Supporting migrants
Cultural learning programmes for migrants
I design and deliver cultural learning programmes and workshops for groups of people with diverse migration backgrounds. The focus is on confidence, participation, and practical integration skills, explored through participatory and embodied learning rather than lecture-based, instructor-centred teaching.
I also work with organisations to identify needs and develop programme ideas that support cultural learning and integration in their specific contexts.
Programmes are educational, creative, and group-based. They support people in making sense of new cultural environments while valuing lived experience, agency, and peer learning.
Locations:
I work for educational organisations in London (UK) and the European Union.
What these programmes focus on:
Depending on context and participants, programmes may explore:
- everyday cultural norms and unspoken rules
- communication styles, being understood
- confidence in social situations
- identity, belonging, and self-presentation
- shared reflection on migration experiences
Culture is approached as dynamic, situational, and negotiated — an ongoing process through which people interpret social situations, relationships, and expectations.
Approach:
All programmes use participatory and embodied experiential learning, drawing on drama, movement, dance, and other arts-based methods. Activities include simulation, storytelling, group discussion, creative accessible exercises, and integrated ESOL opportunities, supporting collective meaning-making.
Formats
I offer flexible formats that can be adapted to organisational needs:
- Short workshops
- Short courses
- Community & social clubs with cultural and creative activities in a relaxed setting
- Project-based programmes, developed in partnership with host organisations
Programmes can be delivered in community centres, educational settings, or partner spaces.
Bespoke intercultural competency skills training & language learning
Working with language (ESOL)
English language learning can be integrated into programmes where appropriate, particularly through ESOL-Drama approaches that combine language use with cultural exploration and creative activity.
I also offer ESOL for individual learners separately. Language teaching is framed as part of a broader cultural learning process.
Who these programmes are for
- Migrant organisations and community groups
- Adult education providers, charities, and social organisations
- Cultural and educational projects working with migrants
Programmes are designed collaboratively and tailored to each context, participant group, and project aim.
Interested in working together?
Programme examples
Examples of cultural learning programmes delivered, piloted, or in development.
Programmes are adapted to participant needs, organisational contexts, and funding requirements.
Example: community cultural learning club for older adults with diverse migration backgrounds
Context & aims: a safe, welcoming space for social connection, cultural exchange, and confidence-building among older adults with varied migration histories
Programme focus: a structured but informal cultural learning club. Combines shared activities, storytelling, creative exploration, visits to local places. Participants engaged at their own pace.
Learning approach: participatory and creative arts activities using drama, music, discussion, social engaging. Emphasis on peer interaction, shared meaning-making, and low-pressure participation.
Format & duration: weekly 2-hour sessions over 5 months
Observed learning focus: sustained peer connections, greater ease participating in social and community spaces
Example: cultural learning for long-term migrants
Context & aims: opportunities for long-term first-generation migrants to reflect on everyday communicative challenges and social-cultural expectations in work, services, and public life settings
Programme focus: a focused learning programme that drew on questions about cultural challenges using examples from participants’ everyday lives
Learning approach: drama-based exploration of real situations (e.g. responding to humour, indirect refusals, small talk, or ambiguous feedback), supported by accessible English language input, discussion, and collective reflection. Activities focused on meaning-making and interpretation.
Format & duration: 6 weekly sessions of 2 hours
Observed learning focus: cross-cultural understanding of social and communicative expectations
Example: mixed group of people with lived experience of migration, exploring identity and belonging
Context & aims: a space to reflect on identity, belonging, and change following migration
Programme focus: a creative, discussion-led programme allowing participants to explore personal narratives and shared themes without pressure to disclose
Learning approach: using film, visits to museums and public gardens, and small-group work supporting reflection, agency, and voluntary participation
Format & duration: 8 weekly sessions of 2 hours
Observed learning focus: self-expression and shared discussing of cultural transition and belonging
Example: group of 10 women with an international background from across the UK
Context & aims: opportunity to practice English, meet socially online, understanding cross-cultural differences
Programme focus: social engagement, sharing of lived experience in migration, fostering of mutual learning and support
Learning approach: flexible lesson planning using a participatory approach
Format & duration: 2 x 1.5h weekly meetings for 3 months
Observed learning focus: speaking consolidation, social sharing and enjoyment
Example: group of 15 women from Asian countries in London
Context & aims: skills consolidation to enter an accredited language course
Programme focus: repeated ESOL practice, revision, consolidation, testing, self-evaluation and peer feedback. Continuous feedback on written work and oral production. Pair and small team work with lots of speaking practice.
Learning approach: student production, iterative learning cycles, applied drama
Format & duration: 2 x 3h weekly meetings for 6 weeks
Observed learning focus: students developed readiness for entry into an accredited course
Note: Programme examples are anonymised for confidentiality.