Importance of English language proficiency in school settings
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.
Ways to assess English language proficiency
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:
- A phonics assessment to determine learners’ phonics awareness, alphabet knowledge and correspondence of letters to sounds, high-frequency words and spelling skills.
- A vocabulary test to determine learners’ knowledge of survival and academic vocabulary.
- A speaking assessment to determine learners’ speaking, listening and understanding skills. This is usually done through a series of questions on their family, country, hobbies, favourite school subject or questions based on visuals to elicit as much spoken information in English from the learners as possible.
- A writing assessment to determine learners’ knowledge of grammar, sentence structures, word order, range of vocabulary, punctuation etc. This is usually based on a visual they need to describe in detail. This could be as basic as labelling an image in English and/or in their home language or describing that image using either simple sentence structures or whole paragraphs.
- A reading assessment to determine learners’ knowledge of decoding high-frequency words or to answer a number of comprehension questions.
- A home language assessment to determine learners’ proficiency in their home language.
- Classroom observations and any other formal assessments which involve class and subject teachers as they might have different impressions of how well those learners are managing in the classroom.
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.
Key reasons to assess learners’ English 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.
