What does City & Guilds offer for young learners of international English?

City & Guilds offer four certificates:

• English for Speakers of Other Languages (ESOL): Basic Level
• English for Speakers of Other Languages (ESOL): Elementary Level
• Spoken English for Speakers of Other Languages (SESOL): Basic Level
• Spoken English for Speakers of Other Languages (SESOL): Elementary Level

ESOL assesses reading, writing and listening.

SESL assesses speaking skills.

Who are they suitable for?

They are aimed at young learners aged 8 to 13 years old.

How difficult are they?

Basic Level is equivalent to Breakthrough Level in the Common European Framework. This is described as:

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/her self and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Elementary Level is equivalent to Waystage Level in the Common European Framework. This is described as:

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

How are they made suitable for young learners?

The tests for young learners cover topics, language and contexts of use that most children at these ages are familiar with.

Topics include: free time activities, hobbies, classmates and friends, animals and pets, favourite places, science fiction, school activities, home and family, transport, food, clothes, holidays, sports.

Contexts of use include: holiday trips, at school, reading magazines, writing letters, meeting friends, shopping, playing sports and pursuing interests.

The language assessed reflects these topics and contexts of use.

The types of questions and tasks follow the same pattern as the general ESOL and SESL exams. One exception to this is the option for picture-prompts for the writing tasks.

How can they get a City & Guilds certificate?

Tests can be held by any City & Guilds Approved Examination Centre. In most countries, these tests are available on any date requested by the Centre. The learners need to contact their nearest Examination Centre to find out details of how to take the tests.

Are City & Guilds well-recognised?

City & Guilds operate in about 100 countries worldwide, with 8500 centres, with nearly one million tests a year. City & Guilds are recognised by universities, in the UK and elsewhere, by employers and by governmental regulatory bodies in several countries.

Should young learners take standardised tests?

Some educationalists and parents have expressed concern about the pressure of test taking on children. At City & Guilds, we acknowledgement the potential problems - and recommend ways of reducing these. But we also believe that tests and certificates can be very beneficial for children learning a new language.

Benefits:

• Children have an achievable target - learning a language can seem overwhelming to a beginner. These certificates break the task into achievable chunks.
• If the children are adequately prepared, they can feel a great sense of achievement and recognition by receiving a certificate from an international organisation.
• The syllabus of the certificates provides a structure for the courses.
• Parents can be reassured that their children are making real objective progress.
• For the school, it is an indication of its confidence in the quality of its teaching.
• Children gain experience in developing the test skills and techniques they will need as they move up the ladder of International English examinations.

Reducing potential problems:

• Make sure that the children are very familiar with the test, its tasks and requirements.
• Make sure that the children have reached a sufficient level of English to be confident of passing.
• Don't put forward children for tests if you believe they are unlikely to pass.
• Make it clear to the children that if they do not pass, they can always take it again.

What published course materials are suitable for children preparing for these tests?

• Buzz (Prentice Hall)
• Chatterbox (OUP)
• Early Bird (CUP)
• English Parade (Longman)
• I-Spy (OUP)
• Quest (Longman)
• Splash! (Longman)
• Stepping Stones (Longman)
• Tip Top (Prentice Hall)
• You and Me (OUP)

Websites for further information

Oxford University Press (OUP)
Cambridge University Press (CUP)
Longman
Prentice Hall