Online ESOL, inclusion and accessibility in the UK

This chapter focuses on the inclusivity of online, adult ESOL (English for speakers of other languages) courses in the United Kingdom, accessed by learners from all over the world with different educational and cultural backgrounds. Those choosing to attend classes may be highly motivated, but their attendance can be affected be a range of external factors, such as caring responsibilities and employment. 2020 introduced an additional level of possible exclusion in the form of online learning. Utilising data collected through online interviews with ESOL teachers during emergency online teaching, four case studies are shared which detail how students and teachers responded to this change in delivery during the Covid-19 pandemic. The qualitative data analysis revealed the important role played by the teacher in designing online courses that promote learner autonomy and inclusion, in addition to understanding the barriers presented by technology and the students’ home lives. As we emerge into a post-pandemic world, this study calls for further research into online English teaching with similar groups of learners, in addition to the need for relevant teacher training and strategies to aid student access to online courses.