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Have you ever considered to what extent a learner’s English language proficiency level affects their academic success in English-medium school?
English language proficiency is usually measured by learners’ ability to use English effectively in different contexts, i.e. how well they can speak, listen, understand, read and write in English.
Does your school’s registration form have these types of questions: ‘What is your child’s English language proficiency? Can they speak, read or write in English?’ And more importantly, who should determine this, why is this so important to know and how should language proficiency be assessed?
Often, school settings test learners’ English language proficiency not only to decide their placement in classes or sets, learn about their needs or agree on the type of support but also to plan for the necessary scaffolded support and the next steps. Once this is successfully established, this might naturally lead to a greater outcome for the learners in school, both socially and academically.
To ascertain multilingual learners’ skills, knowledge, strengths and weak areas in English as an additional language, schools can use a range of methods and tests including, but not limited to:
Many schools are already using different EAL continua such as BELL Foundation, CEFR, NASSEA, WIDA, ELLP, EAL/D Learning Progression etc to help them place their learners on an English language proficiency continuum within the different language skills based on the data gathered from any of the above listed assessments.
Needless to say, the procedure for assessing newly arrived learners who are at the beginning stages of learning English must differ to take into account the settling-in period of 2 to 3 weeks and the silent period of up to 6 months which some learners might go through. Consideration should be given to take into account learners’ previous educational experience, age, point of arrival in the host country and their home language proficiency.
1.To identify learners’ strengths, weaknesses and needs
For multilingual learners, it is essential to identify what they already know or what they are struggling with in terms of vocabulary, grammar, pronunciation, writing, reading in English etc so that targeted support can be provided. That support can either be through withdrawal from mainstream lessons to focus on developing and improving certain language skills for a limited period, or through scaffolded support in the classroom. Research highlights that “diagnostic assessments help teachers design targeted interventions that support students’ unique linguistic needs, thus fostering a more inclusive learning environment” (De Jong & Harper, 2005).
2. To ensure learners achieve academic success
Language proficiency strongly impacts learners’ ability to achieve academic success in school subjects as language is the medium through which instruction is delivered, tasks are completed and discussions are followed. A study by August and Shanahan (2006) states, “Oral language proficiency and literacy skills are essential for accessing the academic language needed for school success.”
3. To monitor and track progress in the different language skills over a period of time
Regular assessments allow schools and teachers to track learners’ progress providing data which can be used to adapt teaching and learning strategies and to ensure adequate support is provided where needed. Research emphasises the importance of ongoing assessment, as “longitudinal data on language proficiency can inform instructional adjustments and allow schools to gauge the effectiveness of their EAL programs” (Cummins, 2000).
4. To set learners realistic targets
Results from language proficiency assessments can be used to help with setting achievable targets and next steps. This is really important for multilingual learners as it gives them a sense of accomplishment and progress. Being able to work their way through small but clear and achievable steps can boost their confidence enormously. Research by Gottlieb (2006) suggests that “language assessments provide both teachers and students with concrete goals, allowing for a structured and measurable approach to language development.”
5. To ensure inclusivity and fair access to education for all
Language proficiency assessments help identify language barriers early so that schools can provide solutions such as bilingual resources, differentiated materials, extra support staff etc. According to Menken (2008), “Equitable assessment practices are fundamental to a fair education system, as they prevent students from being unfairly disadvantaged by their level of language proficiency.”
Assessing English language proficiency is necessary to support multilingual learners in schools. English language assessments offer a framework for monitoring progress, identifying needs and setting relevant and achievable goals thus ensuring that learners fulfil their full potential when learning in English and through English.
Across Cultures assessment platform, AssessEP (Assessing English Proficiency), provides online reading and listening assessment and an offline speaking and writing assessment for multilingual learners age 7+ as well as a short pre-diagnostic test to determine starting points for the online diagnostic assessments. The results are aligned to BELL, CEFR, WIDA, NASSEA, ELLP etc. AssessEP can be used for admissions testing and summative assessments.
Book a free demonstration and a trial here.
References
August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.
De Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101–124.
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.
Menken, K. (2008). English learners left behind: Standardised testing as language policy. Bristol, UK: Multilingual Matters.
Our EAL learners are by no means a homogeneous group of learners and their needs in our classroom will vary to a considerable extent. As teachers may find it challenging at times to successfully cater to different EAL needs in class, developing a deeper understanding of those needs can help us address them more effectively through a number of tips and strategies.
It's now almost exactly a year since the UK education system went into lockdown. The ruling that schools must close to almost all pupils was a shock to teachers, pupils, parents and everyone involved in the education system - and the repercussions of the immediate crisis continue to ripple through our lives.
Effective AfL is ‘informed feedback to pupils about their work’ (Shaw, 1998). As Broadfoot et al discuss, there are five key ways that we can enhance learning by assessment. These steps can be universally applied to all learning and all learners, and thus address the learning needs of EAL learners. They are: