESOLSIG ESOL Matters NEWSLETTER are not necessarily those of the editor of the IATEFL ESOLSIG of IATEFL or its staff or trustees.

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Progression scholarships for people seeking asylum: A partnership between North West Regional College and North West Migrants Forum

By Paul Sceeny After experiencing net emigration and a falling population for more than a century after An Gorta Mór 1(Ó Gráda and Fernihough, 2018), in the last two decades the island of Ireland has begun to experience substantial levels of immigration (CSO, 2023; NISRA, 2023a). Whilst this has been more pronounced in the Republic of Ireland, migration to Northern Ireland has also increased in the period since the 1998 Good Friday Agreement.

One thing that has struck me since relocating to Derry in the early 2010s is how infrequently external commentators exploring Northern Ireland look beyond the greater Belfast area. I was therefore delighted to be able to share a few insights about my adopted home during the April 2024 ESOL SIG Pre Conference Event, especially the award-winning partnership between the local Further Education (FE) college and a charity that supports migrants settling in and around Derry.

With a population of just over 100,000 (NISRA, 2023b) and hinterland of over 250,000, Derry is the fourth largest city on the island of Ireland and second largest in Northern Ireland. Recently it has become synonymous with the comedy series Derry Girls, as well as being home to Europe’s largest Hallowe’en festival. Yet Derry has been afflicted by a historic lack of jobs, investment and infrastructure, with four of Northern Ireland’s ten most deprived Super Output Areas (SOAs) within the city (NISRA, 2017). Nearly 90% of Northern Ireland’s university places are within the greater Belfast area, and the lack of a full-size university in Derry has been a long-standing bone of contention (Hargan, 2024).

Derry has seen growing inward migration in recent years, including people seeking International Protection who have been housed in Dispersal or Contingency Asylum Support accommodation. Aside from a roof over their heads, they receive little practical support from the British government Home Office or accommodation contractor, with many approaching the North West Migrants Forum (NWMF) for advice, signposting and socialising. _______________________________________________________________ 1

Translates from Irish as ‘The Great Hunger’, a term commonly used in Ireland to describe the period of mass starvation and emigration during the mid-nineteenth century.

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NWMF was established in 2012 to provide practical and mutual support, whilst seeking to transform narratives around Black and minoritised communities. In recent years that has included offering conversational English classes to people who are ineligible, not ready or otherwise unable to access accredited ESOL provision. The classes largely depended on volunteer tutors, with some limited funding accessed from sources such as The National Lottery Community Fund (NLCF) and Bank of Ireland. More recently they have grown to include women -only sessions and a one-to-one ‘pop-up clinic’.

Whilst the conversational classes have been extraordinarily popular, it quickly became apparent to NWMF that it needed to establish a much closer working relationship with the local FE college, North West Regional College (NWRC). NWRC had been working to ramp up its ESOL provision, as well as trying to reckon with some of its traditional ‘institutional’ thinking around timetabling and course enrolment.

Those initial conversations about trying to offer a more seamless learner journey between NWMF’s classes and the NWRC’s ESOL and literacy programmes gradually expanded into a broader recognition of the need to support people awaiting asylum decisions who are unable to work and have only limited access to education.

This culminated in the launch of an Asylum Seeker Scholarship Programme, where learners who had completed an ESOL or literacy programme with the college would be offered a place on an advanced study programme aligned to their longer-term career aspirations. Scholarship decisions are made in consultation with NWMF, and it is expected recipients will continue to volunteer and participate in NWMF activities throughout their course.

The first Scholarship recipient completed an Access Adult Learning Diploma in Health and Welfare in the summer of 2024, and, having recently been granted Leave to Remain, has gone on to continue his Health and Social Care studies with NWRC. Two further scholarships were awarded for 2024-25, with an expectation that ten will ultimately be awarded under this programme. It is important to acknowledge the college receives no additional funding for these scholarships and has simply absorbed the cost, recognising these courses would otherwise be unavailable to people seeking International Protection.

The Scholarship programme and wider partnership between NWRC and NWMF was recognised in the 2023 ‘Good for Me, Good for FE’ awards, winning the ‘Charity Partner of the Year’ category. The plaque now sits proudly in NWMF’s reception area, partly as a reminder of the difference made as a result of this partnership, but also as a spur to keep developing this collaboration with the College.

Page 6: Paul Sceeny presenting to IATEFL ESOL SIG Pre-Conference Event, April 2024 Page 7 (Above): Paul Sceeny’s presentation at IATEFL ESOL SIG Pre-Conference Event, April 2024

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References Central Statistics Office (CSO) (2023), Population and Migration Estimates, May 2023. Available at: https://www.cso.ie/en/releasesandpublications/ep/p-cpsr/censusofpopulation2022summaryresults/keyfindings/ (accessed 16 June 2024).

Hargan, G. (2024), A Scandal in Plain Sight: Putting an end to a 60-year struggle and building an independent university in northwest Ireland. Derry, Colmcille Press.

Northern Ireland Statistics and Research Authority (NISRA) (2017), Northern Ireland Multiple Deprivation Measure 2017. Available at: https://www.nisra.gov.uk/statistics/deprivation/northernireland-multiple-deprivation-measure-2017-nimdm2017 (accessed 16 June 2024).

Northern Ireland Statistics and Research Authority (NISRA) (2023a), Population and household estimates. Available at: https://www.nisra.gov.uk/statistics/2021-census/results/population-andhousehold-estimates (accessed 16 June 2024).

Northern Ireland Statistics and Research Authority (NISRA) (2023b), Person and household estimates for Data Zones in Northern Ireland. Available at: https://www.nisra.gov.uk/ publications/census-2021-person-and-household-estimates-for-data-zones-in-northern-ireland (accessed 16 June 2024). Ó Gráda, C and Fernihough, A. (2018) Population and Poverty in Ireland on the Eve of the Great Famine. Belfast: Queen’s University. Available at http://www.quceh.org.uk/ uploads/1/0/5/5/10558478/wp18-13.pdf (accessed 15 June 2024) Paul Sceeny is an independent consultant, specialising in ESOL and other aspects of adult education. He’s Co-Chair of the National Association for Teaching English and other Community Languages to Adults (NATECLA), the forum and professional association for ESOL teachers throughout the UK and Ireland.

Paul is also currently a part-time Interim Manager at North West Migrants Forum (NWMF), the leading anti-racism charity in the north west of Ireland.

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Translanguaging in challenging contexts: A case for monolingual language support

By Sam Pepper The pandemic was a confusing time for everyone, especially for teachers and learners. It was a time when providing the maximum support for our learners' individual needs was crucial to their progress. All of my in-person classes ground to a halt and I was tasked with teaching new Zoom led group classes with learners who I had never met. I worked with a group of Pre-Entry beginner level Syrian refugees, aged 16–21, who were based in Northern Ireland. As a resident of London and someone who had never been to Ireland, I was detached from their lived environment and was not able to experience the same setting as the learners due to travel restrictions. My accent is British which led me to wonder what I could do to make their learning experience as meaningful as possible.

These learners, having faced displacement and limited formal education in their home country, were in a uniquely challenging learning environment. Many of them had had limited formal education due to their experiences as people seeking asylum over the previous ten years. Due to this, they struggled with foundational literacy in Arabic, their first language (L1), while adapting to a new cultural and linguistic environment. The lockdown brought these difficulties to the fore, by limiting social interactions critical for language acquisition in their newly settled environment.

To address their needs, I adopted a translanguaging approach, making use of my proficiency in Arabic to scaffold English language learning. I had heard of translanguaging as a pedagogical approach, so I hit the books and read up on Cenoz and Gorker’s (2022) work on the approach.

This decision, though unconventional in standard ESOL practices, proved helpful for them in these tricky circumstances. This article argues for translanguaging as an essential tool in teaching learners from challenging contexts, focusing on its role in building literacy, managing emotional well-being, and facilitating integration.

The Context: Syrian Refugees in Lockdown The group of Syrian learners had minimal formal education, partly due to prolonged conflict in their home country dating back ten years at the time. Due to this, many lacked literacy skills even in their L1, which would have made traditional ESOL methods such as communicative language learning and task-based learning too challenging for their needs. Social distancing further limited authentic interactive language-learning opportunities as all classes were held on Zoom. The learners also had limited experience with online learning and, like myself, were new to using Zoom in large groups. To address these barriers, my approach prioritised foundational skills, beginning with basic literacy as a bridge to in-person ESOL classes which could take place once the pandemic had subsided.

The Case for Translanguaging Translanguaging refers to the practice of using learners' entire linguistic capacity to aid comprehension and expression, including that of their first language. Unlike communicative immersive teaching, translanguaging integrates two or more languages within the learning process, validating students' linguistic identities and enabling flexible meaning-making. It is especially helpful for learners who have had challenging educational backgrounds and need support to develop the skills needed to participate in a second language classroom.

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Translanguaging is an approach which lends itself well to monolingual classes, especially amongst younger learners who may want to build rapport with each other in their first language to feel sufficiently comfortable in their learning. Tasks were communicative in the sense that learners were presented language in English, and then had the task explained to them in their first language. They were then given instructions to work in break-out rooms using Arabic to complete the given task. Although I did not teach literacy in Arabic, the learners supported each other in correcting their English and using Arabic writing to clarify their errors for peer correction.

Scaffolding Literacy Cenoz and Gorter (Ibid., p14) emphasize that translanguaging challenges the traditional ‘separation of languages’ model by utilising L1 resources to support the acquisition of additional languages. This integration allows learners to navigate complex content while gradually building proficiency in the target language. For my students, developing orthographic and motor skills in English, while being given clear instructions in Arabic, to clarify meaning and form, was very helpful. This scaffolding was also helpful for those with undefined additional learning needs who were able to communicate with the teacher and troubleshoot any literacy issues they were facing. The lesson aims were also clearly stated in Arabic at the start of the lesson to ensure engagement and to inform learners throughout the steps of the lesson about the stages and aims of each task.

Emotional and Social Benefits By affirming students' cultural and linguistic identities, translanguaging helps to build emotional resilience, particularly for refugee learners coping with migration and isolation. García and Wei (2014) highlight how translanguaging validates learners' experiences, working on engagement and confidence - a crucial factor in my learners' progress. Although all of the learners were from the same country of origin and language background, none of them knew each other outside of the Zoom classroom. In the context of migration and creating a new life in a new environment, it was emotionally beneficial for learners to speak to each other and build rapport in their first language. This increased their engagement in classes, led to some light relief and several of the learners met up after the course and the easing of restrictions due to this flexibility of first language use.

Many of these learners had experienced emotionally challenging and potentially traumatic experiences. Considering this, having a shared community of learning in which learners could express and communicate their experiences despite their limited English knowledge, provided a cathartic benefit for the learners who had some shared experiences and were facing isolation in their newly settled home. (Continued overleaf)

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Tailoring Grammar Instruction

Explicit grammar instruction is another area in which translanguaging worked well with this group of learners. Explaining concepts such as verb conjugations and articles in Arabic helped bridge knowledge gaps, particularly for learners with little prior formal education. In traditional communicative classes, target language is presented discreetly with learners being provided a contextualised example followed by concept checking and clarification. Considering the PreEntry level of this group and their study skills background, having explicit explanations of grammar rules in their L1 not only reduced stress levels, but also provided the teacher with a tool to check understanding before moving onto practice. This aligns with Cenoz and Gorter’s (Op. cit.) assertion that translanguaging creates a dynamic space where students use their linguistic knowledge in their first language to construct knowledge of a second language. Using a first language lowers cognitive load and gives learners the chance to be presented with language and absorb the meaning, form and pronunciation without the stress of immersive focus.

The use of learner L1 provided an inclusive learning environment which took into account the affective filter and emotional reality of the learners. This approach gave the learners more mental space to engage with the grammar point and feel more comfortable with the input. Those who taught online during the pandemic will know that monitoring learner progress within tasks was a huge challenge, particularly for the lowest level learners. Using Arabic as a way to ensure learners understood the task, while feeling free to ask questions was invaluable for language practice. Learners were then given controlled practice with this added support and freer practice tasks to then use the language items in a freer setting – which reflects the present, practice, produce approach in its staging.

Enhancing Learner Engagement Interactive tools like Google Classroom, Padlet, and forms quizzes, combined with translanguaging, maximised learner participation. Learners submitted handwritten assignments in Arabic and English for feedback, gradually integrating English components. This blended approach-maintained engagement and supported gradual skill-building and helped the teacher to understand the development points which learners needed to focus on. An example of this was a verb ‘to be’ practice worksheet which tested conjugation and adjective use in which learners were asked to circle the adjective (through Arabic instructions) to ensure that the learners were able to understand both the structure and the use of the target language, and be given specific feedback for their errors.

Breakout rooms were a completely new concept for all of us and without the use of Arabic instructions, setting these up would have been much harder to organise, (considering the set up required producing the learner worksheet on pen and paper, roles in a breakout group, keeping on task). With all of these learners new to online education and many of them new to formal education altogether, L1 use was instrumental in making this work.

The Syrian learners' progress in their formative and summative work highlighted the value of translanguaging in contexts where traditional methods fall short. By scaffolding foundational skills, giving space for emotional resilience, and making abstract concepts accessible, translanguaging empowered these learners to navigate their linguistic and social transitions. For educators working in similar contexts, translanguaging offers a powerful tool to meet the needs of marginalized learners. While potentially applicable in a variety of contexts, these methods are likely most effective in monolingual classes or with lower level groups of learners.

One possible limitation of the translanguaging is the fact that learners missed out on the immersive natural acquisition of teacher talk. While this is a worthwhile point, it is clear that the translanguaging approach allowed them to catch up on the building blocks they needed and had missed out on (due to their loss of primary and secondary schooling). Many of these learners have now moved onto higher classes and have since shown considerable progress in their English proficiency.

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References: Cenoz, J., & Gorter, D. (2017). Translanguaging and bilingual education. International Journal of Bilingual Education and Bilingualism, 20(3), 245-263. Available at: https:// doi.org/10.1080/13670050.2015.1131106 García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. Palgrave Macmillan. Available at: translanguaging-in-bilingual-education.pdf Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.

Sam is a language learner, teacher, trainer and translator.

He works as a teacher trainer and curriculum quality lead at an inner-city North London college working with a wide range of learners. For Sam, ESOL is not just about language learning, it's about building connections within a diverse community and celebrating variety in the classroom.

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Supporting ESOL learners: Multilingual approaches in ELT

By Josianne Block Think of your favourite language teacher. Did they use other languages in the classroom apart from the language of acquisition? Did this impact your learning experience?

Challenging monolingual ideals For years, the idea behind monolingual classroom instruction has been that students learn English more quickly when they are fully immersed in the language. This method mirrors how babies learn their first language (L1), suggesting that full immersion develops a more natural learning process. However, recent second language acquisition (SLA) theories view languages as one holistic system in which they work together to create meaning rather than hindering it (Ortega, 2019). This unitary approach sees several benefits in making use of learners’ L1. For instance, it can help ESOL students lower their affective filter, better understand complex concepts, and boost their confidence as multilingual learners. A multilingual approach compares language use to a rainbow in the sky, which has no distinct boundaries and is more of a blend of colours, unlike a rainbow in a children’s colouring book with neat lines and clearly distinguished colours. Although contexts might lead a person to favour one language over another in specific interactions, the linguistic repertoire, composed of all the languages a person has been exposed to, is still present in one way or another (Grech et al., 2016).

Defining what is translanguaging There are several ways we can use learners’ L1 as a tool not only for SLA but also for meaningmaking and identity expression. One popular approach is translanguaging, which allows the fluid and creative use of linguistic and semiotic resources for successful meaning negotiation whilst maintaining linguistic identities. In other words, a translanguaging approach prioritises practical usage over correctness, even if this means avoiding the separate use of distinct languages. This could empower multilinguals in the classroom, especially those whose L1 is not the language of the majority (García & Wei, 2014).

Given our multicultural realities, translanguaging is also present in pop culture, especially in films and songs. Animated films, like Luca and Encanto, use the L1 of the film context to represent more adequately the linguistic identities of the main characters. Other films, such as Inglourious Basterds, use a mixture of different languages to represent the multilingual reality of the film context. Moreover, artists use their L1 not only as a cultural connection, but also for artistic expression. Shakira might have been the first Latino singer to integrate Spanish in her English songs, but recent years have seen a drastic boom in songs written in more than one language. For instance, in the Maltese context, local singer Aidan continuously hits the charts with songs that are a mixture of English, Maltese, Italian, and Spanish. Such films and songs can be authentic resources that could be used in the classroom not only to showcase learners’ linguistic and cultural identities but also as a tool to develop the four skills in the English language.

Use of L1 in the classroom Acknowledging ESOL learners’ L1 has the potential to create a safe learning space in the classroom where various linguistic repertoires are seen as a contribution and not as a hindrance. Although the use of various languages will happen naturally and is inevitable, some teachers prefer to establish rules, together with their learners, on when L1 could be used to prevent misuse or overuse (Kerr, 2014). Consider whether as a teacher you would implement any of these guidelines: IATEFL ESOLSIG ESOL Matters Newsletter Month Year

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• Learners are encouraged to speak in English as much as possible, but they can use their L1 to assist each other with difficult words or phrases.

• There will be specific moments during the lesson when learners are permitted to use their L1. At all other times, they should strive to communicate in English.

• After completing a task, learners may use their L1 to discuss what they have learned with a partner, and then share their reflections with the class in English.

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The use of L1 is allowed only if all the learners in the group can understand it.

L1 could be useful to scaffold vocabulary and increase language and intercultural competence (Byram, 2012). For instance, multilingual glossaries in which learners can write definitions in their language of preference can help the learning process, and multilingual word clouds can help in comparing the differences and similarities of the same word in different languages. Think of a turkey and the roots of a tree. What do they have in common? They are both used to say ‘to quit something out of the blue,’ one in English (‘to go cold turkey’) and one in Spanish (‘lo voy a cortar de raíz’, literally meaning ‘to cut it from the roots’). A comparison task of these expressions in class would mean learning new expressions in English whilst acknowledging learners’ cultural roots. On the other hand, during the brainstorming phases of writing tasks, allowing the use of L1, for instance in Venn diagrams, might lead to more creativity as it helps learners cognitively process ideas in gradual steps.

However, one must still exercise caution to avoid over-celebrating the L1, as it could lead to students becoming complacent and avoiding the necessary effort required for language learning.

Excessive reliance on L1 might also result in unsuccessful meaning negotiation among users of different L1; thus, teachers’ priority should remain to provide learners with the necessary tools in English to effectively communicate with speakers of different L1, which would consequently lead to learner empowerment.

Concluding remarks Resisting monolingual bias in the classroom requires embracing multilingual approaches such as translanguaging (Ortega, 2019). This approach not only validates ESOL students’ linguistic identities for more effective language skills development, but also fosters a more inclusive learning environment. Nelson Mandela once said, “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.”

By adopting a multilingual approach in the ELT classroom, teachers can create a richer and more supportive learning experience for ESOL learners.

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References Byram, M. (2012). Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts. Language Awareness, 21(1-2), 5–13. https:// doi.org/10.1080/09658416.2011.639887 Garcia, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.

Grech, S., Vassallo, O., & Xerri, D. (2016, October 23). Worrying about language. Times of Malta.

Kerr, P. (2014). Translation and Own-language Activities. Cambridge University Press.

Ortega, L. (2019). SLA and the study of equitable multilingualism. The Modern Language Journal, 103, 23–38. https://doi.org/10.1111/modl.12525

Josianne has over 10 years of experience in ELT, including teaching migrant integration programmes, EAP courses, and GCSE preparation. She holds an M.A. in Applied Linguistics and TESOL from the University of Malta, where she currently also works as a senior teaching associate. Josianne is the co-editor for the IATEFL Research SIG newsletter.

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My journey as an educator: From Afghanistan to the UK

By Muzhda Bahar Teaching has always been my passion. After finishing high school, I began studying for a bachelor’s degree in English Language and Literature at Balkh University in Afghanistan. During my final years at university, I started working as an English teacher for the Humanitarian Services Organization for Afghanistan (HSOA). Over four years, I taught English to university students, school children, and women in the community through various humanitarian projects.

Alongside my work at HSOA, I also taught English for one semester at Balkh University, supporting students in the Science and Archaeology faculties. Later, I joined the British Council’s English for Afghans programme as an English Teacher and Master Trainer. This was a large project that ran across more than 10 provinces in Afghanistan. My students were 75 English teachers from government schools, and my role included teaching English, sharing teaching methodologies, and observing classes. During this time, the British Council sponsored me to complete a CELTA qualification in Mumbai, India, which greatly enhanced my skills as a teacher.

After 2 years and 5 months, the programme ended in 2020, and I moved into monitoring and evaluation roles with international organizations like Save the Children, the Danish Refugee Council, and the International Organization for Migration. These roles allowed me to further develop my leadership and organizational skills.

Muzhda presenting a certificate to a trainee teacher in Afghanistan

However, everything changed when the Taliban regained control of Afghanistan.

My work with the British Council put my family and me in great danger. We spent over a year in hiding, constantly moving to different locations to avoid being found. Before Kabul and Mazar-iSharif fell to the Taliban, my family and I moved to Kabul for safety. However, the high cost of living forced us to return to Mazar-i-Sharif, where we stayed in hiding at multiple locations.

In October 2022, we escaped to Pakistan. Life there was also difficult—we lived in a cramped hotel room for almost a year. Our visas expired, and we were unable to leave the hotel. We lived in constant fear, knowing that if the police stopped us, they could arrest and deport us back to Afghanistan.

After waiting for 14 months, the UK government evacuated us under the Afghan Citizens Resettlement Scheme (ACRS) in December 2023. (Continued overleaf)

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As of now, I have been living in the UK for a year and am rebuilding my career. I began by volunteering as a teaching assistant in ESOL classes with Lower the Bar charity for two months, before joining Weston College as a volunteer teaching assistant in their ESOL programme, where I continue to work today.

As well as this, I also teach adult ESOL students from diverse countries through World Jewish Relief. My students come from Sudan, Afghanistan, Yemen, Eritrea, Kuwait, Syria, Iraq, and Turkey.

Each of them has a unique background and culture. I feel proud to support them in their journey to learn English and integrate into their new society.

As a refugee English teacher, I feel I have a deep understanding of the challenges my students face.

I have experienced the struggles of displacement, the fear of an uncertain future, and the need to start over in a new country. These shared experiences allow me to connect with my students on a personal level, giving them not just language skills but also hope and encouragement to persevere. I aim to continue gaining experience in teaching ESOL classes and providing the best support I can to help them succeed.

Muzhda stands alongside teachers she has trained in Afghanistan.

My journey from Afghanistan to the UK has been difficult, but my passion for education remains as strong as ever.

Teaching is not just about sharing knowledge—it’s about empowering individuals and creating opportunities for a better future.

Muzhda Dawlatzada Naderi is an experienced educator with over eight years of teaching in national and international organizations. She holds a degree in English Language and Literature from Balkh University, and a CELTA certificate. She moved to the UK in 2023 and currently volunteers as a teaching assistant at Weston College.

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