1. Understanding Needs Assessment for ESL Clients By: Erin E. Burns Your Subtitle Goes Here

2. What is needs assessment? Needs assessment in adult clients learning English as a Second Language (ESL) is a tool that examines: learner’s proficiency in English and in his/her native language, as well as, the client’s perception of his/her literacy skills how literacy is used in the client’s home and in the workplace what the learner desires to know and what he/she is required to know to perform in those contexts the client’s expectations from therapy »( Weddel, 1997).

3. Purposes of Needs Asssessment emphasis is placed on the ESL learner’s abilities, not deficits needs assessment occurs continually throughout therapy before therapy, it helps determine appropriate therapy goals and teaching strategies during therapy, it helps make certain the client and therapy goals are being met at the end of therapy, it helps plan the future goals for the client and the therapy program (Weddel, 1997).

4. Why is needs assessment important for slps? gives information about where to begin therapy allows for measurement of ongoing progress helps determine what therapy materials will be needed gives an idea of which teaching approach to use provides useful information for creating skill assessments for the client helps verify therapy effectiveness presents client’s accomplishments so that continued funding for therapy is justified »(Wrigley, 1992). Your Subtitle Goes Here

5. What types of assessment tools are available? LEARNER INTERVIEWS~ provide important information about the client’s current knowledge, personal interests, literacy environments, and expectations for therapy SURVEYS/QUESTIONANAIRES~ client specifies skills he/she already knows and those he/she wishes to learn in the future by using a rating scale, check mark system, or pointing to pictures showing various literacy contexts LEARNER-COMPILED INVENTORIES OF LANGUAGE AND LITERACY USE~ client makes a list of different ways he/she uses literacy and language in daily life, then updates the list when necessary PERSONAL JOURNALS~ client keeps a daily journal where he/she is asked to openly write about personal experiences, activities, and goals

6. additional assessment tools… READING MATERIAL REVIEW~ SLP presents the client with many forms of reading materials, such as books, newspapers, and magazines, and requests that the client choose the forms he/she wants to be able to read PICTURE DISCUSSIONS~ SLP shows client pictures of adults in different contexts and asks the client to create a list of the literacy skills the person in the picture wants/needs to develop… SLP then questions client about why he/she wishes to acquire literacy skills TIMELINES~ clients create individual timelines, either through writing or pictures, indicating major life events and goals for the future…from there, the SLP and client discuss how these goals can be worked toward through therapy »(Wrigley & Guth, 1992).

7. Important considerations assessment tools can assume various forms and vary in effectiveness for individual clients tools must be appropriate for the particular client’s age and skill level compared to children, adult learners (regardless of their native language) tend to be more self-directed in their learning, want learning to be directly applicable to daily life, wish to find out why something must be learned, and have past experiences they use as resources during the learning process client success and motivation increase when therapy goals, materials, and teaching approaches are in accordance with what the client’s needs are and what they are thought to be »(Fingeret & Jurmo, 1989).

8. What should SLP’s know about culture and the esl client during needs assessment? culture and language are closely related new language learners learn about, but not necessarily accept, the new language’s way of thinking, feeling, and communicating immersion in a new culture may cause some ESL clients to be hesitant, confused, or unreceptive during needs assessment culture impacts all areas of language, including an ESL client’s response time (may be slower to process listening comprehension in a second language) ESL clients may be leery of participating in certain activities or answering certain personal questions because of cultural taboos (Ullman, 1997).

9. References Fingeret, H.A., & Jurmo, P. (Eds). (1989). Participatory literacy education. San Francisco, CA: Jossey-Bass. Ullman, C. (1997). Social identity and the adult ESL classroom. ERIC Digest. Washington, DC: National Clearinghouse for ESL Literacy Education. (ED 413 795). Weddel, K. (1997). Needs assessment for adult ESL learners. ERIC Digest. Washington, DC: National Clearinghouse for ESL Literacy Education. (ED 407 882). Wrigley, H.S. (1992). Learner assessment in adult ESL literacy. ERIC Digest. Washington, DC: National Clearinghouse for ESL Literacy Education. (ED 353 863). Wrigley, H.S., & Guth, G.J.A. (1992). Bringing literacy to life: Issues and options in adult ESL literacy. San Mateo, CA: Aguirre International. (ED348 896).