This study examines the adaptation of an ESOL course for older Chinese migrant learners to Emergency Response Teaching mode as a result of the government-imposed restrictions to contain the spread of COVID-19. Through interviews and the analysis of learner diaries, we consider the experience of the school manager and teachers, and the strategies used by the learners, in relation to online delivery, with a particular focus on the measures taken to cater for a group of third-age learners with minimal previous language learning experience. Our analysis highlights the importance of collaborative decision making, team teaching, and a didactic approach that is sensitive to learners' cultural backgrounds and that provides adequate L1 (i.e. first language) support. From a curriculum perspective, we discuss the importance of including content that is responsive to the evolving emergency context, and which strengthens learners' ability (and inclination) to use the language-rich context of the public sphere for learning purposes. We also discuss the relative challenge of shifting grammar and vocabulary focused lessons to online delivery. Learners appeared to employ more frequently memory, cognitive and metacognitive strategies and we discuss this in relation to their current emergency learning context and previous educational background.