How can we foster inclusive practices in the multilingual classroom without a diverse body of teachers? Let’s hear what ESOL practitioners have to say

In the context of increasingly restrictive immigration policies in the UK, this study explores the tensions between monolingual ideologies and the multilingual realities of ESOL (English for Speakers of Other Languages) classrooms in Scottish further education. With recent political discourse positioning English as the sole language of integration, and the ESOL curriculum largely guided by a rigid curriculum and assessment framework, the space for linguistic diversity in classrooms seems to be narrowing. This paper explores the role of teacher identity in supporting multilingual learners in the ESOL classroom. Drawing on in-depth interviews with further education ESOL practitioners across Scotland, the research shows a shared concern about the lack of teacher diversity and its implications for learner identity, inclusion, and educational outcomes. Participants suggested structural and policy-level changes to improve staff diversity, including revising hiring criteria, publicly funded access to specialist teaching qualifications, and longer-term organic change. The study argues that a more diverse teaching workforce could better support multilingual learners by offering varied pedagogical perspectives and fostering a greater sense of belonging. It concludes that while staff diversification is a critical first step, broader systemic reforms are also needed, particularly in curriculum design and policy, to meaningfully embrace multilingualism in ESOL education.