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Trust is not a given in an ERM classroom. Your learners may have had difficult experiences with authority figures, institutions, and strangers. Some will have travelled through countries where officials were dangerous. Some will have been let down repeatedly by systems that were supposed to help them. Some will simply have had no positive experience of formal education. Walking into your classroom takes courage. Your job is to make it worth it. Start before the lesson begins

Photo by itooksomephotos via https://commons.wikimedia.org/wiki/File:View_of_Winchester,_Hampshire,_England.jpg At the end of May, we drove through the countryside to the beautiful city of Winchester. We didn't actually see much of it, because we were at the Hampshire ESOL conference all day, but the drive there and back along winding country lanes was worth it. The best bit: meeting TERM participants in real life Online courses are great for connecting with far-flung people,

Interested in learning more on how to teach English to refugees and migrants? Whether you're already an ESOL teacher or keen on working with refugees and migrants in the future, then join our free webinar on Tuesday 24th March, in association with refugee support organisation Breaking Barriers . We'll be talking about our upcoming TERM course on Teaching English to Refugees and Migrants - starting this April - and answering your questions on the course itself and this area

Mixed-ability teaching is one of the defining features of ERM. In a single class, you might have a doctor sitting next to someone who never attended school. One student may read fluently in three languages whilst another struggles with basic literacy. How do you meet everyone's needs? Accept that you can't do everything First, let go of the idea that every student will engage with every activity at the same level. Your goal isn't identical outcomes – it's progress for each in