Immigration into Ireland is increasing year on year and particularly since March 2022 when Russia invaded Ukraine. With this, the need for English acquisition is augmenting in Ireland. English can create barriers into Irish society, a society which, for many immigrants, differs greatly from their home countries. English language classes, named ESOL, are offered to immigrants in Ireland’s public Adult Education sector. Both a critical and social constructivist theory were utilised to analyse the current literature for ESOL. The possibility of a learner-centred or liberating critical pedagogy and the conceptual presence of hegemony through accreditation were explored. The implications, for the tutor, of power in the workplace were also considered. In doing so, a rationale for a safe, learner-centred environment in the classroom and a supportive work place for the tutors could be provided. Through a qualitative method of research, the complexities of teaching ESOL and potential issues for tutors were revealed. This method involved semi-structured interviews with 6 ESOL tutors currently working in Adult Education in Ireland. The findings indicated that when possible, tutors strive for dialogue and learnercentredness in the group. While poor conditions in the workplace was revealed, tutors resistance to a neo-liberal agenda was also uncovered.