1.2 Explain the importance of conducting an initial assessment of bilingual learners

This guide will help you answer 1.2 Explain the importance of conducting an initial assessment of bilingual learners.

An initial assessment is the first opportunity to gather information about a bilingual learner. It helps identify their current language skills, educational needs and any barriers to learning. Without it, staff might make incorrect assumptions about their ability.

The assessment focuses on both English language skills and the learner’s skills in their first language. It offers a clear picture of strengths and areas needing support. It also helps in planning lessons and activities that match the learner’s level.

Building a Full Picture of the Learner

A bilingual learner may appear quieter in class. This can lead to a belief that they do not understand the work. In reality, they may be processing English, but can often work well in their first language.

An initial assessment helps to:

• Identify the learner’s literacy and numeracy level in their first language
• Check their spoken and listening skills in English
• Understand their confidence level in different settings
• Learn about their cultural background and past educational experiences

By gathering this detail early, teaching staff can plan support that helps the learner engage.

Identifying Language Proficiency

Language proficiency means how well a person can speak, read, write and understand a language. For bilingual learners, it refers to both their first language and English.

The assessment can include:

• Reading tests in English and the first language
• Speaking activities to check vocabulary use
• Listening exercises to check understanding
• Writing tasks to assess grammar and sentence structure

Recording this information early allows the school to track progress. It also helps to decide whether the learner needs language support classes.

Avoiding Misplacement in Groups

Sometimes bilingual learners are placed in lower ability groups simply because they are still learning English. This can limit their progress.

If staff use an initial assessment, they can see both the learner’s subject knowledge and their language level. A learner might have strong maths skills but struggle with English instructions. In such cases, they should join the right maths group and receive extra English support, rather than being placed in a lower group where the work is too easy.

Supporting Cultural Awareness

Understanding a bilingual learner’s background can help avoid misunderstandings in class. Some learners may have been taught in different education systems. Others may have experienced interruptions in schooling due to moving countries.

The initial assessment can include questions about:

• Previous schools attended
• Subjects studied and grades achieved
• Languages spoken at home and in the community
• Cultural factors that may influence learning or behaviour

This information helps teaching staff adapt their approach and make sure the learner feels included.

Planning Targeted Support

Support can be arranged more effectively when staff have detailed assessment results. This may include:

• Small group teaching for English language development
• Peer support from another bilingual learner
• Access to translated materials for complex topics
• Specific feedback on writing and speaking tasks

If the assessment shows the learner is confident in speaking but needs help with writing, lessons can focus on spelling, grammar and structured writing.

Monitoring Progress

An initial assessment is a baseline measure. This means it is the starting point for tracking improvements. By comparing later assessments against the first one, staff can see how much the learner is improving.

This helps with:

• Reviewing the success of teaching strategies
• Reporting progress to parents or carers
• Planning future targets for the learner

Without this baseline, it is much harder to show evidence of improvement.

Meeting Legal and Policy Requirements

Schools must meet equality and inclusion requirements. The Equality Act 2010 protects learners from being treated unfairly because of language or background. Conducting an initial assessment helps schools demonstrate that they are providing equal access to education.

It also supports compliance with Ofsted inspection criteria, which expect schools to take steps to meet the needs of bilingual learners. Documented assessment records can be shown during inspections.

Involving Parents and Carers

Parents and carers often have valuable insights into the learner’s education history. An initial assessment can include a meeting with them to discuss:

• Skills in the first language
• Strengths and areas for improvement
• Cultural or family factors affecting learning
• Suggestions for home-based support

Involving parents at the start helps create a partnership between home and school.

Preventing Long-Term Barriers

If a bilingual learner’s needs are not identified early, they may develop gaps in their learning. This can lead to lower confidence, reduced participation and poorer results.

By assessing them from the beginning, staff can guide the learner through a plan that addresses language gaps quickly. This reduces frustration and supports consistent progress.

Gathering Practical Information

The initial assessment can also reveal practical matters that affect learning, such as:

• Whether the learner needs an interpreter for certain tasks
• Preferred learning styles
• Any previous special educational needs or disabilities
• Attendance patterns and transport arrangements

Knowing these facts means staff can address issues before they affect learning.

Encouraging Engagement in School Life

Bilingual learners may feel isolated at first. The assessment process can include friendly introductions to staff and classmates. This helps them feel valued and welcomed.

Activities in the assessment, such as conversational interviews, can give learners a chance to talk about hobbies and interests. These details help staff connect them with relevant clubs or groups.

Choosing Appropriate Learning Resources

Textbooks, worksheets and online tools must match a learner’s ability. If they are too difficult linguistically, the learner will struggle to understand the content.

An initial assessment allows staff to select resources that are accessible. For example, a science textbook with simpler language but accurate subject matter can make a big difference. Over time, the resources can be adjusted as language skills grow.

Supporting Emotional Wellbeing

Learning in a new language can be stressful. The assessment can identify areas where the learner feels anxious or under pressure. Staff can then offer reassurance and strategies to reduce stress.

These might include:

• Gradual increase in speaking tasks
• Clear instructions for assignments
• Extra time for tests
• Opportunities to use the first language for learning tasks when appropriate

Supporting wellbeing helps learners focus better on academic progress.

Linking to Wider School Support

Assessment results can be shared—confidentially—with language support teams, subject teachers and pastoral staff. This helps everyone coordinate their approach.

In larger schools, bilingual learners may be part of a wider support programme. Early assessment means they are placed into these programmes without delay.

Helping Teachers Adjust Lesson Plans

Knowing a learner’s language level allows teachers to adapt lessons. This could mean:

• Using visual aids to explain topics
• Providing written keywords before lessons
• Planning for partner work so the learner has support in discussion tasks
• Allowing alternative ways of showing understanding, such as diagrams instead of written paragraphs

This ensures the learner can access the lesson and participate meaningfully.

Reducing Misinterpretation of Behaviour

Sometimes a bilingual learner who is quiet may be thought of as disengaged. In reality, they may simply be processing the language or working things out in their first language.

Assessment results can explain these behaviours. Staff then avoid inappropriate disciplinary measures and instead provide support.

Improving Long-Term Outcomes

When bilingual learners are assessed accurately at the start, they often achieve much better results over time. This is because the right support is offered immediately.

Academic success can build confidence, encourage participation and help the learner make positive social connections within the school.

Final Thoughts

Conducting an initial assessment for bilingual learners is more than an administrative step. It is the foundation for their success in school. By taking the time to gather accurate information, staff can adapt teaching, select the right resources and connect the learner with wider support networks.

A detailed initial assessment helps avoid misunderstandings, supports equality and inclusion, and provides the means to track progress. For the learner, it can make the difference between feeling lost and becoming fully engaged in school life. It sets the tone for trust between the learner, parents and staff, and paves the way for effective learning in both the short and long term.