Placement of learners with ESL literacy needs is a recurring topic. Studies ask to what extent they are being placed in inappropriate classes, and why. The literature suggests that a good assessment process, which looks at listening, speaking, reading, and writing, is the basis for placing the learner in an appropriate program. However, it is generally agreed that there are currently no ideal assessment tools for ESL or for ESL literacy. Standardized tests, which have school-based formats, may not be appropriate for people with little schooling (Barton and Pitt, 2003). Often, students are assessed only on their English proficiency; however, The National Center for Family Literacy and The National Center for ESL Literacy Education at the Center for Applied Linguistics(2004) argue that first language literacy should also be considered. (IV–9)
Most studies included in-depth discussion on their assessment of subjects. The frequently cited U.S. study “What Works” Study for Adult ESL Literacy Students aimed to provide a profile of ESL literacy students and identify best practices for teaching them. One of the main challenges was to “select and develop assessments to measure the English reading and writing skills of the students in the study.” (Condelli & Wrigley, 2003, p.114). For example, to measure speaking and listening, they needed an assessment tool which would not require that the student be able to read.
“Adult literacy students often identify their teachers as instrumental to their learning.” (Cronin, Silver-Pacuilla H., Condelli, p. 32). Yet the literature suggests that ESL literacy teachers are often poorly paid, work part-time in crowded classrooms without suitable instructional materials and receive little or no professional development (Cronin, Silver- Pacuilla and Condelli, Condelli, Wrigley, 2003; Jangles Productions, 2006; Ontario Literacy Coalition, 2007). Receiving ESL certification does not mean that an instructor has had any literacy training. There is little formal acknowledgment that ESL literacy is a separate field or that teachers need specific training to do their job (Jangles Productions, 2006; Ontario Literacy Coalition, 2007). A 2007 study on ESL literacy in Ontario by the Ontario Literacy Coalition, reports that:
The instructors emphasized that there is little formal ESL literacy training when obtaining their ESL certification and few opportunities for professional development afterwards…. there is a lack of suitable instructional materials that [are] specifically related to ESL literacy students in a Canadian context. The OLC study indicated that a great deal of time is needed to prepare lessons and materials for ESL literacy learning. (Folinsbee, p. 30)