Reading Assessment System in ESOL Courses for Low-Literate Learners

Oct 15, 2026

The paper examines reading assessment materials and criteria used in pre-A1 ESOL classes in the UK and evaluates their suitability for low-literate language learners. Using open-ended questionnaires and multifunctional analysis, it identifies the difficulties learners face during reading assessments. It argues for separating literate and low-literate learners, adapting assessment materials for fairness, and developing descriptors/criteria that reflect the small steps achieved by this group.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages32

Reading Time1 h 21 min

AccessFree to download

The Context

ESOL Policy Since 2010

Reading Assessment System inESOL Courses for Low-Literate Learners rim day and rola naeb Abstract This paper draws on the findings of a qualitative study exploring the reading assessment materials and criteria used in pre-A1 ESOL classes in the UK and their suitability to low-literate language learners. Open-ended questionnairesand multifunctional analysis of materials were used to investigate current practices and views. The findings reflect the struggle low-literate learners experience throughout reading assessments, and the need for separating literate from low-literate learners, adaptations to assessment materials to ensure fair assessment and the development of descriptors/criteria that capture the small steps achieved by this population. Keywords: Low-Literate, Reading Assessment, Pre-A1 ESOL, LESLLA Introduction The Context According to World Demographic Profile (2021), although the rate of illiteracy is reduced slowly worldwide (Young-Scholten and Kreeft Peyton, 2020), 75% of the population worldwide are living in poor or conflicted areas with limited access to formal education or literacy in their mother tongue. Unfortunately, women are more disadvantaged in this case (World Demographic Profile, 2021). Most of the women who were forced to migrate to different countries are illiterate (Young-Scholten and Kreeft Peyton, 2020) . These learners arrive in host countries with no/low literacy and/or no/limited formal education in their first language and are required to learn anew language and are referred to in literature and research as Literacy Education and Second Language Learning for Adults learners (LESLLA learners henceforth2) . Tutors who teach and support this population of learners identify some of the unique challenges they face which include a lack of print and language awareness and a lack of study and learning skills. These learners are placed on beginner language classes (Young-Scholten and Kreeft Peyton, 2020), such as pre-entry English for Speakers of Other Languages (ESOL) in the United Kingdom (Robinson, 2017). ESOL classes at this level are more diverse than at other levels with regards to learners’ educational background, schooling experiences and their command of literacy in their first language (Simpson, 2016) . This is due to the diverse background they come from. Some would have acquired basic functional literacy skills on their journeys and some will arrive with no literacy skills at all. Educational language policies vary across countries in relation to provision and formal language qualifications and requirement. The discussion in this paper will focus on the situation in England, particularly the North East of England, with brief reference to other areas and countries. ESOL Policy Since 2010 Illiterate or low-literate adult migrants need to become literate in the second language (L2) to be able to integrate in the host society and meet their daily needs. This means that it is essential that the research in the ESOL field should involve a focus on policy and practice to meet the needs of these learners (Simpson et al., 2008) . The UK has special requirements of formal language proficiency for naturalisation, entering the country and obtaining the right to remain (Simpson, 2021). During the coalition government in the UK between 2010 and 2015, ESOL became central to government social integration policy, while in the last general elections (Ministry of Housing, Communities, and Local Goverment [MHCLG], 2019), ESOL was indirectly mentioned in the Conservative manifesto which outlined the importance of English language teaching to enhance integration and support migrants (Simpson, 2021) . However, inconsistency has been an issue in the funding and policy support for migrants’ English language teaching in the UK. England’s policies toward ESOL are different from Wales and Scotland. More recently, policy strategies have been developed in Scotland and Wales to underpin their ESOL app

FAQs

What does the paper investigate about pre-A1 ESOL classes?

It explores reading assessment materials and the criteria used in UK pre-A1 ESOL classes, focusing on their suitability for low-literate learners.

What methods are used in the study?

The study uses open-ended questionnaires and a multifunctional analysis of current materials and practices.

Why does the paper argue assessments need adaptation for low-literate learners?

It identifies struggles experienced by low-literate learners during reading assessments and calls for changes that enable fairer measurement of progress.

Oct 15, 2026

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