Adult Migrants as SEND Learners: Reframing Inclusion in ESOL Classrooms

Overlapping challenges related to language acquisition, cultural adaptation, and diverse learning needs are some of the issues adult migrant learners face in English as a Second Language (ESOL) classrooms, which also include Special Educational Needs and Disabilities (SEND). However, the area of inclusion in the adult ESOL provision is under theorised and understudied. The present paper explores the conceptualisation and practice of inclusion by ESOL professionals who teach adult migrants and provides a reformulated perspective to the conceptualisation and implementation of inclusion within the framework of Reframe- Redesign- Respond. Data was obtained through semi-structured interviews and classroom observations in adult learning centres in England through the qualitative research design. The results indicate that the concept of inclusion is a process and relational concept and not a policy construct. The concept of inclusion developed by practitioners is based on the idea of inclusion as an ethical promise grounded in empathy and recognition, aligning with the standards of Universal Design for Learning and trauma-informed pedagogy. Nonetheless, both institutional constraints (such as disjointed SEND policies, insufficient funding, and digital inequities) limit the ideal implementation of inclusive practices. The research arrives at the conclusion that not only the pedagogical innovation is necessary in inclusive ESOL provision but also structural reform and policy coherence. This study, by redefining inclusion as a relational, intersectional and transformative process, will help understand better how adult migrant education can be used to promote social justice and fair engagement in lifelong learning.