Welcome to this ESOL Needs Analysis and Guidance toolkit to help place refugee learners in classes suited to their language needs and to help address the wider needs of new arrivals. Needs Analysis (NA) or Initial Assessment and Guidance (IAG) is a procedure to assess English language skills of new arrivals in order to place them on an appropriate ESOL course which helps them progress to the next level.
This project is part of Refugee Integration Yorkshire and Humber (RIYH) and has been carried out in partnership with Migration Yorkshire (MY), part-funded by the Asylum Migration and Integration Fund (AMIF). We are also grateful to the providers and learners who shared their experiences, this toolkit would not have been possible without their generosity. Our warmest thanks go to Jack Liuta, Peer Researcher at Migration Yorkshire. Jack's help in reaching learners has been invaluable.
The purpose of this toolkit is to offer principles, guidance and a set of curated resources to support effective and holistic initial assessment, and to encourage a consistent approach among ESOL providers.
1. Why Needs Analysis and Guidance
A well focused and thoughtful needs analysis means that class time is used more productively as the content will be focused on needs as expressed by learners as well as identified through the NA. It also means that learners will be invested in their ESOL classes as these will respond to their needs. It also helps providers identify which funding learners are eligible for.
New arrivals to the UK have a wide range of needs, one of the most urgent is to be able to use English with sufficient proficiency to live here and become part of society. There are English as a Second or Other Language Classes available throughout the UK which develop the four language skills – Listening, Speaking, Reading and Writing. For example see the Migrant English Support Hub (MESH) which hosts a list of ESOL providers in Yorkshire and Humber.
ESOL classes are offered at five levels, Entry 1, Entry 2, Entry 3, Level 1 and Level 2. These are mapped to the Adult ESOL Core Curriculum (AECC ), Entry 1 is aimed at learners very new to English and Level 2 is broadly comparable to English language skills at GCSE grades A-C. .
The AECC describes what can be expected of new users of English in the four language skills across five levels. Using a Needs Analysis process which places new users of English at a level appropriate for the language development means they have a focused and structured opportunity to continue developing their language skills. It also means they can build on what they already know and prioritise the skill they need most according to their immediate needs. For example, a learner may have sufficient reading and writing proficiency for their immediate needs but may need to strengthen their listening and speaking to access services and immigration advice. See the Suitable and Effective ESOL for Refugees (SEER) toolkit for an understanding of who ESOL learners are and case studies.
2. Background to this toolkit and principles for needs analysis
This project is part of Refugee Integration Yorkshire and Humber (RIYH) and has been carried out in partnership with Migration Yorkshire (MY), part-funded by the Asylum Migration and Integration Fund (AMIF). The need for a toolkit to assess the language needs of refugees on arrival became evident at the time of developing the SEER toolkit. The toolkit developers found it was difficult to locate literature with models for initial assessment of UK refugees’ language and learning skills. The SEER toolkit included a recommendation for a regional centralised system which stores IA information for individual learners and this toolkit brings us closer to that centralised system.
Background:
Effective outreach, initial assessment and guidance (OIAG) for finding English language and mainstream courses are key to the long-term integration of refugees through participation in society and employment (Dfes, 2003). Lack of effective initial assessment and placement can lead to refugees taking longer to join mainstream courses (Dimitriadou, 2004; Doyle and O’Toole, 2013). A lack of effective initial assessment and referral prolongs the period it takes refugees to join courses leading to employment (Morrice, 2013). There are pockets of good practice (Mackey, 2018, 2019) such as the Manchester ESOL Advice Service (see Case Study in the SEER Toolkit, p.30) which need to be developed into a country-wide toolkit which includes interagency liaison and avoids duplication of initial assessment and guidance with the same individuals (Hann et al, 2020). A central needs analysis and placement service works well with ESOL Regional Coordinators in place. The main purpose of ESOL Regional Coordinators ‘is to facilitate the pooling of resources, expertise and coordination of arrangements to ensure that language training needs in a region are met with quality provision’ (SEER toolkit, 2021 p.30).
The Research
The toolkit is informed by research carried out by the project team at Leeds Beckett university. The data consists of interviews with ESOL providers and learners from a range of contexts as well as initial assessment tools currently in use by providers. The report for the research carried out is available here and you can see a summary of findings below.
Providers felt that ESOL IAG is a skilled, complex process and needs to be done by trained and experienced professionals. They also reported that more time was needed for guidance e.g. explaining progression within and beyond ESOL to learners. To summarise, we found that what providers want from IAG is:
Process:
- One common assessment so learners are placed appropriate to their needs
- Avoid assessing learners again
- Digital referrals are useful
- Better judgement of student levels /placement decisions
- Standardisation with assessors at regular intervals
- Trained staff to carry out IA
- More time for guidance e.g. explaining progression beyond ESOL
Content:
- More structured assessment in volunteer context
- Need a group activity aimed at employability and communication skills (one provider)
- Include assessment of digital skills
Learners wanted:
- To ‘start English straightaway’
- Information about classes beyond ESOL
- Information about ESOL levels and course length
- Information about what they could do rather than not do (study, work)
- Detailed information on arrival rather than through own research or via friends
- Information in their expert language
- Initial assessment needs to identify ESOL immediate and long term linguistic needs of learners , this needs to feed into the ESOL course.
Principles for Needs Analysis/ IAG
Not much has been published specifically about IAG in ESOL contexts. Literature to date addresses this area of ESOL provision in and amongst other issues such as quality of teaching and learning, appropriacy of qualifications etc. We have used findings from the research conducted for this project to draw up a set of eight principles to inform the IAG process and tools in this toolkit. The first five inform the IAG process and the final three principles address the tools for effective IAG.
The IAG process should be:
i. Timely – carried out as soon as possible after arrival in the UK, outcome/ placement decision communicated straight away
ii. Carried out by staff trained and experienced in refugee needs to identify English level, access needs and digital capacity
iii. Carried out by staff with current knowledge of local and online ESOL provision and also what is available beyond ESOL
iv. Supported by resources to identify levels e.g. ESOL Core Curriculum, ESOL exemplars
v. Guided by GDPR for storing and sharing learner information
IAG tools should:
vi. Assess digital skills and access needs as well as language
vii. Include prompts for guidance: ESOL levels, what can learners do beyond ESOL
viii. Approach learners in holistic manner
The process and tools need to be underpinned by a set of values:
a) Empathy – staff in first contact with learners and those who carry out the IAG/ needs analysis need to put themselves in the learners’ shoes and try to understand how strange everything probably feels for the learners. This will effect the pace of the IAG interview. See Notes for Teachers at the end of the IAG interview guide
b) Dialogic – give learners an opportunity to ask questions and make comments
c) Transparency - in communicating placement decision and reasons for decision
At this stage it would be useful to remember that English language needs can be complex. It may take a few years to get new users’ English up to a level sufficient to access services and employment.
3. Tools for Needs Analysis
New arrivals take a while to settle down and may feel nervous, uncertain and anxious. It is important to make the learners comfortable and at ease when carrying out the needs analysis. It needs to be a conversation rather than a test. This will give learners the opportunity to provide a sample of language which reflects their best ability and an opportunity to ask questions as well.
The process begins with inviting learners to take part in the needs analysis. Learners can be invited to complete a needs analysis activity via a letter or a phone call. Some centres have an open invitation on their website. Learners can begin the Needs Analysis themselves, using a google form . Responses from the google form are recorded on an excel sheet for record and to follow learners’ progress. When inviting learners to initial assessment, explain what will happen (tasks for all four skills) and purpose of needs analysis – placement. Repeat this verbally when learner arrives and check if they understand. Provide an overview of ESOL levels and exams/ qualifications they will be entered for.
Learners’ listening and speaking needs can be assessed in a one to one interview or conversation in small groups of learners and the outcome can be recorded on the interview guide as well as the excel sheet. Needs Analysis tools for pre-entry learners need to be less text heavy and learners need to be supported by the assessor.
Learners’ reading and writing needs can be assessed by asking them to develop what they wrote in the final section of the google form or by giving them writing tasks from the exam they will be entered for. These can be used as diagnostic tasks to have a more detailed understanding of their reading and writing needs. Learners should not be expected to carry out their reading and writing needs analysis on a computer. This would not be a valid task as it demands a level of digital skills from learners.
The needs analysis can also be conducted through a participatory task such as a visual tool. This example from Talking Hull illustrates the use of a visual tool which encourages participatory needs analysis.
Students are asked to imagine and draw their future selves or draw where they see themselves living in the future and talk about it. Language used by learners is mined to gauge their current needs and topics. This task moves away from using a deficit model of initial assessment. Rather than noting what is missing, language produced by the students are stepping stones. The artefacts produced by students are stored at the center and tutors keep a class diary.
Another approach to Needs Analysis is Peer Needs Analysis (PNA, Anderson, 2017). In PNA, learners work in pairs and interview each other, recording the information on the form with the interview questions. Or they could work in small groups of 3-4 and discuss needs, using questions provided by the teacher. Another group activity for Needs Analysis is ranking needs. Learners use blank cards or post its to write where they need English and what they need to improve. Working in small groups they then rank these in order of immediacy or difficulty or both. An advantage of these group Needs Analysis activities is that learners become aware of the needs of others in the group and are likely to participate in class even when they feel that a lesson is not of immediate relevance for them.
Digital Needs: In the recent pandemic, it was not possible to have in-person classes. Instead classes were held online on various platforms such as Zoom, Googlemeet etc. While this was a barrier for some learners, it opened up access for others who had difficulty attending in person classes due to caring responsibilities or difficulty in traveling to class (Lewandowski, 2022). This also opened up greater choice for learners as they were no longer limited to classes in their locality. Digital access therefore became essential. As classes return onsite, many teachers (and learners) don’t want to lose their newly acquired digital skills and access to online resources beyond the classroom (Mahmood, 2022, Worthington, 2022). Digital capacity therefore is another area to gather information on during the needs analysis. The google form and interview guide gather information about digital capacity under three areas – devices, platforms, skills with access as a cross cutting theme.
To recap, considerations for Needs Analysis can be grouped into three areas: Information gathered, the process of Needs Analysis and the medium in which Needs Analysis is carried out, placing the learner in a class. These areas are presented in more detail below.
a) Information gathered needs to be beyond language:
- motivation
- availability of support networks
- access needs for example distance from class, caring responsibilities, digital resources available outside class
- literacy level/ previous experiences of learning
- special needs
- digital capacity
b) Process:
Initial assessment/ needs analysis is ideally a two stage process, starting with:
a) General set of questions - biographical details and informal questions about person e.g. Do you go shopping by yourself or do you ask a friend? Followed by
b) More specific questions to gauge language ability
Further considerations are:
- Language of invitation for needs analysis is important. Our data suggested avoiding the word ‘assessment’, Needs Analysis was perceived as causing less anxiety.
- Our data also highlighted that even buildings have a role, the space needs to be comfortable and welcoming.
- The first contact at the place where Needs Analysis is conducted and those who carry out the NA need to be aware of hurdles the learners will have faced before arriving for NA.
- Ideally, the NA could be in two stages – pre-course to get an idea of immediate and long-term language needs, access and digital needs. The second stage would be to conduct a diagnostic and a learning needs analysis at the start of the course. For example, their preferences for learning activities and error correction.
- The NA interview could be one to one between teacher and learner OR a peer needs analysis (PNA, Anderson, 2017).
- In addition to sharing NA results with learner, share collated results with class group. This helps everyone in the group understand each other’s needs and why lessons are based on particular topics and language.
- Whether the needs analysis is carried out in person or on a WhatsApp video call. The general questions (a, above) could be asked in a WhatsApp video call.
c) Placement came up as an issue in the data. There were reports of an occasional miss-match between class placed in and learners’ ambitions.
It would be useful to remember that learners may need to be assessed again if they have missed a few classes and may need to be assessed when they return.
4. Needs Analysis Outcomes and Placing Learners
The Adult ESOL Core Curriculum (AECC) provides guidance on what language can be expected from new users of English at each of the five levels. A combination of the guidance in the AECC and an understanding of the requirements of the qualification learners are aiming for helps place learners in appropriate classes. The Needs Analysis tasks reveal the gap between what the learner can do (the level they are at) and what they need to do to achieve the next level.
To develop skills in placing learners in classes appropriate for their language needs, staff carrying out the needs analysis need to practice making placement decisions using examples of learner language from interviews and writing tasks. This is called standardisation.
There are several sources for examples of language we can expect from ESOL learners' at the five levels of the Adult ESOL Core Curriculum (AECC). Three sources are shared here. ESOL Exemplars are a collection of real life examples of learner language with commentaries and can be used for standardisation activities by tutors doing the needs analysis. These examples from Hackney Education suggest what language to expect from learners at the five AECC levels. The screening tool by the Education and Training Foundation also has examples of what can be expected from learners at each level of the AECC. Learners need to be given a printout/ written statement of their NA outcomes and ideally, a copy of the task/s they have completed.
5. Learners' Wider Needs
In addition to English language, refugees need access to services such as health, housing and education and training. These needs are entwined with the need to develop their skills in English (Court, 2022). It could be difficult for them to join ESOL classes if they are not able to travel to the class and/or are looking after children or adults with care needs. The Migration Yorkshire ESOL for Refugees Toolkit (pp.10-12) outlines refugee learners' wider needs and the SAVTE case study shows how these needs can be noted at the needs analysis meeting and met by the provider if appropriate or learners are referred to relevant service providers.
6. Case studies of providers shared here tell us about their ethos and practice of needs analysis and placement.
The Sheffield Association for Voluntary Teaching of English (SAVTE) are a community based ESOL provider and support individuals referred to SAVTE. These adult learners are within Sheffield who need English language support on an individual basis, usually at home, because they are not able to engage with the mainstream provision. The support offered is individualized and based around the needs of that individual.
Bora Shabaa is a refugee community organization based in Hull and run as a charity. Bora Shabaa‘s objectives are to support refugees to settle, thrive and become part of the whole community.
These case studies highlight the importance of investing time and skills of trained and experienced professionals when gathering information about learners' needs and skills.
Learner case studies share learners' experiences of arrival, needs analysis and placement.
Elizabeth arrived in the UK from West Africa via a country in northern Europe and is studying for a qualification in Tourism and Hospitality.
Hanif arrived in the UK from Kurdish speaking regions and had worked as a primary school teacher in his country.
These case studies highlight the importance of effective needs analysis and also the quality of communication with learners.
7. Needs Analysis Training Module
This training module is aimed at ESOL practitioners with some experience of teaching more than one level of ESOL. It is an opportunity to explore the ESOL Needs Analysis and Placement for Refugee Learners toolkit and to try out the resources in the toolkit.
The module will take up to three hours to complete. The three tasks which are part of this module don't need to be completed in one sitting. We suggest working with at least one other tutor. You don't need to be at the same centre as your co-trainees to work on this module.
Task 1: Your Experience
Talk with your partner/ group.
What is your experience of initial assessment and placement of students?
Any issues? What would help make the process better?
Task 2: Tools and Approaches
With your partner/ group, discuss what do you use currently to:
- assess learners' level of English before they are invited to join a class?
- decide their levels for listening, speaking, reading and writing to place them in a class?
Go to section 3 in Needs Analysis toolkit. Read through the different approaches, including participatory and peer needs analysis. Which approach could be more suited to your provision?
Task 3: Placing the student in a class
You will need:
- examples of one or two students' spoken and written language
- the ESOL Needs Analysis and Placement of Refugee Learners toolkit
Go to section 4 which is about placing learners in ESOL classes. Use the ESOL Exemplars to decide which level your examples of student language are. Discuss with your partner/ group.
Now discuss what classes are available locally and which would be suitable for the student, keeping in mind their language and access needs.
8. Further Resources
- The ESOL for Refugees toolkit by Migration Yorkshire acknowledges the importance of effective initial assessment (p.48) and lists existing good practice. Two resources from this toolkit are being re-shared here: the Education and Training Foundation's screening tool and the initial assessment resources produced by Education Scotland.
- The Preparing for Life in the UK toolkit by Learning Unlimited includes a section (pp.8-37) with initial assessment guidance and resources.
- NATECLA (National Association for Teaching English and other Community Languages to Adults) offer a range of opportunities to acquire and share information, expertise and good practice with likeminded ESOL professionals.
Bibliography
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Mansur, E. (2022). How to conduct a needs analysis. Macmillan English blog, available https://www.macmillanenglish.com/us/blog-resources/article/how-to-conduct-a-needs-analysis accessed 21 April 2022.
Migration Yorkshire (2021) ESOL for refugees: a toolkit for commissioners and practitioners. Available from https://www.migrationyorkshire.org.uk/esol-refugees-toolkit-commissioners-and-practitioners, accessed 6 November 2022.
Morrice, L. (2013) Refugees in higher education: boundaries of belonging and recognition, stigma and exclusion. International Journal of Lifelong Education, 32:5, 652-668.
Worthington, M. (2022) The ESOL Global Learning project. Available https://nateclalanguageissues.wordpress.com/, accessed 5 November 2022.
Acknowledgements:
The project team is grateful to the providers and learners who participated in this project and shared their experiences. Illustrations are by Nick Ellwood, reproduced here by kind permission of Migration Yorkshire.
The project team is also grateful to Mary Osmaston, teacher educator and trustee at NATECLA, for providing a digital version of the ESOL Exemplars used when making placement decisions.
Project Team at Leeds Beckett
Dr John Willott
J.Willott@leedsbeckett.ac.uk
Dr Nicole Whitworth N.Whitworth@leedsbeckett.ac.uk
Dr Naeema Hann N.Hann@leedsbeckett.ac.uk
This publication has been produced with the financial support of the European Union Asylum, Migration and Integration Fund. The contents of this publication are the sole responsibility of the project team at Leeds Beckett University and in no way reflect the views of the funder, the European Commission or the United Kingdom Responsible Authority (UKRA). Neither the European Commission nor UKRA is liable for any use that may be made of the information in this publication.