15 September 2025. Supporting international students training to teach languages in the UK

Supporting international students training to teach languages in the UK

ALL (the Association for Language Learning) hosted its annual ITET (Initial Teacher Education and Training) seminar in July. Here is a summary of reflections from the discussion.

Collated by Steven Fawkes, ALL Co-President

Why we value our international trainee teachersThe teaching and learning community in the UK gains from increased diversity in the trainee teacher cohort. For example, our pupils benefit from:

Exposure to different cultures and ways of thinking
Another outlook and different perspectives on education, culture, languages etc.
A broader world view
A range of experience and expertise from international educational institutions
Linguistic role models for our young people

We embrace the rich variety in languages, as they are spoken all over the world, including variants of French, German or Spanish accent, vocabulary etc. International trainee teachers broaden the range of linguistic and cultural repertoires in our classrooms.We welcome opportunities to learn from each other, share ideas, and expand our horizons. Many international trainee teachers have a wealth of experiences – personal, professional and vocational – and are committed to teaching in Britain for the longer term.International trainee teachers bring the world into the languages classroom - embodying what language learning can do in terms of opening doors. They offer cultural enrichment through the variety of cultures they bring to life in classrooms through age-appropriate examples.International trainee teachers represent diversity in our multilingual schools enabling our pupils to recognise themselves in their teachers. We see ‘people like us’ in our diverse school populations.Recruitment of international trainees supports the UK's ability to teach and study languages in the school curriculum.
What issues do international trainee teachers encounter......in the wider context?Lack of political coherence, and contradictory messaging between DfE and Home Office on recruitment and retention processes, can be a problem. Some of the bureaucracy is challenging, confusing and costly. Some international trainee teachers also cite a lack of support from their ITT (initial teacher trainin) provider, schools and the government in navigating these processes.The UK can send mixed messages to our trainee teachers, who are recruited overseas with the implication that they are desperately needed, then finding it difficult to find a job, secure affordable accommodation, afford transport to school placements, obtain a skilled worker visa etc.How can ITT providers and lead stakeholders support international trainee teachers when work visas are difficult to secure?

There is ongoing discussion among stakeholders, led by ITT colleagues and across ALL network, and engaging the All Party Parliamentary Group for Modern Languages in Westminster.
We continue to raise the issues with different audiences, including close collaboration between ALL and other associations, including UCET.
Provide up-to-date information for MATs and schools on how to understand and offer skilled worker visas for trainee teachers seeking ECT employment.

How can ITT providers and schools support international trainee teachers with difficult financial transition into the host country?

Where possible, provide accommodation near provider’s site at affordable price.
Support, where possible, by allocating placement schools within affordable distance of living area or support with transportation where possible.
Information on the cost of living, accommodation, and transport to be communicated before arrival.
Information on affordable accommodation, groceries, more affordable shops in local areas, food vouchers.

...within the establishment?Trainees need support to understand and acclimatise to the education systems England, Wales, Scotland and Northern Ireland (which are all different) i.e. a pre-ITE course induction programme is needed. Such provision enhances understanding of concepts such as SEND, pastoral care, safeguarding, professional behaviours and curriculum priorities; as well as broader cultural and societal norms.Some issues raised by international trainee teachers include:

Colleagues in schools are not always culturally aware or appropriately responsive
Culture shock of British children’s / teenagers’ attitudes contrasting with trainees’ own / previous experience
Cultural expectations of classrooms
Possible micro-aggression and racism experiences on school placement.

How can we support trainees and early career teachers?

Continuing to raise the issues to different audiences including schools and policymakers.
Supporting their arrival with pre-course materials on the education system in the host country to easy transition.
Continuing to train school-based teachers, mentors and leaders on culturally responsive mentoring and coaching skills.
Offering opportunities for regular dialogue on cultural differences between international trainees and mentors or staff to address misunderstandings.
Providing links to information for international trainees.
Information on local faith communities.
Community events: multifaith events, charity fundraising, community food events.

Further support and information is available...From ALL for international trainees and ECTs:https://www.all-languages.org.uk/student/becoming-a-language-teacher/https://www.all-languages.org.uk/ect-years/From the Reading Centre of Excellence for Overseas Teachers:An organisation committed to helping International Qualified Teachers and international students find a clear path to teaching in the UK.https://www.reading.ac.uk/education/partnerships/overseas-teachersFrom St Mary’s University Twickenham international trainee teacher support programme:https://www.stmarys.ac.uk/partnerships/itt-school-experience-handbook/during-school-experience/supporting-trainees-during-school-experience/international-trainees.aspxProfessional discussion at the ALL: Initial Teacher Education and Training (ITET) forumhttps://www.all-languages.org.uk/about/community/special-interest-groups/itet-sig/International Trainee Teacher Education Special Interest GroupClick here to join the group. The mission of this group, supported by UCET, is to:

Provide a research-led forum for ITE providers to support the education of international trainee teachers in readiness for becoming Early Career Teachers
Support the development of a joined-up response to the Department for Education for coherence in policies and practices between the government recruitment policies of international trainee teachers and ITE providers.
Add to the field of knowledge about supporting international pre- service and early career teachers navigating their transition in the English education system in order to maximise their retention by providing support and guidance to schools and academies in retention strategies of international Early Careers Teachers.
The specific objectives of the group are:
To collate and disseminate information about current research, and practitioner best practice to support the integration of international trainee teachers and ECTs
To explore the main challenges international trainees face and opportunities to mitigate those challenges during training and during induction
To make recommendations to UCET and therein the Department for Education for the recruitment and retention of international trainee teachers and Early Careers Teachers in our education system.
To create document guidance for ITE providers to best support international trainee teachers.

Other useful links:Department for Education advice for overseas trained teachers: Apply for qualified teacher status in England - How some overseas trained teachers can apply for qualified teacher status (QTS), using the apply for QTS in England service.TES article: Teacher recruitment: the challenges for international trainees