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A significant portion of extant literature emphasises that advanced English proficiency is crucial for migrants’ integration into British society, enhancing neighbourhood belonging, life satisfaction and social support (see for example Fernández-Reino & Brindle, 2024; Föbker & Imani, 2017). Therefore, local authorities and further education colleges receive funding from the devolved governments of the UK to provide English for Speakers of Other Languages (ESOL) courses. This blog post explores whether ESOL courses meet migrants’ needs and barriers to accessing these resources, focusing on Hong Kong British National (Overseas) – ‘BN(O)’ – migrants in the UK.

Since 31 January 2021, Hong Kong BN(O) status holders and their dependants have been able to live, work and study in the UK via the , created in response to Hong Kong’s . It is estimated that there are approximately . As of March 2024, . Given the Home Office’s of helping new migrants integrate into British society, supporting Hong Kong migrants with language education, cultural orientation and access to services is essential.

‘Supporting Hong Kong migrants with language education, cultural orientation and access to services is essential to helping new migrants integrate into British society.’

Language plays a crucial role in integration. Proficiency in the national language is essential for migrants’ labour market integration and educational success. Without it, they cannot fully utilise their skills and may miss out on employment and learning opportunities (Esser, 2006). A recent by shows that limited English proficiency impedes Hong Kong migrants’ social integration and career prospects. The report recommends more free English courses focusing on speaking and workplace skills.

Unfortunately, Hong Kong migrants may face challenges accessing ESOL classes, primarily due to funding limitations. The residency requirement for mandates that learners must have resided in the UK for three years. Although the BN(O) visa falls under Safe and Legal (Humanitarian) Routes, Hong Kong migrants, unlike those in the Ukrainian and Afghanistan schemes, are not exempt from the ‘3-year’ rule. Consequently, Hong Kong migrants living in the UK for less than three years are ineligible for funding. While the Home Office offers up to £850 , local authorities are limited by a threshold allowing only , restricting support even when Hong Kong migrants are willing to pay the full course fee. Only 17 per cent of 2,089 Hong Kong migrants reported receiving ESOL training, while among those who had not received such training, 71 per cent expressed a desire to attend classes (Rolfe & Chan, 2022). Meanwhile, another study reported that Hong Kong migrants expressed frustration after being denied by colleges and being informed they were ineligible, reflecting the limitation of accessing relevant courses (Rolfe & Benson, 2023).

Furthermore, the current ESOL curriculum may not adequately meet the needs of Hong Kong migrants. The curriculum of regulated ESOL courses, which typically begin with modules on reading, writing, speaking and listening, may be perceived by Hong Kong migrants as , particularly in addressing their everyday conversation needs, such as expressing their needs to a local handyman, contacting emergency services, and conducting job interviews, which are also highlighted in .

‘Addressing the barriers that Hong Kong migrants face in improving their English language skills is not only a practical necessity but also a moral responsibility.’

To conclude, addressing the barriers that Hong Kong migrants face in improving their English language skills is not only a practical necessity but also a moral responsibility. Language is a fundamental tool for social cohesion and integration, and without access to appropriate language courses, may leave migrants vulnerable (Chan et al., 2015). We recommend that the government reviews funding eligibility for BN(O) visa holders, considering the same provisions made for the Ukrainian and Afghanistan schemes. Concurrently, local authorities can consider utilising their Migrant Advice and Support Fund to offer more non-regulated English-speaking courses and social integration activities, such as career advice, for fostering inclusion and enabling Hong Kong migrants to fully participate in UK society.

References

Chan, K., Huxley, P. J., Chiu, M. Y. L., Evans, S., & Ma, Y. (2015). Social inclusion and health conditions among Chinese immigrants in Hong Kong and the United Kingdom: An exploratory study. Social Indicators Research,Ìý126(2), 657–672.

Esser, H. (2006). Migration, language and integration: The AKI Research Review 4. Social Science Research Center Berlin.

Fernández-Reino, M., & Brindle, B. (2024). English language use and proficiency of migrants in the UK. The Migration Observatory, University of Oxford.

Föbker, S., & Imani, D. (2017). The role of language skills in the settling-in process experiences of highly skilled migrants’ accompanying partners in Germany and the UK. Journal of Ethnic and Migration Studies, 43(16), 2720–2737.

Rolfe, H., & Benson, T. (2023). From HK to UK: Hong Kongers and their new lives in Britain. Welcoming Committee for Hong Kongers.

Rolfe, H., & Chan, P. (2022). Settling in: Hong Kongers and their new lives in the UK. Welcoming Committee for Hong Kongers.