Part II: Assessing the Learner

A: Why should we assess the learner?

Assessing the learner is important because it forms the basis from which to start tutoring. It helps to identify the learner’s strengths and weaknesses. With this knowledge, the learner and you will be able to set realistic goals and determine the approach you should take. Assessing the learner will also help you choose appropriate materials – materials that are challenging but not too difficult. In Session 1: Understanding the Context, we discussed the different types of learners that you m ay encounter as a tutor. ¹²

Preliterates are learners who speak a language that has no written form.

Nonliterates are learners who speak a language that has a written form but have not learned how to read and write.

Semiliterates are learners who have had limited access to literacy instruction in their first language.

Nonalphabetics are literate learners from other countries whose languages use a nonalphabetic script (for example, Chinese).

Non-Roman alphabetics are literate learners from other countries whose languages use a different alphabetic writing system (Korean, Greek and Russian).

Roman Alphabetics are learners from other countries who already know the Roman alphabet.

Learners in each of the groups will have their own set of special needs. For example, some ESL instructors may argue that preliterate or nonliterate learners will find learning English more difficult than other learners. As a tutor, you will need to do a lot of preliminary work with your learner before you start focusing on content. Not only will you be teaching the alphabet, but you may be teaching the learner how to hold a pencil and use lined paper. The numerical system is also something that these learners may need to learn. If your learner is preliterate or nonliterate, please refer to the appropriate section in the additional resources provided. Activities and lesson plans, that will you give some ideas regarding what you can do with your learner, are included.

¹² Miriam Burt and Joy Kreeft Peyton. (2003). Reading and Adult English Language Learners: The Role of the First Language. National Centre for ESL Literacy Education and Centre for Applied Linguistics [on-line], Washington, D.C. Available: cal.org/ncle/digests/reading.htm. [2003, April 15]