More Than Words: What Language Education Can Offer Refugees
In a humanitarian crisis, language education can shape far more than a learner’s ability to communicate. An INEE analysis of the Global English Language (GEL) Programme shows how language classes can expand access to education and employment while also helping displaced learners regain confidence. By April 2026, the programme had reached more than 32,000 learners through 100 centers in over 30 countries. The evaluation was based on more than 4,000 surveys, as well as interviews conducted in Ecuador, Kenya, and Iraq.
The experiences of learners at Kenya’s Kakuma refugee camp were especially striking. For many students, learning English opened pathways to higher education and employment. Just as importantly, the classroom became a place where they could talk about difficult experiences, connect with people from different backgrounds, and begin to feel more secure in expressing themselves. Teachers trained in trauma-informed practices played an important role in creating that environment.
Language education alone cannot resolve the instability and exclusion that refugees face. Still, the programme shows why humanitarian education should not be measured only by test scores or employment outcomes. A language class can also help restore a sense of agency—the ability to describe one’s own experiences, make choices, and participate in decisions that affect one’s future.
This is particularly relevant to Megaphone, where education and storytelling are closely connected. If we want to support young people meaningfully, it is not enough to tell their stories on their behalf. We should help create the conditions in which they can speak for themselves—and be taken seriously when they do.
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