Teachers’ Motivation at Educational Institutions Teaching ESOL to Adult Immigrants, Refugees, and Asylum Seekers in North London

Abstract

The teaching and learning mechanism in North London is considered to be challenging for EOSL teachers due to diverse population of adult immigrants, refugees, and asylum seekers. This is the reason that teachers require a persistent motivation to deal with the changing needs of learners over the past few years. This study considers the prevailing teaching environment and role of teachers to teach English at EOSL institutes. The study developed an interview questionnaire and gathered data from 15 experts that had experience and cultural competency. Using the thematic research approach, the study explored that there is considerable variation in terms of demography, teacher's motivation, institutional support, strategic insights and novel approaches for cooperation. The study concluded that ESOL teachers play an important role in the integration process of non-native English speakers as well as teaching the language.