Jagged profiles
In an ideal situation, learners' skills will be assessed at the same or very similar levels. However, many learners present with a jagged profile, showing very different levels across the four skills. When this happens, it can be more difficult to make a decision on level.
Some learners have good listening, speaking and reading skills, but manage far less when it comes to writing. For some of these learners the difference between their own writing system and English could be the cause of this; for example, Arabic speakers have a different script. In these cases, the learner's lower level of writing should not influence the interviewer too much, as it is more an indication of a particular skills issue rather than a reflection on their overall language level.
However, in some cases the learner may be very fluent orally but have inaccurate writing skills. This type of learner may have been in an English speaking country for some time, but had no formal English language tuition and picked up their English as they went along; in which case a lower level of writing may be more significant, as inaccurate writing reflects the inaccuracy in their language generally.
Another reason for difficulties in reading and writing could be dyslexia. In this case, it would be useful to know if the learner has difficulties with reading, spelling and writing in his/her first language.
Other learners may be very good at reading and writing, but weaker at speaking. This could be because of their culture and previous learning experiences; for example, a Chinese learner who was not given the opportunity to speak in class in China. This learner may just need more confidence and encouragement and a lower result in the speaking assessment may not be significant in terms of placing the learner.
It is not possible to describe all possible scenarios and outcomes in this guide. The interview should always take into account: first language, cultural background, previous learning experience, the learner’s own reasons for wanting to learn English and the range of learning opportunities in which s/he can be placed before making a decision.
An experienced ESOL practitioner may be able to anticipate certain language learning difficulties of particular groups of learners, which can help with the assessment process. There are also resources¹ that can inform the assessor of these language learning traits.
The ESOL Curriculum Framework illustrates how all aspects of a learner’s life impact on current and future language development and should be considered when developing an ILP with a learner. For more information on the ESOL Curriculum Framework please see here.
¹ Learner English: A Teacher's Guide to Interference and Other Problems (2nd Edition); Michael Swan and Bernard Smith, Cambridge University Press
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