Abstract

LESLLA learners (Literacy Education and Second Language Learning for Adults) are normally placed in pre-A1 ESOL classes as it is the lowest level of language classes provided in England. This level is non-accredited and there is no standardised assessment used, causing teachers to design their own assessment tools based on their own judgment or their institutions’, which means that there is no comprehensive assessment used among institutions in pre-A1 level in England similar to the standardised ones used in Entry levels and above. Various studies have focused on second language acquisition for learners with focus on educational background and child language acquisition, but language acquisition for low-literate or illiterate learners is still a developing topic. Although the topic has been a main interest of some researchers over the last 20 years, there is still a dearth of research on how to fairly assess LESLLA learners in the ESOL provision. Therefore, this study aims to provide a holistic view of the reading assessment framework used with LESLLA in pre-A1 ESOL classes in England to investigate the credibility and reliability of this assessment to LESLLA learners. Utilising a mixed-method participatory action research approach, this exploratory research has engaged key stakeholders involved with LESLLA learners’ reading assessment, namely ESOL LESLLA learners, practitioners and managers to ensure fair assessment for the former. The research integrated the perspectives of 25 ESOL practitioners/managers through open-ended questionnaires
and semiotic multifunctional analysis of samples of the reading assessment materials and criteria used by ESOL providers in England. Moreover, quantitative data was collected from 8 LESLLA learners via pre-test, post-test phonemic awareness tasks (PAT) and reading tasks to provide a holistic overview of the suitability of assessment tools and rubric used at colleges for such learners. Findings reveal that the assessment tools are not based on research and there are no specific criteria used to design these tools. Due to a lack of standardised assessment, practices vary, and the assessments used are biased towards literate learners. These tools fail to capture the real progress made by the LESLLA population; it rather shows that they are not ready for Entry level 1, which may have detrimental consequences particularly for LESLLA
refugees and asylum seekers. To ensure that the assessment used with LESLLA learners is fair, valid and reliable, a review to the current assessment practice should be taken into consideration and it is recommended that better collaboration between policy makers, ESOL practitioners, test-designers and researchers take place. Assessment could be enhanced by utilising performance-based assessment, such as individual learning profiles, particularly for LESLLA learners, to better address the diverse and complex abilities of this group. Implementing standardised rubrics, such
as the newly established reference guide by the Council of Europe’s LASLLIAM, can help measure the micro-achievements of LESLLA learners. This approach will offer ESOL practitioners improved support, enabling them to provide comprehensive and constructive feedback to their LESLLA students.