Through Language to Literacy

Conclusion

This research project was useful and worthwhile in that it allowed the gathering of sufficient data for making sound judgements about literacy gains for 62 students enrolled in a programme for pre-literate and low-level literacy ESOL students. It was clear at the outset that test anxiety meant that testing procedures were not as stringent as they could have been, as students often worked collaboratively in order to `do well' for their teacher. However, by the end of the programme students were more aware of the testing procedures, and the self-assessments and test results were more evenly correlated. The following aspects of the assessment procedures used will be valuable in future programmes: student personal information profiles which gather pertinent background information on the students; a revised initial self-assessment which could form part of the profile and which reflects prior knowledge; a final self-assessment and/or literacy test to acknowledge progress and literacy gains; and a clear reporting procedure which reflects student achievement and reports their ability to perform functional tasks in the real world. This would be helpful for both record-keeping and for passing on to the next class teacher.

This report indicated the very real and significant literacy gains that learners on this programme made. It is therefore important that the issues of student retention, continuation of funding, on-going training of bilingual tutors, and continuity of learning for the students be addressed so that these gains are not lost in the long term.