ESOL FOR REFUGEES:

RESOURCES FOR NEW ARRIVALS

SCREENING TOOL
 Contents
ESOL screening guidance for non-specialists 3

Screening interview questions 10

Reading and writing tasks 14

Screening record 18

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 ESOL screening guidance for non-specialists

Project background
In 2019/20, Learning and Work Institute and Learning Unlimited were commissioned by the Education
and Training Foundation and the Home Office to develop new resources to help ESOL practitioners better
meet the early integration needs of refugees who are New to ESOL (i.e. working below Entry Level 1). The
resources developed consist of:
● 12 units of teaching and learning materials, based around a simple dialogue in a relevant early
integration scenario, each intended to support around six hours of delivery
● Guidance to support practitioners with the approaches underpinning the resources, linking to earlier
practitioner resources and guidance on working with New to ESOL learners
● A screening tool, to help identify leaners who are New to ESOL, and who may benefit from additional
early integration language support
● Learner profiles, illustrating the early integration needs and longer-term learning and work aspirations of
refugees.

Development of the materials was informed by extensive sector engagement, including:

● telephone interviews and informal engagement (e.g. at relevant sector events) with ESOL providers,
refugee resettlement agencies, stakeholders and practitioners
● face-to-face interviews with refugee ESOL learners and consultation with the Yorkshire and the Humber
Refugee Advisory Group
● sector testing and piloting of draft materials by ESOL practitioners working with refugee learners New to
ESOL and at Entry Level 1.
All of these ‘ESOL for refugees’ resources are free to download from the Excellence Gateway:
https://esol.excellencegateway.org.uk/esol-refugees.

Introduction
The screening pack consists of:
● Interview questions
● Reading and writing tasks
● Record sheet

This guidance has been written for non-ESOL specialists who wish to identify what kind of ESOL provision
might be most suitable for adult refugees who speak little or no English. Some may be at the very
beginning stages of learning English and/or may or may not be able to read and write in English. Others
may have good literacy and digital skills, be able to use a computer and translation apps.
If you need further help with screening, please consult an ESOL specialist. These materials could also be
used as part of a provider’s ESOL initial assessment procedure.

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What is ESOL?
ESOL (English for Speakers of Other Languages) is the term used in the UK for English language provision
for people who do not have English as their first language and who are learning English as adults. ESOL
provision is for people living and working in the UK.

What is ‘screening’ in an ESOL context?

Screening is a preliminary stage in identifying whether an adult has a language or literacy learning need. It
also provides an opportunity to find out what digital skills the individual has, e.g. what they use their mobile
phone for, and if they can use a tablet or computer.
If a need is identified, the individual should be referred to an ESOL provider for an Initial Assessment (IA) –
a more detailed assessment of their speaking, listening, reading and writing skills, carried out by an ESOL
specialist. IA identifies the person’s ESOL level in each skill so they can be referred to an ESOL programme
at the right level.

Who are refugee ESOL learners?

Adult refugees with ESOL needs (sometimes called second language learners or bilingual learners) may
come from a range of backgrounds and countries and some may have lived in one or more other countries
before coming to the UK. Many speak more than one other language. Some refugees are highly educated,
with professional qualifications and experience, whereas others have never worked and have suffered a
disrupted education due to war and unrest. Some may have physical or mental health issues as a result of
their experiences.
You may also meet asylum seekers who are in the process of applying for refugee status. The range of
backgrounds, educational experiences and needs may be very similar to that of settled refugees.
To give you an idea of refugees’ backgrounds, please see the ESOL for Refugees learner profiles which
accompany this resource.

What type of provision would be best?

There are many different kinds of ESOL provision in the UK, both formal and informal, and the possibilities
vary from place to place. For instance, in Leeds there is an ESOL hub which provides a ‘one-stop shop’
website and information about ESOL courses in the area. The Vulnerable Persons Resettlement Scheme
(VPRS) employs ESOL regional co-ordinators who have mapped local ESOL provision and can advise on
suitable courses. From time to time, other ESOL courses may be set up locally, depending on specific
government initiatives and short-term projects such as those funded by the Ministry of Housing,
Communities and Local Government (MHCLG). You are likely to find the majority of formal ESOL courses at
large FE Colleges, training providers and adult education centres, and informal provision such as a mixed
community class at a local church or mosque run by a voluntary organisation.
Some projects provide befrienders and volunteers to support learners. For example, City of Sanctuary UK is
a movement which aims to build a culture of hospitality for those seeking sanctuary in the UK. It supports a
network of groups in towns and cities such as Sheffield, Leicester, Bradford, Coventry, Bristol and Swansea.
In addition, for independent, well-educated learners – those who are highly-motivated and have good digital
skills – there are many websites and YouTube videos which can help them to learn English. Some learners
have found that watching films in English has also helped them to improve their language.

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Which ESOL provision will be best for a refugee learner who may know little or no
English?
It is important to have up-to-date information about what kind of ESOL provision is available in your area,
any eligibility criteria, and which courses have vacancies. Choosing the best course for the learner will also
depend on their individual circumstances. It could be:
● a formal ‘Pre-entry’ ESOL course at a local FE college, Adult Education Centre or training provider
● an informal mixed level ESOL community class (local authority or voluntary sector)
● a family learning class
● an informal course or conversation club set up by a voluntary sector provider e.g. projects such as Talk
English, Creative English, and community groups, churches, mosques, etc.
● a volunteer ESOL teacher/supporter or befriender
● self-access resources, e.g. https://esol.britishcouncil.org/content/learners

In order to identify the most suitable provision for the learner, you will need to consider factors such as:
● the learner’s level of motivation, commitment and availability
● their level of language and literacy, including digital literacy
● the learner’s gender (e.g. single-sex class required)
● travel requirements (distance and transport, including costs)
● childcare requirements (creche or childminder, including costs)
● health and other issues which may affect attendance, e.g. appointments with lawyers, housing officers,
etc.
● whether funders have criteria which affect placement, e.g. jobseeker, visa status
● affordability, especially if there are course or exam fees.

It may helpful to speak to the learner’s case worker or, if appropriate, a family member to find out more
about their personal circumstances, to help identify the best ESOL provision for them.

What are the ESOL levels?

The national standards for literacy, numeracy and ESOL consist of five levels:
– Entry level 1 (E1)
– Entry level 2 (E2)
– Entry level 3 (E3)
– Level 1 (L1)
– Level 2 (L2)
For more information about the terminology, standards and levels, see the Adult ESOL Core Curriculum
https://www.excellencegateway.org.uk/content/etf1194

The journey through each ESOL can be described as emerging, consolidating or established:
Emerging = the learner shows little or no evidence of having skills in this area
Consolidating = the learner has some skills in this area, but they are not yet secure.
Established = the learner does not appear to have any problems with skills in this area.
(from Tutor Instruction Manual, ESOL Diagnostic Assessment Materials, Skills for Life strategy
https://esol.excellencegateway.org.uk/content/etf2387)

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What is Entry level 1 ESOL?

New to ESOL – often referred to as ‘Pre-entry’ – is the very earliest stage of Entry level 1 ESOL. These
new, beginner learners are just starting to learn English and may not know any words at all in English
or maybe just a few. They may not be able to read or write at all in English, or in their own language,
or maybe they can just read or write a few letters or a few common words. Some adults may be able
to read and write a little in another script but are learning the Roman script for the first time.
Many refugees may never have been to school or may have had interrupted education due to war
or conflict. This makes it very difficult for them to access or benefit from an ESOL Entry 1 course
as they do not have enough language, literacy and/or study skills to cope with the curriculum and
achieve a qualification.

At Entry level 1 ESOL, adults may have had some formal learning in their country of origin and may
have learned a little English, including reading and writing at a basic level. However, they struggle to
understand English spoken at natural speed and find it very difficult to express themselves. They may
be able to understand and give some very basic information about themselves, read their name and
address and write some basic personal information or a few short, simple sentences.

How can I identify if someone is ‘New to ESOL’ or ‘ESOL Entry level 1’?
Assessing an adult’s language/literacy level is not an easy task for a non-ESOL specialist. Look through the
Learner Profiles to get an idea of the kinds of learners you might meet at this level. The Screening interview
questions should also help you as there are descriptions of the type of language and literacy expected at
each level, and examples of typical responses.
So, by asking a few simple questions and observing responses you can immediately get a sense of whether
someone understands any English at all. Then by using simple reading and writing tasks, you can get a
good idea of whether someone has literacy skills in English or not.

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How do I use the screening tool?

1. Familiarise yourself with the questions and tasks before starting the interview.
2. Introduce yourself and explain that you are going to ask some questions, and then ask the interviewee to
read and write a little, to find out about their levels in English.
3. Use the Interview questions and Reading and writing tasks. Follow the guidance (pages 10-13) and
work through the questions and tasks one at a time, listening carefully to the individual’s responses and
observing how they cope. Note responses on the Record sheet.
4. See writing exemplars below for an indication of the levels and sub-divided levels: New to ESOL,
Emerging, Consolidating, Established.
5. If the individual doesn’t appear to understand a question straight away and/or doesn’t reply, or replies
with a wrong answer, repeat the question more slowly and wait for them to answer. If you have repeated
the question and the individual still doesn’t appear to understand, try re-phrasing the question. For
example, ‘Where do you live?’ could be re-phrased as ‘What’s your address?’
6. As soon as it is clear that the interviewee is a new, beginner ESOL learner in a particular skill, it is
important to stop the questions for that skill and move on to the next stage of the screening process.
Persisting when it is clear someone doesn’t understand, or is totally unable to do the task, could be very
demoralising and embarrassing.
7. Record the screening assessment outcome on the Record sheet and add further notes, including digital
literacy, if applicable.
8. If in doubt, ask an ESOL specialist or refer the individual for a full Initial Assessment.

Useful communication strategies

● Be aware of people’s different cultural backgrounds. For example, handshaking between men and
women in Muslim culture is not customary. Nodding doesn’t always mean ‘Yes’ (in some cultures it
means ‘No’!)
● Sometimes individuals can give a false impression of their abilities – shyness, anxiety and worry may
limit how much someone is prepared to respond and say in a new and unfamiliar situation. Try to put
people at ease as far as possible and to try to create a friendly, non-threatening atmosphere.
● Speak clearly (and slow down your speech a little if you usually speak very quickly). Use short, simple
sentences and avoid very informal language or slang.
● Use yourself as an example, e.g. My name’s xx, what’s your name?
● Listen carefully – s/he may be saying the right word but pronouncing it wrongly. If you don’t understand,
ask him/her to repeat it or write down the word.
● If the adult is used to hearing a different accent, this could cause a problem in understanding.
● Be sensitive to how frustrating it can be to try to communicate with someone in a different language!
Imagine how you would feel if you were working in another country and couldn’t speak the language or
read or write in the script.
● ‘Do you understand?’, ‘Is that OK?’, ‘Is that clear?’ are not always good questions for checking someone has
understood: (i) s/he may think she has understood when in fact she hasn’t, or (ii) s/he doesn’t want to
cause offence so says ‘Yes’ to be polite.

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Examples of ESOL Entry 1 writing levels: New, Emerging, Consolidating, Established

Beginner learner
(New to ESOL)
This person wanted to write:
I have 2 children. My name is Amina.
This person is a new reader writer and is still
learning how to form letters and numbers and
write on the line.They are unable to write or copy
words.

New learner
(Emerging Entry 1)
This person can write or copy a few words and
very short sentences. She is still learning the
formation of some letters and to write on the line.

Entry level 1 ESOL

(Consolidating Entry 1)
This person can write a few very short simple
sentences on the line. She uses capital letters
and full stops correctly and writes on the line.
Although there are mistakes, the reader can
understand.

Entry level 1 ESOL

(Established Entry 1)
This person can write short simple sentences on
a familiar topic.

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At New to ESOL level (with basic literacy needs)

At this level, a learner has very limited or no English. They may (or may not) be able to say their name or
understand and reply to a very simple question. For example, the learner
– may have no or very limited literacy in any language
– may not be able to understand basic information, notices and instructions
– may not be able to write their name and say/write their address
– may have no knowledge or the Roman alphabet and numbers
– may be unfamiliar with the names and sounds of letters of the alphabet
– may be unable to form letters and numbers, or write on the line with spacing between words
– may be able to copy some words and numbers in English
– may be unfamiliar with learning environments and language related to learning

At ESOL Entry Level 1 (Adult ESOL Core Curriculum)

Speaking and listening

At this level, a learner is expected to understand simple requests, instructions and information and
speak to communicate basic information on familiar topics. For example, the learner
– can exchange greetings and answer simple questions,
– can say very simple sentences but these are often ungrammatical, e.g. ‘I long time live London’,
‘I get bus come here’, ‘I want job’
– can talk about home, family and daily routine to a limited extent, e.g. ‘I’m married, I have two
children’, ‘she 6 years, she has black hair’, ‘I work cleaner’
– can talk about jobs and job-search to a limited extent, e.g. ‘I was teacher in my country’, ‘

Reading and writing

At this level, a learner is expected to be able to read some common, familiar words and the alphabet,
and read and write a short text. For example, the learner
– can read a simple text on a familiar topic, e.g. ‘My name is Amina. I come from Somalia.’
– can recognise a limited number of words, signs and symbols, e.g. Stop. Closed. No smoking.
– can recognise and understand the function of punctuation (full stops and capital letters)
– tries to decode simple, regular words, e.g. uses phonics to sound out s – a – t = sat
– can identify the letters of the alphabet (upper and lower case)
– can form the letters of the alphabet (upper and lower case)
– can write familiar words and a simple sentence, with full stop and capital letter
– can use phonics to help spell key words
– can use spelling strategies to help spell key words

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 Screening interview questions
Section 1: Background information and SPEAKING AND LISTENING (ESOL Entry Level 1)

Prompt questions New to ESOL Emerging Consolidating Established

1 What’s your name? Doesn’t seem to Can say name. Can say name clearly. Can say name clearly
understand question/ and confidently.
doesn’t reply.

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Screening interview questions

2 Can you spell your Doesn’t seem to Cannot spell name Can spell name aloud Can spell name aloud
name? understand question / aloud or can just say a – possibly with support without support.
doesn’t reply. few letters with support e.g. pointing at letters
from interviewer. on alphabet chart.

3 Where are you from? Doesn’t seem to May give single word Understands question Understands question,
understand question/ answer with support and gives one-word possibly answers in a
doesn’t reply. from interviewer, e.g. answer. sentence, e.g.
point to self, gesture and
I’m from …
say, I’m from England –
You …. ? repeating the I come from ….
question.

4 Do you have a mobile Answers ‘Yes’ or ‘No’ but Answers ‘No’ or ‘Yes’ and Says ‘Yes’ and gives Understands questions
phone? cannot say anything says one or two words, a short answer, e.g. I and gives fuller answer,
more. e.g. phone … speak … speak my friend. e.g. Yes, I speak my
Follow up:
friend, I send text, I use
What do you use it for? app for translate …

5 Where do you live? Doesn’t seem to May not understand Understands question Gives a full answer,
understand question/ question or may give and gives a very short including postcode.
(or, What’s your
doesn’t reply. single word answer answer, e.g. I live
address?)
with support from Birmingham.
Do not ask any further
interviewer, e.g.
questions as it is clear
interviewer points to self
the person is new to
and says, I live in London.
ESOL.

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 6 How long have you May give single word Understands question Understands question,
been in the UK? answer with support and gives a very short possibly answers in a
from interviewer (point answer, e.g. 6 weeks sentence, e.g. I been here
to a calendar), e.g. 3 months.
You – here in UK …
2 weeks? 3 months?

7 Did you have a job in May not understand Understands question Gives a full answer,
your country? question or may answer and gives a very short including information
with support from answer. about job/previous job.
Follow up:
interviewer, e.g. say,

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Screening interview questions

What did you do? In (name of country),

you…job?

8 Did you go to school in Many refugees have May answer with Understands question Understands question
your country? never attended school support from and gives a very short and gives fuller answer,
or had interrupted interviewer, e.g. say, answer, e.g. Yes, I go e.g. Yes, I go school for
schooling due to war In (name of country), school (two years) 10 years or I finish school
and conflict. you … school? … 18 years.

9 Do you have an email Doesn’t seem to May give single word Understands question Understands questions
address? understand question/ answer with support and gives a short and gives fuller answer,
doesn’t reply/shakes from interviewer e.g. answer, e.g. Yes, email e.g. Yes, I email for job,
Follow up:
head. No / Yes my language for school … my children.
When do you use
email?

10 Can you use a computer Doesn’t seem to May give single word Understands question Understands questions
or laptop? understand question/ answer with support and gives a very short and gives fuller answer,
doesn’t reply/shakes from interviewer e.g. answer, e.g. No / Yes, I … e.g. Yes, I look Youtube, I
Follow up:
head. No / Yes, Skype Youtube Skype my friend
What do you use it for?

Background information: In order to find out about the learner’s personal circumstances and preferences for learning, you may need to ask their
caseworker or an interpreter.

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 Section 2: READING (ESOL Entry Level 1)

Prompt questions New to ESOL Emerging Consolidating Established

11 Task 1 – Social sight Doesn’t reply/understand May recognise 1 or 2 Can read and understand Can read all words and
vocabulary and symbols question. words or signs. 2 or 3 words and signs. signs without difficulty.
Point to each and ask:
What’s this?

12 Text 2 – Alphabet sheet Doesn’t reply/understand a) Very hesitant and a) Can say and recognise a) Can say all the letters
question. unsure about letters most of the letters of the of the alphabet.

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Screening interview questions

a) Do you know the

of the alphabet – may alphabet.
alphabet in English? a) May recognise one or b) Knows the sounds of
recognise a few.
two letters. b) Knows the sounds of the letters.
b) Do you know the
b) Knows the sounds of most of the letters.
sounds of any of the b) May know the sounds
some of the letters.
letters? of one or two letters.

13 Task 3 – Form Cover all sections of If ‘name’ is read, uncover If ‘name’ and ‘address’ Can read and understand
the form apart from the ‘address’ section are read, uncover the all sections on the form
Can you read this?
word ‘name’. rest of the form with little or no difficulty.
May be able to read the
Unable to read the word words name and address. Can read and understand
‘name’. most of form – may read
very slowly, hesitantly
Do not ask them to do
and may make mistakes.
any further reading as
it is clear the person is
new to ESOL.

14 Task 4 – Reading text May be able to read a Can read and understand Can read it fairly well and
few words in the text. one or more sentences understands the text
Ask them to read the text
– may read very slowly, with little or no difficulty.
aloud. Ask one question, e.g.
hesitantly and may make
What is her name?
mistakes.

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 Section 3 – WRITING (ESOL Entry Level 1)

Prompt questions New to ESOL Emerging Consolidating Established

15 Task 3 – Form Show form with all Show form with all If ‘name’ and ‘address’ Can write name without
sections covered apart sections covered apart are written, uncover the a problem.
Can you write, please?
from the word ‘name’. from the word ‘name’. rest of the form.
Writes name and
(point to line, prompt if
Can’t write name at all/ Writes name, possibly by Writes name and address fluently, using
necessary)
doesn’t understand copying it. address – possibly very upper and lower case
See writing examples question. slowly and with difficulty correctly.
If ‘name’ is written,
– and can write a few

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Screening interview questions

Do not ask prospective uncover ‘address’ Writes a few sentences

words independently in
learner to do any further section. independently in the
the ‘About me’ section.
writing as it is clear they ‘About me’ section.
Can write some letters in
are new to ESOL.
their name/address but
not all of them. Letters
not formed properly –
mixture of upper and
lower case.
May not write on the line.

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 Reading and writing tasks
Task 1: Social sight words and signs

Open Closed

No smoking
Toilets

NO PHOTOGRAPHY

BUS STOP
www.freepik.com

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 Reading and writing tasks 15

Task 2: Alphabet

a b c d
e f g
h i j k
l m n o p
q r s
t u v
w x y z
Adapted from the Family Skills toolkit: http://www.learningunlimited.co/projects/family-skills/family-skills-toolkit

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Reading and writing tasks 16

Task 3: Form

Name

Address

Date of birth

Phone number

Email @

More about you

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Task 4: Text

My name is Saira.
I live in London.
I live in a flat.
I want to learn English.

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 Screening record

Screening record

Name of interviewee

Name of interviewer

Date

N.B. Please use this record sheet with the screening guidance, interview questions and reading and writing
tasks.
RECORD SHEET: Tick √ the most applicable box for each prompt/task. There is space for additional notes
under each section. You may need to gather background information from a caseworker or an interpreter.

Section 1:

Consolidating
New to ESOL

Established
Background information and SPEAKING AND LISTENING

Emerging
Entry 1

Entry 1

Entry 1
1 What’s your name?

2 Can you spell your name?

3 Where are you from?

4. Do you have a mobile phone? What do you use it for?

5 Where do you live? (or, What’s your address?)

6 How long have you been in the UK?

7 Did you have a job in your country? What did you do?

8 Did you go to school in your country?

9 Do you have an email address? When do you use email?

10 Can you use a computer/laptop? What do you use it for?

NOTES: Background information/SPEAKING AND LISTENING

(Include ability to use mobile phone, email and computers)

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 Screening record 19

Section 2: Reading

Consolidating
New to ESOL

Established
Emerging
Entry 1

Entry 1

Entry 1
11 Task 1 – Social sight vocabulary
How many signs can they read?
12 Text 2 – Alphabet sheet
a) Can they read and say all the letters.
b) Do they know the sounds of the letters?
13 Task 3 – Form
Can they read the words on the form?
14 Task 4 – Reading text
Can they read the text?
NOTES: READING (Include observations on types and length of text learner can read, e.g. social sight,
alphabet, whole words. etc.)

Section 3: Writing

Consolidating
New to ESOL

Established
Emerging
Entry 1

Entry 1

15 Task 3 - Form Entry 1

Can they write?

NOTES: WRITING (Include observations on letter formation, handwriting, spelling, etc. and attach a copy of
the writing)

Recommendations and follow up action

(e.g. referral to local ESOL provider or informal learning opportunities)

Action:

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