Teaching Basic English to Illiterate Adult Learners in a UK Migration-Driven Context: Evidence from Mirpur, Azad Jammu and Kashmir, Pakistan

Abstract

English plays a significant role in education, administration, employment, and international migration. In Pakistan, particularly in Mirpur Division, the historical trend of migration to the United Kingdom has increased the importance of English language proficiency. The introduction of spouse and partner visa requirements by the UK Border Agency made basic English certification compulsory, creating major challenges for adult learners with little or no formal education. Many learners encounter English for the first time in adulthood under urgent migration-related circumstances, resulting in fear, anxiety, and low confidence toward language learning. This study aimed to design, implement, and evaluate a Basic English Language syllabus specifically tailored for illiterate and minimally educated adult learners in Mirpur. A qualitative descriptive research design was adopted involving 50 adult learners aged 25–35 years enrolled in different language institutes. Approximately 80% of the participants were illiterate. Data were collected through a 20-item questionnaire containing open- and closed-ended questions, informal interviews with institute owners, classroom observations, and pre- and post-intervention assessments. The researcher developed and implemented a short-term syllabus emphasizing foundational listening, speaking, reading, and writing skills aligned with approved English language test requirements. Pre-test findings demonstrated weak performance in all four language skills, particularly among illiterate learners. Participants reported significant social, psychological, and financial pressure associated with compulsory English certification. Following the intervention, considerable improvement was observed, especially in listening and speaking abilities. Post-test results revealed a substantial increase in pass rates, with nearly all learners qualifying and several illiterate participants achieving first-class performance. Learners also displayed increased confidence and reduced fear toward English learning. The study concludes that structured, skill-focused English courses can effectively support migration-oriented adult learners and improve their language competence and test readiness.