International Settlement Canada
Special Issue on Settlement Language Training, Spring 2012
Introduction: State of the Art and Future Directions
in Settlement Language Training
L
anguage training is by far the largest component of public spending on newcomer
settlement in Canada. This is no surprise as
knowledge of the receiving society’s language(s)
is a necessary, if not sufficient, condition of
newcomer integration. In the Canadian context,
research consistently shows that newcomers lacking official language proficiency face a greater
risk of falling through the cracks in the labour
market and society at large. Recognizing this
fact, the federal government and its provincial/
territorial counterparts have invested significantly
in general and labour market language training
for newcomers since the early 1990s.
We put together this Special Issue of INSCAN in
recognition of the 20th anniversary of Language
Instruction for Newcomers to Canada (LINC) and
Cours de langue pour les immigrants au Canada
(CLIC), the forerunners of numerous language
programs across Canada. We also find it an opportune time to take stock of recent developments
in the settlement language training sector given
the impending introduction of new versions of
our national standards (Canadian Language
Benchmarks [CLB] and Niveaux de compétence
linguistique canadiens [NCLC]), an increasing
focus on assessment practice, and a growing appetite for the use of new learning technologies.
This is a truly collaborative initiative involving
the federal government (Citizenship and Immigration Canada, CIC), four provincial governments (British Columbia, Alberta, Saskatchewan,
and Ontario), and Carleton University (Centre for
International Migration and Settlement Studies,
CIMSS) as publisher.
The issue starts off with a research piece by Mikal
Skuterud of the University of Waterloo. In discussing the relations between language skills and
immigrant labour market performance, Skuterud
considers two different ways in which the former
may affect the latter: directly (or independently
of other factors) and indirectly (or in mediation
with other factors). He also explores different implications of each scenario for Canadian immigrant
selection and settlement policies.
Policy is the focus of the next few pieces. Dipna
Singh and Gregg Blakely of CIC provide an
overview of policy directions at the federal level,
detailing how CIC aims to modernize its programs
to respond to the growing importance of language
as a determinant of integration success. Carolyn
Dieleman offers a similar overview of policy directions at the provincial level, focusing on the cases
of Alberta, Saskatchewan, Manitoba, and Ontario.
The issue then zooms in on some flagship national
projects: Daphné Blouin-Carbonneau and Anne
Senior provide an update on the renewal of the
CLB/NCLC standards; Joanne Pettis describes the
Portfolio Based Language Assessment approach, a
burgeoning model for CLB-based progress assessment in the classroom; and Nelson Ko and Pascal
St-Jean describe a joint federal-provincial initiative to bring it all together through Tutela.ca, the
long-awaited national repository and community
of practice for ESL/FSL professionals.
The issue completes the picture by profiling some
promising practices in the field. First, Adnan
Türegün provides several examples from across
the country of non-traditional (online, distance, and
home-based) delivery of settlement language training. Jim Edgar and Robert McBride then profile
LearnIT2teach, an innovative project to give teachers the tools to blend classroom and online learning. A second group of practices concerns labour
market-oriented language training. Contributions
from several provinces highlight a range of practices exemplifying innovation in this all-important
field. Finally, we sample practices serving the professional development needs of language trainers.
Carolyn Cohen and Antonella Valeo describe the
Framework for Post-TESL Certificate Training, an
important step forward in training and recognizing
Introduction, continued on page 3
Inside this Issue
•Introduction..............................1
• In Memoriam:
Margaret Pidlaski....................2
• Language and Immigrant
Labour Market Performance:
What Does the Economics
Literature Tell Us?...................3
• Federal and Provincial
Policy Initiatives......................7
- LINC and CLIC....................7
- Provincial ESL
Programming.........................12
- Standards in Evolution:
The Revision and Validation
of the CLB and NCLC............16
- Portfolio Based Language
Assessment (PBLA)................18
-Tutela.ca .............................21
Practices from across Canada...24
• I. New Ways of Language
Training..................................24
- Good and Promising
Practices in Non-Traditional
Delivery of Settlement
Language Training................24
- The LearnIT2teach Project:
Modernizing Settlement
Language Training through
E-Blended Delivery................28
• II. Labour Market
Language Training................31
-Occupation-Specific
Language and Workplace
Culture and Communication
Training in Ontario Bridge
Training Projects...................31
- Workplace-Focused English
Language Training
in British Columbia...............33
- English in the Workplace...34
• III. Professional
Development...........................35
- Enhancing Professionalism:
A Framework for Post TESL
Certificate Training ..............35
- Best Practices for Adult
ESL and LINC Programming
in Alberta: An Overview........38
In Memoriam: Margaret Pidlaski
On December 23, 2011, the settlement community
lost a national leader in adult language training.
While visiting Peru during Christmas, Margaret
Pidlaski of Manitoba Immigration and Multiculturalism was killed in a bus crash.
Margaret Pidlaski (1954-2011)
INSCAN
International Settlement Canada
Published quarterly by
Centre for International Migration and Settlement Studies
Room 2106 DT, Carleton University,
1125 Colonel By Drive, Ottawa, Ontario K1S 5B6
Telephone: 613-520-2717; Fax: 613-520-3676
E-mail: [email protected]
Web site: http://www.carleton.ca/cimss/INSCAN.html
Editor: Adnan Türegün
Editorial Assistant: Ali Ghaharbeighi
Administrator: Nermin Ibrahim
Translation: Sinclair Robinson, Nandini Sarma
Layout and Printing: Carleton University Graphic Services
Editorial Advisory Board:
Kevin J. Arsenault, Harald Bauder, Chedly Belkhodja, Tara Blanchard, Sarah
Bukhari, Sherman S. M. Chan, Victoria M. Esses, Joseph Garcea, Jean McRae
The publication of this issue is made possible through financial assistance provided by Citizenship and Immigration Canada, and the governments of Alberta,
British Columbia, Ontario, and Saskatchewan.
Additional copies are available for $15.00 (+$1.96 HST).
Back issues of INSCAN are available for $5.50 (+.72 HST, single issues).
Subscriptions are $25.00 (+$3.25 HST).
Please enclose payment with orders and make cheques payable to: Carleton
University (CIMSS).
In a career spanning nearly 30 years and culminating as the Director of the Adult Language
Training (ALT) Branch of Manitoba Labour and
Immigration (now renamed Manitoba Immigration and Multiculturalism), Margaret had been an
exceptionally committed educator of English as a
second language and advocate for second language
training for immigrants and refugees – adult newcomers in particular. Nationally, Margaret helped
pioneer the Canadian Language Benchmarks and
supported numerous other initiatives, including
Portfolio Based Language Assessment. She also
oversaw the establishment of the provincially
funded French as a second language program and
promoted the use of the Niveaux de compétence
linguistique canadiens in Manitoba.
Margaret’s friends and colleagues are urging those
who work to advance the settlement, employment,
and language education of newcomers to honour
her memory by engaging in the following activities:
• Support the Margaret Pidlaski Scholarship
Fund established to help newcomers to Manitoba pursue language training. For more information, e-mail to: <immigratemanitoba@gov.
mb.ca>.
• Advance Margaret’s mission by visiting the
new, interactive ALT Branch website at:
<http://www.ealmb.ca/>, a place to share
ideas and continue the collegial collaboration
she considered the cornerstone of professional
development.
• Share your memories of Margaret by posting
photos and thoughts on the “Margaret was
here!” Facebook page at: <http://www.facebook.com/MargaretPidlaski>.
• Keep Margaret travelling by taking along a
“Margaret was here” flag when you visit another
city, town, or country. The flag can be downloaded from the Facebook page above, where
you can also post photos to mark the visit you
make for Margaret.
The views expressed in this publication are solely those of the contributors and do
not necessarily reflect the opinions of the Centre for International Migration and
Settlement Studies.
H.S.T. #118838937 2
ISSN #0845-2466
INSCAN Special Issue on Settlement Language Training, Spring 2012
Introduction, continued from page 1
emerging domains of expertise in language instruction. Similarly, Christine Land of Alberta Human
Services gives us an overview of a standard-setting
resource titled Best Practices for Adult ESL and
LINC Programming in Alberta.
We dedicate this issue to the memory of Margaret
Pidlaski. We hope that it plays some part in advancing the national conversation on settlement
language training that Margaret worked so hard
to begin.
Yves Saint-Germain, Director
Information, Language and Community Program Policy, CIC
Adnan Türegün, Executive Director
CIMSS, Carleton University
Language and Immigrant Labour Market Performance:
What Does the Economics Literature Tell Us?
T
he proposition that immigrants with stronger
English or French language abilities have
fewer difficulties integrating into Canada’s
labour markets appears so obvious to be not worth
thinking much about. Yet what matters in informing optimal immigration policy is more complex.
Is the influence of language really a direct causal
effect so that providing language training to new
immigrants can be expected to boost their earnings enough to justify the costs? Or are immigrants
with superior language abilities simply different
on other dimensions that lead to better outcomes,
in which case language training may have little
or no benefit? And, if it is a direct effect, which
language skills matter most? Are comprehension
skills more valuable than speaking, reading, or
writing skills, for example? In selecting and settling new immigrants, which skills should we be
most concerned with? And does language matter
in all jobs or is it the case that in some jobs, such
as technical jobs in the information technology
sector, language matters very little. How much
weight, if any, should we be putting on language
skills in selecting immigrants who are trained in
these areas?
The fact that Canada’s immigrants are having
increasing difficulties integrating into its labour
markets is now widely recognized (see Picot and
Sweetman 2005 for a review). The most recent
research exploring causes of the deterioration
has emphasized the role of language. Moreover,
evidence from Australia suggests that increasing
the language requirements of the immigrant selection process can produce dramatic improvements
in average outcomes in terms of both immigrant
job-finding rates and earnings in those jobs. This
has led the federal government to introduce manda-
Mikal Skuterud*∗
tory pre-migration language testing in its Skilled
Worker and Canadian Experience Class programs
and, more recently, encouraged the provinces
to introduce similar criteria in their Provincial
Nominee programs.
What does the economics literature tell us about the
likely effects of this policy change? Will it necessarily improve outcomes for immigrants? And, in
raising the selection criteria on one dimension, can
we expect trade-offs on other dimensions that we
might also care about?
Theoretical Rationale
Before considering the evidence, it is worth thinking clearly about what exactly the mechanisms are
through which immigrants’ language skills could
impact their labour market outcomes.
By far the predominant perspective in the economics literature is that language directly augments the
productivity of workers, which, in a human capital
model of wage determination, results in higher
earnings. For example, in service-sector jobs, an
ability to effectively communicate with customers
might improve sales while, in goods-producing sectors, language skills may enable employees to more
effectively execute the demands of an employer.
Barry Chiswick and Paul Miller (1992), who have
been studying the wage implications of immigrant
language for more than two decades, argue that
language is the most basic form of human capital
in the sense that, without sufficient competence,
other skills become irrelevant.
Yet it could also be that language primarily affects the process in which workers obtain jobs.
Perhaps, a high ability in the host-country language
improves the quality of job applications and job
*Associate Professor, Department of Economics, University of Waterloo; E-mail: <[email protected]>.
INSCAN Special Issue on Settlement Language Training, Spring 2012
3
interview performance, or expands social networks
which provide the contacts and referrals that
lead to better initial jobs or promotional success
within jobs. Or, perhaps, language influences the
likelihood that a foreign-trained professional successfully satisfies the process of having a foreign
credential recognized in Canada.
Empirical Evidence
Most of the evidence on immigrant language effects in the economics literature is based on the
self-reported fluency in the host-country language,
since this is what is most often measured in the
data. Relating these fluency measures to the earnings levels of immigrants consistently suggests
strong effects of language. For example, average
weekly earnings of recent immigrant men in the
2006 Canadian Census who reported that they were
able to conduct a conversation in English or French
(or both) were $768. In comparison, non-fluent immigrant men earned only $497 on average, roughly
a 50 percent disparity.1
The question is whether this large difference reflects a direct causal effect of fluency, or is fluency
simply proxying for other attributes of workers,
such as schooling quality, that affect earnings? In
selecting immigrants using a points system, the
distinction may not matter. If language skills are a
good predictor of labour market potential, we may
not care whether it is in fact those skills that are
producing the advantages or something else. Yet we
should care if, for example, data indicate that racial
minorities have weaker language skills on average
and face more labour market discrimination. And,
certainly, in assessing the cost effectiveness of
language training investments, such as the federal
government’s Language Instruction for Newcomers
to Canada (LINC) program, knowing whether the
language effects are real is critical.
To complicate matters further, there is good
evidence to suggest that self-reported language
abilities may be poor measures of actual language
skills. Examining German longitudinal data asking
the same immigrants to report their fluency levels
in different years following migration, Dustmann
and van Soest (2002) find that the incidence of
deteriorating self-reported language skills are
almost as common as improvements. Assuming
that declining ability following migration reflects
reporting errors, more than one-quarter of all the
observed variation in fluency in their data is not
real. Statistical theory tells us that this measurement error should attenuate the estimated effects
of language, suggesting that language might be
even more important than the simple comparisons
suggest.
To address both this measurement error and the
possibility that more fluent immigrants have higher
earnings for reasons other than their language
skills, the most recent research has sought out richer data sources and more sophisticated statistical
techniques. Shields and Price (2002) examine British survey data containing an interviewer-assessed
measure of English language ability and find that
fluency is the second most important determinant
of immigrant occupational success after possession of a relevant university degree. Chiswick and
Miller (1995) and Dustmann and van Soest (2002)
use a statistical method known as instrumental
variables and estimate larger language effects than
the simple estimators which gloss over specifying
what exactly the causal mechanisms are through
which language has its influence.2 Yet, perhaps,
most compelling are the findings of Bleakley and
Chin (2004), who compare the adult labour market outcomes of immigrants migrating before and
after the age of 12, when, according to cognitive
scientists’ hypothesis, learning a new language
becomes abruptly more difficult.3 Consistent with
the earlier findings, their results suggest that the
causal effects of language on earnings are large
and very real.
But what about other language skills? Although
the vast majority of the research examines speaking ability, there is no obvious reason to believe
that other language skills are equally important.
Carnevale, Fry, and Lowell (2001) analyze survey
data asking a nationally representative sample of
U.S. adults to self-assess their ability to understand,
speak, read, and write in English. Their findings
suggest that an immigrant’s ability to understand
spoken English is the preeminent required skill for
labour market success. In fact, reading, writing,
and speaking ability are not significant predictors
of wages after considering an individual’s ability
to understand the spoken word. Ferrer, Green,
and Riddell (2006), on the other hand, examine
literacy test scores of adult Canadians and find that
literacy accounts for about two-thirds of the earn-
According to the 2006 Canadian Census, a recent immigrant is someone who obtained his or her permanent
resident status between 2001 and 2005.
2
To instrument fluency, Chiswick and Miller (1995) use whether married overseas, the number and age of
children, and a concentration index measuring the proportion of the region in which the individual resides report
the same minority language. Dustmann and van Soest (2002), on the other hand, use leads and lags of speaking
fluency, as well as father’s educational level.
3
This is known as the critical period hypothesis.
1
4
INSCAN Special Issue on Settlement Language Training, Spring 2012
ings disparities experienced by university-educated
Canadian immigrants.
An important finding in the Canadian data is that
deteriorating labour market outcomes over time
are evident even among new immigrants arriving
from a common source country, such as China.
If language skills are driving the growing labour
market challenges of more recent immigrants, are
we to believe that the English/French language
skills of today’s Chinese immigrants are so much
worse than their counterparts of the 1970s? One
possibility is that something besides language is
responsible. However, another possibility is that
the importance of language skills has increased
over time, perhaps as the result of technological
changes within industries or structural shifts
away from goods-producing to service-sector jobs.
Examining Canadian Census data spanning the
period 1971 to 2006, I find some evidence in my
own research (Skuterud 2011) of higher returns to
language skills in high-technology industries and
relatively low returns in unskilled manufacturing
jobs. Moreover, beginning in the early 1980s, there
is clear evidence, particularly among recent immigrant women, of a shift in employment away from
unskilled manufacturing towards high-technology
industries.
Optimal Policy
If we know that language skills play an increasingly
important role in determining the labour market
success of immigrants and that the primary objective of immigration is economic (which is debatable), what is the optimal policy? Should governments be putting increasing emphasis on language
criteria in selecting immigrants or should they be
investing more in post-migration language training? At first blush, it seems obvious that admitting
immigrants who are already competent in English
or French is preferred, since it avoids the costs of
training immigrants. However, as the demand for
international talent rises – as more countries seek to
address declining birth rates – and the supply falls
– as local prospects for workers in emerging economies (such as India and China) improve, global
competition for immigrants will almost certainly
rise in the future. Is it reasonable to believe that
Canada can maintain current immigration levels
and increase language criteria without sacrificing
other qualities of immigrants that we care about?
In addition to its analysis of the labour market
implications of language, the economics literature
contains an equally important body of research
examining the higher-order question: What
determines the language abilities of immigrant
workers? Three key findings of this research are
that language abilities are decreasing with an immigrant’s age at migration; increasing with his or
her educational level; and strongly related to the
immigrant’s country of origin. This suggests that
putting more weight on language will result in
younger and more educated immigrants, as well
as in a declining share of immigrants from source
countries where English or French is not an official
language.
Should we care about any of these trade-offs?
Perhaps not. But one reason why we might is that
discriminating on language may be perceived as
unethical, since people do not choose their mother
tongues. Also, for many immigrants arriving at older ages from countries with foreign languages, the
decision to migrate is motivated by considerations
for children. And the evidence is that children of
immigrants arriving from these countries perform
very well. Worswick (2004), for example, finds no
difference in 14-year-old reading and mathematics
test scores of children of immigrant parents whose
mother tongue is neither English nor French. And
Aydemir, Chen, and Corak (2009) identify numerous non-English or non-French speaking countries,
mostly in East and Southeast Asia, in which average earnings of immigrant fathers fall significantly
below the Canadian-born average, but their sons’
and daughters’ earnings rise above. Is it possible
that the current push in Canada for greater emphasis on language skills in immigrant selection is too
preoccupied with short-term outcomes?
Chiswick and Miller (1995) argue that the labour
market returns on language fluency are easily
large enough to justify the costs of intensive postmigration language training, such as Israel’s ulpan
system providing six months of Hebrew training
to new immigrants. As further evidence of the
importance of post-migration language acquisition,
Dustmann and van Soest (2002) find that much of
immigrant earnings growth following migration
reflects improvements in language fluency. Of
course, from a government’s standpoint, what matters is not only whether language skills can boost
earnings, but also to what extent immigrants take
up offered language programs and, when they do,
how effective language training is in improving
their language skills.
This suggests an alternative policy strategy in
which both selection and settlement policies are
used. In their review of the economics of language
literature, Chiswick and Miller (1995) describe
three principal determinants of the host-country
language proficiency of immigrants: (i) pre- and
post-migration exposure to the language; (ii) the
ability or efficiency of immigrants to convert exposure into language learning; and (iii) the economic
INSCAN Special Issue on Settlement Language Training, Spring 2012
5
incentives for acquiring host-country language
proficiency. An alternative selection policy may be
one that puts less emphasis on the pre-migration
language abilities of immigrants and short-term
earnings shortfalls related to language, and that
puts more weight on which types of immigrants are
likely to acquire English or French language skills
following migration. In terms of both efficiency and
economic incentives (and perhaps also exposure),
younger migrants can be expected to be the most
successful in acquiring English or French language
skills. Yet the current federal skilled worker points
grid assigns uniform points between age 21 and
49. By better understanding which types of immigrants are most likely to acquire English or
French language skills soon after arrival, perhaps
we can design a fairer and less myopic immigrant
selection policy.
Chiswick, Barry; and Miller, Paul. 1995. “The
Endogeneity between Language and Earnings:
International Analyses.” Journal of Labor Economics 13 (2): 246-288.
References
Picot, Garnett; and Sweetman, Arthur. 2005. “The
Deteriorating Economic Welfare of Immigrants
and Possible Causes: Update 2005.” Statistics
Canada Analytical Studies Branch Research Paper Series, Catalogue no. 11F0019MIE – No. 262.
Abdurrahman, Aydemir; Chen, Wen-Hao; and
Corak, Miles. 2009. “Intergenerational Earnings
Mobility Among the Children of Canadian Immigrants.” Review of Economics and Statistics 91
(2): 377-397.
Bleakley, Hoyt; and Chin, Aimee. 2004. “Language Skills and Earnings: Evidence from Childhood Immigrants.” Review of Economics and
Statistics 86 (2): 481-496.
Carnevale, Anthony P.; Fry, Richard A.; and Lowell, B. Lindsay. 2001. “Understanding, Speaking,
Reading, Writing, and Earnings in the Immigrant
Labor Market.” American Economic Review 91
(2): 159-163.
Chiswick, Barry; and Miller, Paul. 1992. “Language in the Immigrant Labour Market.” Pp.
229-296 in Immigration, Language and Ethnicity:
Canada and the United States, edited by B. R.
Chiswick. Washington, DC: American Enterprise
Institute (AEI) Press.
Dustmann, Cristian; and van Soest, Arthur. 2002.
“Language and Earnings of Immigrants.” Industrial and Labor Relations Review 55 (3): 473-492.
Ferrer, Ana; Green, David; and Riddell, Craig.
2006. “The Effect of Literacy on Immigrant
Earnings.” Journal of Human Resources 41 (2):
380-410.
Shields, Michael A.; and Price, Stephen W. 2002.
“The English Language Fluency and Occupational
Success of Ethnic Minority Immigrant Men Living in English Metropolitan Areas.” Journal of
Population Economics 15 (1): 137-160.
Skuterud, Mikal. 2011. “Language Skills in the
New Economy and the Deteriorating Labour Market Performance of Canada’s Immigrant Workers.”
Unpublished manuscript.
Worswick, Christopher. 2004. “Adaptation and
Inequality: Children of Immigrants in Canadian
Schools.” Canadian Journal of Economics 37
(1): 53-77.
A New Settlement Service, Policy, and Research Tool
from CIMSS: Community-SPO Atlas of Canada’s Large
Urban Centres
The Centre for International Migration and Settlement Studies (CIMSS) at Carleton University
has portrayed the immigrant-specific demographic and service provider profile of Canada’s 48
large urban centres by building an interactive, multi-dimensional atlas based on the geographic
information system. Funded by Citizenship and Immigration Canada, the atlas will be useful
for service providers, policy makers, and researchers. It can be viewed online at: <http://www.
integration-net.ca:81/atlas/index-e.php>.
6
INSCAN Special Issue on Settlement Language Training, Spring 2012
Federal and Provincial Policy Initiatives
LINC and CLIC: Looking Back, Looking Forward
T
he Government of Canada has provided support for newcomer language learning in some
form for over 60 years. The introduction of
the Language Instruction for Newcomers to Canada
(LINC) program and its French equivalent – Cours
de langue pour les immigrants au Canada (CLIC)
– in 1992 made official language training available
to all adult permanent residents. It also marked a
renewed federal commitment to language training
in support of newcomer settlement and integration.
The overall objective of both programs has been to
assist newcomers in developing the communication
skills they need to better function in and contribute
to all aspects of Canadian society – social, cultural, civic, and economic. As CIC celebrates the
20th anniversary of LINC and CLIC in 2012, the
Government of Canada remains strongly committed to providing high-quality, flexible, and diverse
language training options to help newcomers become active and successful citizens.
CIC provides contribution funding to an array of
different service providers such as school boards,
community organizations, colleges, and universities to deliver language training. Different types of
institutions play different sorts of roles by offering
courses that vary in tone and focus. This helps
ensure that newcomers obtain language training
from the type of institution with which they feel
most comfortable.
CIC estimates that well over half a million people
have taken LINC and CLIC since classrooms
opened their doors in 1992. Over the past five
years, participation rates in LINC have steadily
increased, with the program serving upwards of
60,000 newcomers in fiscal year 2010-11.1 Women
consistently make up a majority of the LINC
population, composing at least two-thirds of LINC
students annually. As Figure 1 shows, economic
class arrivals (including spouses and dependants)
make up a large number of LINC students, roughly
on par with students from the family class category.
Refugees are also served well by LINC, as they
are the most over-represented student group when
compared to their overall share of new arrivals.
Dipna Singh* and
Gregg Blakely**
At its inception in
1992, LINC was
Figure 1. LINC/CLIC Students by Immigration Category(2010-11)
comprised of three
Among LINC students,
LINC/CLIC students
economic and family
levels of basic inAll new Permanent Residents (PRs) (2010)
class arrivals are nearly
str uction. Over
equal in number, but
45%
38.5%
36.4%
family class and
40%
time, LINC and
refugees are the most
35%
CLIC have gradu30%
24.4% 23.8%
over-represented.
23%
23%
25%
ally added higher
20%
13.1%
10.4%
15%
levels of instruc10%
3.7%
3.7%
5%
tion, responding
0%
to the increasing
Other/Not
Family Class Economic Class: Economic Class: Refugees
Stated
Spouses and
Principal
demands of newDependants
Applicants
comer language
Source: CIC iCAMS data extract (April 2011); CIC Facts and Figures 2010
skills. CIC now
funds LINC and CLIC to provide training at literacy, basic, intermediate, and occupation-specific
levels.
From the outset, both programs filled a gap by
uniquely focusing on the practicalities of dayto-day settlement in Canada. By incorporating
settlement information and citizenship education
directly into basic language training through LINC
and CLIC, the Government of Canada responded
to calls for a more broad and inclusive program to
replace existing work-focused training for labour
market entrants. Classes at all levels cover aspects
of living in Canada (e.g., housing, banking, and
Canadian values) and other forms of skill-building
(e.g., job search skills and cross-cultural communication), thus helping newcomers meet the various
challenges of settling into their communities.
LINC and CLIC also promote the development
of authentic language use, reflecting a task-based,
communicative competence approach to learning. This approach has set the programs apart
from other ESL/FSL programs that are academic
or grammar-focused in nature. The introduction
of curriculum guidelines, assessment tools, and
teacher certification requirements has established
LINC and CLIC as standard-setting leaders in the
field of language training for newcomers, and has
influenced the development of ESL/FSL programs
across the country.
Policy Analyst, NHQ – Integration, Citizenship and Immigration Canada, Ottawa; E-mail: <[email protected]>.
Senior Policy Analyst, NHQ – Integration, Citizenship and Immigration Canada, Ottawa; E-mail: <[email protected]>.
1
Although CLIC is the French language equivalent of LINC, it should be noted that the programs are on vastly different scales, with CLIC serving a
small number of students as compared with LINC.
*
**
INSCAN Special Issue on Settlement Language Training, Spring 2012
7
Developing National
Standards
The development of the Canadian Language
Benchmarks (CLB) in 1996 and the Niveaux de
competence linguistique canadiens (NCLC) in
2006 represented a substantial contribution to the
field of language training. Developed for LINC
and CLIC, the CLBs/NCLCs have been enshrined
in the Immigration and Refugee Protection Act
(IRPA) Regulations and other foundational documents, and have been accepted as a standard by
government-funded language training providers
across the country. The frameworks provide national standards for describing, measuring, and
recognizing the second language proficiency of
adult newcomers. By providing a common descriptive framework for the entire immigrant-serving
community, the CLB/NCLC standards have unified discussion among diverse stakeholders across
the country on topics such as the development of
tools and resources, performance measurement,
immigrant selection policy, and citizenship goals.
In 2008, CIC funded the Centre for Canadian
Language Benchmarks (CCLB) / Centre des
niveaux de compétence linguistique canadiens
(CNCLC) to revise the CLB 2000 and NCLC 2006
in response to calls from the field for an enhanced
set of national language standards. All of CIC’s
language tools and resources (such as placement
tests and curriculum guidelines) are based on the
CLB/NCLC frameworks ensuring consistency
and reliability.
Ensuring Broad Access
Reducing barriers to client participation has long
been a key objective of LINC and CLIC. As can
be seen in Figure 2, the diversity of offerings has
expanded over time to accommodate alternative
schedules and distance learning needs (e.g., fullor part-time, day, evening or weekend schedules,
online, and one-on-one tutoring). To make training
even more accessible, childminding, transportation
allowances, and provisions for the participation
of persons with disabilities continue to be made
available to the extent possible.
To raise awareness of language training, CIC
launched a pilot project in 2009, mailing vouchers that personally invited newcomers to enroll in
classes. Results showed an increase in program
uptake and suggest an effective way to engage
newcomers early in their settlement process.
LINC Home Study (LHS) was developed in 1995
to provide a distance training option for newcomers
who would otherwise have no access to language
8
Figure 2. LINC/CLIC Students by Training Format (2010-11)
70%
60%
50%
40%
30%
20%
10%
0%
58.1%
45.6%
Almost 60% of all
students choose to
study part-time.
3.4%
Full-time (25 or
more hours per
week of
instruction)
Part-time (Less Distance (online)
than 25 hours
per week of
Source: CIC iCAMS data extract
instruction)
(April 2011)
instruction (due to work commitments, the absence
of classrooms locally, etc.). LHS began as a small
pilot project in Ontario, engaging volunteer tutors
to support a small group of only six students. Over
time the program has transformed from a paperbased correspondence model to one that is primarily online. By 2002, LHS had expanded to most
regions of Ontario and, by 2009, CIC made LHS
available in all provinces where LINC is offered.
The expansion of online training will continue
to remain a priority for LINC in the years ahead.
CIC is also in the process of introducing CLIC
en ligne, which will use an open source Learning
Management System with a high degree of flexibility and functionality. Much like LINC Home
Study, CLIC en ligne is targeted to parents, workers, and other immigrants who find it difficult to
attend regular CLIC classes.
2012 and Beyond
The results of the 2010 LINC program evaluation
provide a point of departure for a discussion of key
policy directions for CIC. The evaluation found
that LINC training is of high quality and flexibly designed to meet the needs of students. Most
instructors have several years of experience, and
effective curriculum guidelines exist for all levels
of LINC. The evaluation also highlighted that students are learning about many different aspects of
living and working in Canada, and found that they
are developing the skills they need for interacting
in culturally diverse environments.
While many of the findings were positive, the
results pointed to slower student progress in speaking and listening as compared with reading and
writing. Moreover, in all skill areas, significant
Benchmark gains were found to have occurred,
especially after a sustained period of study (1,000+
hours). These findings confirmed the assumption
that student retention is key. If we really want to
see language training make a difference in people’s
lives, we have to find ways to keep students engaged
in their learning despite competing priorities.
INSCAN Special Issue on Settlement Language Training, Spring 2012
Given the highly successful pilot project,
and positive reception from partners and
stakeholders, CIC has decided to make
PBLA a standard feature of all LINC and
CLIC classes across the country. The Department is currently working on an implementation plan for the phased introduction
of PBLA over the next few years.
Figure 3. LINC/CLIC Students by Country of Birth (2009)
25%
LINC students originate from all over the world, with over
80 different countries represented in all. The typical LINC
class has 6 countries and 5 languages represented out of
every 10 students.
22%
20%
15%
10.4%
10%
8%
5%
0%
LINC/CLIC students
9.3%
7%
6%
1.5%
China
India
Colombia
All new PRs
5%
1.6%
Iraq
4.5%
1.5%
How Do We Bridge Our Students to
the Broader Community?
Language training is a journey, not a destination. Connecting newcomer students to
mainstream institutions and employment
opportunities requires certifying language learning achievement and disseminating the meaning of
the language frameworks upon which English and
French language training is based.
Sri Lanka Afghanistan
Source: LINC evaluation (2010); CIC Facts and Figures 2009
The evaluation also confirmed that the Department
has an imperfect set of tools to measure learning
outcomes, making it difficult to tell the story of
the positive impact that CIC-funded programs are
having on newcomers’ lives.
How Do We Tell Our Story?
Those involved in settlement language training
know that programs have a positive impact on newcomers’ lives, but this impact is not always clear
to people outside the sector. Telling a persuasive
story about the value of language training means
measuring results in a meaningful way.
In 2009, CIC embarked on a project intended
to support students in achieving their language
goals, while providing data that will allow us to
tell a fuller story about students’ learning progress.
Building on Manitoba’s Collaborative Language
Portfolio Assessment model, CIC designed a new
CLB-based language assessment approach known
as Portfolio-Based Language Assessment (PBLA).2
The new approach is designed to bring teachers and
students together to compile numerous examples
of language learning in a variety of contexts over
time, analyze the data, and measure incremental
progress.
CIC first introduced PBLA in selected LINC
classes through a pilot project in Ottawa in October
2010 (jointly conducted with Ontario’s Ministry of
Citizenship and Immigration). The pilot has since
expanded to Edmonton, Moncton, Saint John, and
Fredericton (August 2011 – ongoing). CIC hopes
that the use of PBLA will foster an assessment
culture consistent with a CLB approach to teaching,
motivate student progress, and facilitate mobility
between CLB-based federal and provincial language training programs. Most importantly, it is
hoped that PBLA will provide a more consistent
basis for measuring student progress and reporting
on the impact of LINC.
2
0.5%
For starters, CIC works closely with the CCLB/
CNCLC to raise the profile of our national standards (CLB/NCLC). The Department, together
with a host of partners, also uses the CLB and
NCLC to assess English and French language
learners across Canada. It is important that information about how and what these Benchmarks
measure be understood not just by the language
sector but by educational institutions and employers across the country. Raising awareness about
the CLB/NCLC is a job not just for CIC. Moving
forward, the entire sector, including educational
institutions, regulatory bodies, and employers, will
play an increasing role in ensuring the recognition
and use of the standards across Canada.
In 2009, CIC commissioned the development
of the CLB Milestones Test, a new high-stakes
Figure 4. LINC/CLIC Students by Education Level (2010-11)
LINC/CLIC students
35%
30%
25%
20%
15%
10%
5%
0%
33.1%
19.2%
All new PRs (2010)
Students are likely to be well
educated in their native
languages, with more than half
having post-secondary education.
20.6%
18%
12.5%
12.6%
7.6%
0-9 years
25% 24.4%
10-12 years
12.3%
9%
5.2%
13+ years
Source: CIC iCAMS data extract (April
2011); CIC Facts and Figures 2010
Bachelor's
Trade
Degree
Certificate and
Non-University
Diploma
Graduate
Degree
test which is designed independently of language
training programs to measure and certify English
language proficiency from CLB 3- to 9+. It will pay
particular attention to the key language milestones
of CLB 4 and 7-9. Working with partners, CIC also
For more on PBLA, see the article by Joanne Pettis in this issue.
INSCAN Special Issue on Settlement Language Training, Spring 2012
9
plans to introduce high-stakes testing to measure
language proficiency in French.
An important part of CIC’s language testing vision is allowing existing test-makers to use the
Milestones Tests to better calibrate the results of
their tests to the CLB/NCLC. This will permit
the Department to compare and accept results
from a broader array of tests (which may be based
on different language frameworks, such as the
CEFR [Common European Framework of Reference for Languages] or Essential Skills). The new
Milestones Tests will also be well-suited for use in
CIC’s routine evaluations of its language training
programs. In time, results from Milestones Tests
might also be used for high-stakes purposes, such
as demonstration of language ability when applying
for citizenship. The goal of the Milestones project
is to ensure that newcomers have access to an array
of tools to demonstrate their language proficiency.
Finally, given the vital importance of language
ability in being an active citizen, the Minister of
Citizenship, Immigration and Multiculturalism
has introduced a proposal to require citizenship
applicants to demonstrate evidence of speaking
and listening proficiency at CLB/NCLC 4. Plans
are underway to introduce certificates of achievement in LINC and CLIC. These certificates, based
on teachers’ assessments of in-class performance,
could serve as one of several ways for newcomers
to meet this new requirement.3 The introduction of
certificates would have the added benefit of bolstering the Settlement Program as a whole by providing an incentive for learners to complete language
training as well as an indicator that could form part
of an enhanced performance measurement regime.
How Do We Make the Most Efficient Use
of Student Time and Taxpayer Dollars?
Student time and taxpayer dollars are both limited
resources. In order to make the most efficient use
of each, CIC plans to further invest in professional
development (PD) opportunities for teachers. Increasing teacher PD will be particularly important
given the roll-out of new language initiatives such
as PBLA and a new CLB/NCLC Framework, which
will require that teachers receive consistent and
effective training for successful implementation.
Ensuring that teaching hours have the biggest
“bang for buck” also means disseminating best
practices and building teacher communities across
the ESL/FSL sector. Efforts in this regard will be
Figure 5. LINC/CLIC Students by Training Level (2010-11)
60%
50%
40%
30%
The vast
majority of
students are
39.8%
between levels
1 and 4.
55.2%
31.4%
20%
10%
5.7%
0%
ESL/FSL Literacy LINC/CLIC 1-2
Source: CIC iCAMS data extract (April
2011)
LINC/CLIC 3-4
LINC/CLIC 5-7
and higher
level, workfocused classes
spearheaded by a new online national repository
of adult language teaching resources. The site,
known as Tutela.ca, will support online professional development opportunities for the CLB/
NCLC practitioner community through the use of
social media tools, videoconferencing, webinars,
and the like.4
In Ontario, CIC is funding the development of a
strategy for PD support to teachers, one that will
include a framework for job-embedded PD, an
instructor guide, and the training of up to 25 PD
support leads from across the province. Ontario
has also recently introduced a new Framework
for Post-TESL Certificate Training (PTCT) that
will bestow additional credentials on accredited
teachers.5 CIC eventually hopes to bring similar
initiatives forward nationally for the benefit of all
LINC teachers.
How Do We Ensure That Students Can
Access the Classes They Need?
In a 2009 environmental scan of ESL/FSL programs across Canada, the most consistent best
practice or emerging opportunity named across
the country was the development and use of learning technologies, especially online and videoconferencing systems. To build upon existing best
practices, a move towards broadening access to
blended and online training options for learners is
on the horizon. CIC’s approach to online delivery
will focus on blending traditional face-to-face instruction with distance learning environments to
extend learning beyond the classroom. Central to
our vision for expanding online options will be the
use of open source software in order to maximize
the return on investment of public money through
a sustainable product that can be easily renewed
over time. CLIC en ligne has already moved in
this direction, and CIC is currently considering
options for a new generation of online LINC de-
Acceptable evidence of meeting the new citizenship requirement could also include recognized high-stakes language tests and completion of
secondary or post-secondary education in French or English.
4
For more on Tutela.ca, see the article by Nelson Ko and Pascal St-Jean in this issue.
5
For more on PTCT, see the article by Carolyn Cohen and Antonella Valeo in this issue.
3
10
INSCAN Special Issue on Settlement Language Training, Spring 2012
Figure 6. LINC/CLIC Services by Region (2010-11)
LINC/CLIC students
118,114
120,000
100,000
80,000
49,970
The vast majority of language
classes continue to be offered in
Ontario, although the proportions
of all other regions are growing.
Note that CLIC is only offered in
Ottawa and New Brunswick.
40,257
40,000
20,000
11,631
1,972 7,828
0
Atlantic
Ontario
Prairies
Ontario (2011)
15.5% 13.5%
71%
84
30%
7%
63%
487
Territories
Source: CIC iCAMS data extract (April 2011); CIC Facts and Figures 2010
livery. Paving the way for a shift to more blended
training options, in 2010 CIC began funding
the LearnIT2teach.ca project, which provides
teachers with the tools and training they need to
integrate computer-assisted language learning
into the classroom.6
How Do We Partner with Other Players
in the Sector?
In the field of newcomer language training, as in
the provision of settlement services writ large,
CIC is part of a larger ecosystem. Achieving real
and comparable results means getting governance
right. Recently, CIC and provincial governments
jointly developed a Pan-Canadian Framework
for Settlement Outcomes. Work began in Spring
2010 with the identification of a national set of
outcomes and indicators, followed by the development of a nation-wide newcomer survey. The
survey will examine how well newcomers are faring, and should provide a basis for policy makers
to develop a roadmap for improving newcomer
outcomes.
In addition to partnerships with other funders,
over the past few years CIC has been increasingly
active in engaging language training stakeholders, for example, by discussing new initiatives
(such as PBLA, Tutela.ca, and the CLB Milestones Test) at conferences across Canada. We
are currently working to establish a new forum
to consult settlement language providers by leveraging an existing group, the Settlement and
Integration Joint Policy and Program Council
(SIJPPC). A new language group affiliated with
the SIJPPC will be pan-Canadian in nature,
and will bring together a wide range of sector
6
Across Canada (2009)
All new PRs where LINC is offered (2010)
140,000
60,000
Figure 7. Institutional Partners
Colleges and Universities
Community Organizations
School Boards
While the majority of LINC service
providers across Canada are
community-based, the distribution
varies by region. The Prairies, for
example, are more likely to have
private and community college SPOs,
while Ontario has a higher number
of community agency providers.
Source: LINC evaluation (2010);
HARTS data (April-December 2011)
representatives to discuss the future of settlement
language training in Canada.
Looking back on 20 years of LINC and CLIC, it is
clear that settlement language training has come
a long way, evolving over time to suit changing
environments and meet new learner needs. As we
celebrate all the progress made to date, we continue
to strive to raise the bar. From enhancing in-class
assessments to telling a more persuasive story of
program success, from capitalizing on exciting new
learning technologies to encouraging a broader national dialogue, the next 20 years are looking very
bright indeed.
Selected References
Citizenship and Immigration Canada (CIC). 2011.
Facts and Figures 2010 – Immigration Overview:
Permanent and Temporary Residents. Ottawa:
Minister of Public Works and Government Services Canada. Downloaded from <http://www.cic.
gc.ca/english/pdf/research-stats/facts2010.pdf> on
March 22, 2012.
Citizenship and Immigration Canada (CIC). 2010.
Facts and Figures 2009 – Immigration Overview:
Permanent and Temporary Residents. Ottawa:
Minister of Public Works and Government Services Canada. Downloaded from <http://www.cic.
gc.ca/english/pdf/research-stats/facts2009.pdf> on
March 22, 2012.
Citizenship and Immigration Canada (CIC). 2010.
Evaluation of the Language Instruction for Newcomers to Canada (LINC) Program. Downloaded
from <http://www.cic.gc.ca/english/resources/
evaluation/linc/2010/linc-eval.pdf> on March 22,
2012.
For more on LearnIT2teach.ca, see the article by Jim Edgar and Rob McBride in this issue.
INSCAN Special Issue on Settlement Language Training, Spring 2012
11
Provincial ESL Programming
Carolyn Dieleman*
W
hile language training has a long history
in Canada, there was a time when it was
mostly driven by the federal government
and a few provincial governments. Now, all provinces in Canada support ESL/EAL (English as an
Additional Language) and/or FSL programming,
to various degrees. A mixture of drivers account
for this commitment, including the increasing
numbers of immigrants, provincial nominees,
and temporary foreign workers coming to each
province with a full range of language development requirements, their status of eligibility for
that training, and the more specific requirements
to demonstrate language capacity within the labour market. Provinces, along with the federal
government, realize that there are many ways in
which immigrants hope to integrate into Canadian
society, that the pathway of language learning is
not necessarily linear or sequential, and that life
circumstances such as earning a living to support
one’s family will influence the degree to which
people can devote themselves to the language
learning process.
At one time, most immigrants to Canada who
enrolled in language training entered into classes
at the beginning of Stage 1, Canadian Language
Benchmarks (CLB) levels 1-4, and were landed immigrants. Now there are both increasing numbers
seeking higher level programming and a broader
spread of entry points. There are more immigrants
currently coming to Canada who have professional
backgrounds, and may have taken some of their
educational programming in English or French.
They come with some foundational English and
may no longer be eligible for federally funded language training, or enter at the higher end of Stage 1
and need to develop language abilities up to CLB 8
or even higher. They hope to enter occupational or
professional language programs in order to access
educational pathways related to their previous fields
of study or directly into the labour market. They
are very focused on re-entering their professions
as quickly as possible, and require sufficient occupational language skills and intercultural awareness to demonstrate their knowledge and expertise.
Initial evidence of this learner need is found in
the Enhanced Language Training programming
that exists across the country, and what has now
morphed into educational or employment programs
that offer program content with language supports
provided by various professional and regulatory or
post-secondary bodies.
Another contributing factor to provincial support
for language training is the increasing body of
expertise and community of shared practice that
exists in Canada. This continues to be displayed
through the sharing of expertise by language
teachers in workshops at national and provincial
conferences, through increasing formal and informal federal-provincial-territorial collaboration,
and the development of pan-Canadian goals and
supports for language training. The desire to both
share this expertise and the obligation to build on
what already exists drove the concept and commitment for the national repository on language
training, Tutela.ca. The federal government funded
the establishment of this resource, and it has the
support of all provinces.1
Given the willingness and ability through technology to share materials, insights, and experience
with a far greater array of programming across the
country, there is indeed a commitment to a community of best practices that offers a better platform
for the evolution of language programming, both
at the practitioner level and at government levels.
Many provinces are now fully engaged with practitioners and federal counterparts in developing
a well-rounded continuum of language training,
including ESL Literacy, Settlement and Integration, Employability and Employment Readiness,
and Employment and Professional Development
programming.
The following are reports from four provinces
about their overall commitment to language training and brief highlights of current initiatives that
they believe strengthen the capacity to offer more
effective language training to immigrants coming
to their provinces.2
Ontario
Ontario immigrants wishing to learn either English
or French have access to provincially or federally
funded language training programs that cover the
entire spectrum of CLB skill levels from ESL/FSL
Literacy courses to higher-level language training
and specialized language training courses geared
ESL Advisor and Former Manager of Innovative ESL Programming for the Government of Alberta, Edmonton; E-mail: <[email protected]>.
For more on Tutela.ca, see the article by Nelson Ko and Pascal St-Jean in this issue.
2
Editor’s Note: These four provincial portraits are by no means exhaustive of the provincial/territorial policy and program landscape in language
training, but represent some of the most interesting initiatives underway across Canada.
*
1
12
INSCAN Special Issue on Settlement Language Training, Spring 2012
to specific occupations. Access to language training depends on their current immigration status,
with Convention refugees (or protected persons)
and permanent residents eligible for both programs,
while refugee claimants and Canadian citizens are
only eligible for provincial ESL/FSL programs.
Programming Highlights
Ontario is working very closely with the federal
government (CIC – Ontario Region) to implement
a front-end Coordinated Language Assessment and
Referral System (CLARS), which is currently being piloted in several regions. Once implemented,
any immigrant requiring access to language training will go to a CLARS centre to be assessed by
certified language assessors using one of several
standardized language assessment tools. Depending on the individual’s assessment results, immigration status, and identified needs or goals, the
assessor would provide a list of available language
training course options. Each person will be supplied with a document that has both his or her CLB/
NCLC-based assessment results and the list of
available course options. This jointly funded frontend assessment system will also help to identify any
emerging needs for language training options that
are not currently available, or not funded by either
government, based on demand identified through
CLARS. Connected to CLARS, both provincial
and federal language training programs will share
one common database (called History of Assessments, Referrals and Training system [HARTs])
that will track all funded language courses as well
as the CLB/NCLC assessment results, both placement and progress, of all learners accessing either
federal or provincial language training programs.
Beyond CLARS, Ontario is also participating in
a joint pilot with the federal government (CIC –
NHQ) to develop a common approach to in-class
progress assessments called Portfolio-Based Language Assessment (PBLA). PBLA uses a portfolio
of learning samples, including a range of tasks and
assessments, to contribute to a learner’s ongoing
assessment and the final evaluation of their skills
upon completion of the language training course
or exit from the program. It is considered to be an
authentic, accurate, and reliable approach to evaluating a learner’s skills, since it may incorporate
many different tasks demonstrating the development of a learner’s language proficiency over time.3
Since participants frequently move between federal
and provincial programs, often taking both based
on their eligibility, these two initiatives will both
facilitate their initial access to a language training
program that best meets their needs, and ease their
3
transition between programs when needed. Their
ability to “take their assessment results with them”
wherever they go, whether it is a placement assessment (through CLARS) or a progress assessment
(through PBLA), will help eliminate the need for
multiple assessments along their future training
pathway.
Manitoba
Adult Language Training (ALT), a branch of
Manitoba Immigration and Multiculturalism,
works within the guidelines of the Manitoba Immigrant Integration Program (MIIP) to facilitate
the economic and social integration of immigrants
to Manitoba. The objectives of this program are to:
1. Provide a continuum of direct settlement information and support; and
2. Support services that meet identified needs and
establish links between immigrants and the
community.
Programming Highlights
Over the years, through contribution agreements
with key service providers, the ALT Branch has developed the capacity and the flexibility to respond
to the language needs of immigrants through enhanced core programming, as well as through new
and innovative service providers. Winnipeg School
Division’s Adult EAL Program and Manitoba’s
English Online are two such examples.
The Winnipeg School Division’s Adult EAL Program has been providing English language classes
to newcomers to Manitoba for more than 30 years.
In this time period, teachers within the program
have developed considerable expertise in the training of EAL learners with low levels of literacy
in their first languages. In fact, the program was
instrumental in the development of the Canadian
Language Benchmarks 2000: ESL for Literacy
Learners. More recently, with a grant from the
HRSDC, teachers within this program undertook
the development of curricula that incorporates the
Essential Skills into EAL programming for learners at Stage I and all Phases of EAL Literacy. This
programming is instrumental in providing adult
EAL learners at relatively low levels of proficiency
with the skills they will need to enter or re-enter
the workplace. More than 200 lessons and activities which combine the CLB and Essential Skills
frameworks are now available on Tutela.ca, the
national repository website: <http://dev.tutela.
ca/dl/www.eallessons4essentialskills.ca/Home/
Welcome.html>.
For more on PBLA, see the article by Joanne Pettis in this issue.
INSCAN Special Issue on Settlement Language Training, Spring 2012
13
A relatively new service provider, English Online
Inc. is a not-for-profit organization serving the
self-directed learning (SDL) needs of adult EAL
learners in an online learning community: <http://
www.myenglishonline.ca/>. English Online Inc.
was initially founded with a mandate to provide outreach to two specific groups of Manitoba adult EAL
learners: those in rural areas with limited access to
face-to-face EAL programming and those learners
who, due to work or family pressures, had access
to part-time programming but who were interested
in additional instruction. This service witnessed
rapid growth in the number of subscriptions. In
2011-12, 1,700 autonomous language learners were
supported through self-directed online courses,
individualized extension activities, virtual classes,
synchronous chats, and an electronic collaborative
portfolio assessment for learners ranging from CLB
1 through 8. New EAL Literacy modules (Foundation – Phase III) will soon be added to the platform.
English Online Inc. maintains a wiki at: <http://
myenglishonline.wikispaces.com /> for selfdirected learners with links to other online activities
and a Twitter account with links to language learning sites: <http://twitter.com/englishonlinemb>.
An exciting addition to the Learning Management
System for English Online learners is Electronic
Collaborative Language Portfolio Assessment
(eCLPA). The eCLPA promotes and fosters
self-assessment of language abilities over time
through self-assessment checklists, goal setting,
and self-reflection in online journal entries which
are automatically sent to eFacilitators, who provide language-focused feedback. An additional
aspect of the English Online offerings is available
to Manitoba’s Adult EAL teachers: The Teacher
Exchange Network (TEN) <http://bestmbteachers.
ning.com/>. This site is intended to function as
a “community of practice” where teachers can
exchange their thoughts and ideas with their peers.
Recently, English Online Inc. has accepted the
challenge of providing access to English language
training for pre-arrival immigrants who desire to
improve their language skills prior to immigrating
to Manitoba.4
Saskatchewan
Saskatchewan’s settlement strategy, implemented
by the Ministry of Advanced Education, Employment and Immigration (AEEI), focuses on placing
an emphasis on immigrant retention. Immigration
is critical to building vibrant and diverse communities that can support innovation and growth.
By emphasizing retention, the focus of immigrant
services shifts towards planned and coordinated
service delivery to ensure long-term success for immigrants, businesses, and communities. A key element of the province’s service delivery is to ensure
that its programs support newcomers in gaining the
language skills that will assist them in participating
effectively in their workplace and community. As
such, immigrants, businesses, and communities
must each be involved and invested in supporting
language program planning and delivery.
Programming Highlights
Partnerships with employers are created through
programs such as the At Work English program
where language services are often offered on-site at
the job to meet the employer and employee needs.
Employees with limited English competency may
contribute to higher turnover rates, limited engagement and motivation at work, and communication
difficulties in the workplace. Additionally, lower
English levels may compromise the advancement,
learning, and even safety of newcomers and existing employees, as well as workplace productivity
and business competitiveness. Through At Work
English, Saskatchewan employers are supported in
setting up customized language training tailored
to the unique needs of a workplace and its employees. Funding for At Work English is through
joint contributions by the employer and provincial
government.
Community partnerships are equally important for
the long-term successful retention of immigrants.
Saskatchewan encourages a community-based
approach to support immigrants in building and
enhancing their English skills by providing flexible
and accessible English language services. Language
classes, offered in a wide range of rural communities
and urban centres, use a neighbourhood approach
to delivery to ensure that newcomers have access
to language supports close to home. Immigrants
can learn about the location of classes through the
language assessment process, through the 11 Regional Newcomer Gateways across the province,
and through Saskatchewan’s immigration website:
<http://www.saskimmigrationcanada.ca/>.
Community partnership is also fostered through
an emphasis on community learning activities
supported through the province’s Stage 1 English
program for beginner language learners. In Stage 1
English, service providers are encouraged to make
use of their community as an extension of the
classrooms. Language learners are given the opportunity to practise new language skills in real life
In his article on non-traditional delivery of language training in this issue, Adnan Türegün describes how English
Online works.
4
14
INSCAN Special Issue on Settlement Language Training, Spring 2012
situations with the support and feedback of their
instructor. This approach helps newcomers gain
confidence in using their new language skills while
simultaneously expanding community awareness
and support of the important role we all play in
successful immigrant retention.
Alberta
The ESL system for immigrants in Alberta supports programming that addresses a continuum of
language learning needs, and supports a number
of Government of Alberta priorities, including:
• Attracting and retaining skilled workers;
• Ensuring that Alberta’s workplaces are inclusive, productive, and safe; and
• Providing opportunities for lifelong learning.
The continuum of language learning for adult
immigrants is divided into language use for basic settlement needs, employment readiness and
job search, and occupational and professional
language.
In Alberta, LINC covers the bulk of language
learning for settlement functions. At a provincial
level, publicly funded language training is available
for permanent residents and Canadian citizens in a
range of language levels and programs. This ranges
from ESL literacy and conventional ESL programs
to bridging and occupation-specific programs.
Programming Highlights
Along with regular language training, Alberta
funds innovative approaches that enhance the
infrastructure of the ESL delivery system, and
supports projects and resource development that
build capacity within the ESL field.
In recent years, the Government of Alberta has
funded ATESL (Alberta Teachers of English as a
Second Language) in the development of both a
comprehensive best practices document, and a curriculum framework model to assist institutions and
instructors in continuing to offer high quality ESL
programming. These resources, Best Practices for
Adult ESL and LINC Programming in Alberta and
ATESL Adult ESL Curriculum Framework, are
free and can be downloaded from: <http://www.
atesl.ca/cmsms/resources/>. The Best Practices
document of 2009 is acknowledged by organizations across Canada for its practical application in
establishing a high standard in ESL delivery.
5
Within the purview of best practices and support
for institutions and instructors, there has also been
the development of a unique and valuable website
for the understanding and teaching of ESL Literacy
programming. It is the ESL Literacy Network,
winner of the NALD (National Adult Literacy
Database) Innovative Technology Award, which
can be found at: <http://www.esl-literacy.com/>.
It includes downloadable teacher and learner resources, links to other supports, and provides the
opportunity for teachers to discuss their experiences with ESL Literacy programming.
In terms of innovative projects and resource development, Alberta has taken a strategic approach to
examining ESL and e-learning, and what language
learning means in an online environment. This
has led not only to a guiding principles document,
Building Skills and Expertise for Using E-learning
with Adult ESL Learners, but also to projects that
explore the application of those principles.
All of the above resources can be accessed from the
ATESL Resources Database: <http://www.atesl.
ca/Resources/>.5 Developed as a central site for
accessing teaching, curriculum, assessment, and
professional development resources funded and
developed in Alberta, materials can be found on a
wide range of skills and focus from intercultural
awareness and community engagement to essential
skills and English for and in the workplace.
Summary of Provincial
Engagement in Supporting
ESL/EAL/FSL
These descriptions provide only a glimpse into the
activities underway in provinces and territories
across Canada. There are many innovative and
compatible initiatives taking place throughout
the country that will enhance the opportunities
for immigrants to access effective language programming no matter where they live. Although
provinces and territories may be at varying degrees
of development, each has a unique set of priorities,
and they are encouraged at all levels from government to practitioner groups to share their evolving
expertise.
These resources will also be available on Tutela.ca in the near future.
INSCAN Special Issue on Settlement Language Training, Spring 2012
15
Daphné
Blouin-Carbonneau*
and Anne Senior**
Standards in Evolution:
The Revision and Validation of the CLB and NCLC
C
anada’s language standards for immigrants,
the Canadian Language Benchmarks (CLB)
and Niveaux de compétence linguistique
canadiens (NCLC), are undergoing key transitions.
Spring 2012 marks the culmination of an extensive
process during which, based on recommendations
from stakeholders across the country, these standards were revised and validated to better fulfill
user needs and to gain the rigour required for application in a broader range of contexts.
In 2010, the Centre for Canadian Language Benchmarks (CCLB) revised the CLB and NCLC based
on recommendations arising from a comprehensive
national consultation. The revisions teams looked
closely at recommendations regarding the flexibility and ease of use of the documents and the
desire for clearer terminology and more precise
distinctions between levels. While the CLB and
NCLC share common guiding principles and, as
national standards, have equivalent levels, for the
first time their revision was informed entirely by
recommendations from their respective users; the
revised standards now truly reflect the specific
realities of the ESL and FSL contexts.
Improvements to the CLB
Améliorations apportées aux NCLC
New template for Profiles of Proficiency
Nouvelle structure de Profils de compétence
Updated sample tasks
Actualisation des exemples de tâches
Progression tables
Colour coding for the four skills
Identification plus claire des éléments de
progression
Improved layout
Tableaux de paramètres de progression
Plain language throughout the document
Code de couleurs pour les quatre habiletés
Glossary
Format de présentation amélioré
Langage plus clair
Glossaire
Since the initial development of these standards by
Citizenship and Immigration Canada (CIC) in the
1990s, their use has expanded beyond governmentfunded language programs into other areas supporting the effective integration of immigrants.
They have been increasingly used in academic
and workplace contexts and to support decisions
around licensing, employment, and immigration
*
status determinations. This wider usage has created a need to strengthen the robustness of these
standards and to increase their recognition for
multiple purposes. These goals informed the final
stages of the revision process when CCLB, on the
advice of experts, carried out a rigorous validation
process to ensure that the standards would meet the
needs of users and be more widely accepted by the
academic community.
In early 2011, CCLB undertook the first steps of
the validation by developing a common theoretical
framework for the CLB and NCLC. This document
draws upon widely accepted research in the field of
language education, including key principles applicable to all languages as well as contributions from
the ESL and FSL fields. The theoretical framework
underwent extensive independent review at each
stage of its development. It was later compared with
the Common European Framework of Reference
(CEFR), the American Council for the Teaching
of Foreign Languages (ACTFL) guidelines, and
the Échelle québécoise des niveaux de compétence
en français des personnes immigrantes adultes.
These comparisons showed that the theoretical
framework was consistent not only with the theoretical concepts it articulated, but also with the key
principles underlying other language frameworks.
The CLB and NCLC were then validated against
the theoretical framework to determine whether
they accurately reflected the underlying theory.
Six independent experts mapped each descriptor
in the standards documents onto the theoretical
framework to identify gaps where components of
the theoretical models that served as a foundation
for the documents were not adequately represented.
The documents were further fine-tuned and are
accepted both as accurate reflections of the theoretical framework and as consistent with widely
accepted research.
The next step in the process was an extensive field
validation by the documents’ end users. A key
component of this step was the development of exemplars to test the validity, clarity, and reliability of
descriptors. Content experts developed reading and
listening texts and tasks for the 12 levels, as well
as prompts which were used to collect exemplars
of learner performance in speaking and writing.
Project Manager, Centre for Canadian Language Benchmarks, Ottawa; E-mail: <[email protected]>.
Expert Consultant, Centre for Canadian Language Benchmarks, Ottawa; E-mail: <[email protected]>.
**
16
INSCAN Special Issue on Settlement Language Training, Spring 2012
Listening
Speaking
The tasks and exemplars were independently
benchmarked by six experts, with inter-rater agreement confirming the validity and reliability of the
descriptors. Then, along with the revised CLB and
NCLC, they were field tested with more than 100
practitioners across Canada. These practitioners
fulfilled two key roles: firstly, to confirm the level
of the exemplars based on their experience with
learners at specific levels, and secondly, to provide
feedback on the clarity, completeness, and accuracy
of the representation of these levels. This informed
the final fine-tuning of the standards.
A key feature of the revision process was that
CCLB continuously consulted end users to ensure
that the final products met their needs. Since the
development of the first CLB Working Document
began, practitioners in federally and provincially
funded language programs have been key drivers
of the national standards. Their recommendations
were therefore a critical component of the revisions and informed decisions made throughout
the project.
Reading Writing
similar test is expected to be developed based on
the revised NCLC.
At the time of writing, the CLB, NCLC, and
Theoretical Framework were expected to be made
available online by CIC in April 2012. CIC Ontario
Region has funded the development of a CLB support kit and training for practitioners, which will
first be rolled out in Ontario in 2012. Training
on the revised standards across Canada will be a
priority in the coming year.
The revision of the CLB and NCLC, from consultation to validation, was funded by CIC as well
as the governments of Alberta, British Columbia,
Manitoba, Ontario, and Saskatchewan.
Another notable aspect of the process is the extent
to which it incorporated expertise beyond the
existing pool of CLB experts with in-depth experience in using the standards. This project brought
together researchers from seven universities across
Canada whose research interests include validation
methods, assessment, classroom teaching, and curriculum development. CCLB also drew upon the
knowledge of established experts of the CEFR, the
ACTFL guidelines, and other frameworks. This
collaborative approach has not only reinforced
the validation process but also resulted in new
partnerships which will benefit future projects
and increase the visibility of the standards in the
academic community.
The strengthening of the CLB and NCLC has gone
hand in hand with the development of increasingly
robust resources and tools. CIC has developed the
Milestones test, a nationally and rigorously validated instrument, based on the revised CLB, which
will assess learners from CLB 3- to CLB 9+ and
act as a portable language credential suitable for
a number of high-stakes uses. This standardized
test will be a key contributor to increasing the
recognition of the CLB across language training
contexts in Canada as well as internationally. A
INSCAN Special Issue on Settlement Language Training, Spring 2012
17
Portfolio Based Language Assessment (PBLA)
Joanne Pettis*
C
itizenship and Immigration Canada (CIC)
recently concluded a comprehensive and successful field-test of Portfolio Based Language
Assessment (PBLA) in Ottawa LINC classes that
ran from September 2010 to January 2012. Based
on the model of Collaborative Language Portfolio
Assessment implemented in Manitoba since 2004,
PBLA is a comprehensive, systematic approach
to language assessment in the classroom that is
aligned to the Canadian Language Benchmarks
(CLB). PBLA is embedded in curriculum and is
an integral and ongoing part of the teaching and
learning cycle. Teachers and students collaborate
to set language-learning goals, compile numerous
examples of language proficiency and learning in
a variety of contexts over time, analyze the data,
and reflect on progress.
The development of PBLA was undertaken as a
CIC priority in response to recommendations in
several pivotal studies on language training in Canada. Makosky (2008) and Nagy and Stewart (2009)
had noted that assessment in LINC programs was
ad hoc and inconsistent. This raised concerns
about the reliability of the CLB outcomes of language training reported to the federal government.
They recommended that the federal government
implement a teacher-based assessment protocol in
federally funded language training programs. An
intergovernmental study of settlement language
training across Canada also advised all major
federal and provincial program funders to adopt a
language portfolio assessment system nationally to
capture language development progress.1
Assessment is traditionally considered to have
distinct purposes:
• Diagnostic assessment determines what students can do and identifies their strengths and
difficulties. (In language training, students
begin with a Canadian Language Benchmarks
placement test that is not diagnostic, but gives a
snapshot of the CLB level students are functioning at. Teachers also conduct needs assessment
to identify both contexts of language use and
potential communication goals.)
• Formative assessment provides ongoing feedback to teachers and students about the effectiveness of teaching and learning activities
in order to improve learning. Formative as-
sessment is often described as assessment for
learning.
• Summative assessment provides feedback on
achievement at the end of a learning unit or
program for evaluation and documentation of
proficiency. Summative assessment is often
described as assessment of learning.
However, assessment reformers have argued that
all assessment should inform learning and teaching (Black and Wiliam 1998; Hattie and Jaeger
1998; Yorke 2003). Consequently, alternative
assessment approaches have been gaining traction world-wide in recent years, as educators in a
variety of contexts, including language teaching,
have looked for more authentic ways of assessing
progress. PBLA is just such an alternative to the
traditional approach to assessment, which has been
to administer externally developed tests at the end
of term. PBLA addresses diagnostic, formative,
and summative purposes of assessment and reflects
research-based principles that state that assessment
for learning should:
• Be part of effective planning of teaching and
learning (plan with the end in mind);
• Focus on how students learn (help students to
understand and use effective learning strategies);
• Be central to classroom practice;
• Be regarded as a key professional skill for
teachers;
• Be sensitive and constructive because any assessment has an emotional impact;
• Take into account the importance of student
motivation;
• Promote commitment to learning goals and a
shared understanding of assessment criteria;
• Provide learners with constructive guidance
about how to improve;
• Develop learners’ capacity for self-assessment
so they can become reflective and self-managing; and
• Recognize all learning achievement (Assessment Reform Group 2002).
PBLA presents a number of significant advantages
for students, teachers, and funders. In particular, PBLA is learner-centred. This fundamental
English as an Additional Language (EAL) Specialist, Winnipeg; E-mail: <[email protected]>.
*
The study, “Pan-Canadian Environmental Scan,” was conducted by Alberta Employment and Immigration (Policy
and Programs Branch) for the Federal-Provincial-Territorial Language Training Forum in 2009.
1
18
INSCAN Special Issue on Settlement Language Training, Spring 2012
principle of the Canadian Language Benchmarks
also underpins PBLA to ensure that curriculum
development, teaching, and assessment reflect
the language learning needs and contexts of the
students in the class. Students are diverse. Moms
with pre-schoolers need to be able to communicate in different contexts from foreign-trained
engineers, nurses, or students wanting to pursue
post-secondary studies. PBLA enables teachers to
develop curriculum to address the specific needs
and contexts of their students and assess students
on the skills developed through that curriculum.
In contrast, standardized exit tests may or may not
reflect the specific curriculum of the class.
PBLA provides students with concrete evidence
of their language learning. This is frequently
motivating for students. (Indeed, several teachers
in the Ottawa field-test noted anecdotally that attendance in their classes increased when PBLA
was implemented.) Students sometimes feel that
they are making little progress, especially if they
are only able to attend part-time classes. However,
the evidence in their portfolios is proof of their
learning. PBLA is less intimidating to students
than standardized exit testing; rather than having
only one test opportunity to demonstrate progress,
students participating in PBLA have multiple opportunities to demonstrate their proficiency. In
addition, throughout the term, students receive
immediate feedback on their performance and
suggestions on how to improve. PBLA also encourages student autonomy and self-direction. Through
ongoing discussions with their teacher and classmates, students develop an understanding of their
language learning strengths and challenges. They
are encouraged to set goals, reflect on their learning, and monitor their own progress – important
learning skills that transfer to learning in other
community, work, or school contexts.
PBLA helps teachers plan effectively and stay focused on learner needs and goals. The collection
of assessment tasks and other language samples in
the students’ portfolios facilitates discussions about
student progress with colleagues and administrators. It assists in the movement of students between
classes or programs and ensures that teachers have
a range of reliable evidence of progress for evaluation and reporting purposes.
Administrators benefit from enhanced understanding and the information on student progress shared
by teachers in their programs. PBLA encourages
collegiality and resource sharing among teachers.
It facilitates both class reorganization internally
and transfer of students between programs. In addition, PBLA enhances program accountability;
administrators can have confidence that the CLB
Language Companion
outcomes submitted by teachers are determined
through standardized and appropriate assessment
methods.
PBLA also has several distinct advantages for
funders, not the least of which is the provision
of reliable data about student language learning
outcomes. Systemic planning is enhanced, as is
collaboration and sharing of expertise among programs. PBLA also contributes to the professional
development of teachers and builds capacity across
the system. An important condition for effective
PBLA implementation is regular opportunities for
teachers within programs and across programs to
meet to “moderate” their assessment judgments,
that is, to participate in activities to ensure that
their assessment decisions are consistent with the
outcomes descriptors of the Canadian Language
Benchmarks. Teachers thus develop enhanced assessment expertise which, as Davison and Leung
(2009) point out, also has positive “washback” or
impact on curriculum and teaching practice.
INSCAN Special Issue on Settlement Language Training, Spring 2012
19
There are several conditions that impact on successful PBLA implementation.
It requires that teachers have the pre-requisite
professional knowledge and skills to be able to
implement PBLA aligned to the Canadian Language Benchmarks appropriately and effectively.
With appropriate training, teacher-based assessment, such as PBLA, is both practical and costeffective; however, currently, only a scattering of
programs that train ESL teachers (TESL programs)
in Canada provide an in-depth exploration of the
CLB and its uses in language teaching and assessment; consequently, the implementation of PBLA
requires that many teachers need to engage in
initial professional development.
The introduction of PBLA necessitates change
in how teachers have been doing things. For
many teachers, PBLA is welcomed as a natural
evolution in their teaching. However, for some
teachers, PBLA requires a significant change in
their approach to planning, teaching, and assessment. Meaningful change takes time and requires
leadership, patience, understanding, and support.
During the PBLA field-test in Ottawa, CIC funded
programs to recruit and train Lead Teachers to help
their colleagues with challenges they encountered –
support that classroom teachers found imperative.
Successful implementation of PBLA also depends
on administrators who champion PBLA and exhibit
effective management of change in their programs.
PBLA builds on exemplary teaching and assessment practices; however, it may necessitate some
organizational as well as educational change in
their programs. PBLA implementation is facilitated
if administrators are able to clearly articulate and
share with staff what needs to change in actual
classroom practice and their Service Provider Organization (SPO) culture and what it will take to
achieve the specified changes. It is facilitated if
they can encourage continuous and collaborative
learning within their programs, as well as across
SPOs and jurisdictions. Effective leadership is
needed to support change activities that focus
simultaneously on changing teacher practice and
changing the culture and system within which they
work. The success of PBLA implementation will
be further enhanced if administrators are able to
motivate their teachers to engage long-term in the
individual and collective effort needed to change.
20
Embracing PBLA as a model of assessment for
learning is principled and practical. It engages
and motivates students and contributes to greater
autonomy in their language learning. PBLA
exploits the potential synergy between teaching
and assessment to enhance instruction. It results
in valid and reliable data for program planning.
As the Assessment Reform Group (2002) notes,
assessment that is explicitly designed to promote
learning is the single most powerful tool we have
for both raising standards and empowering lifelong learners.
References
Assessment Reform Group. 2002. Assessment for
Learning: 10 Principles. Downloaded from <http://
arrts.gtcni.org.uk/gtcni/bitstream/2428/4623/1/
Assessment%20for%20Learning%20-%2010%20
principles.pdf> on March 9, 2012.
Black, Paul; and Wiliam, Dylan. 1998. “Assessment and Classroom Learning.” Assessment in
Education: Principles, Policy and Practice 5 (1):
7-74.
Davison, Chris; and Leung, Constant. 2009. “Current Issues in English Language Teacher-Based
Assessment.” TESOL Quarterly 43 (3): 393-415.
Hattie, John; and Jaeger, Richard. 1998. “Assessment and Classroom Learning: A Deductive
Approach.” Assessment in Education: Principles,
Policy and Practice 5 (1): 111-122.
Makosky, Lyle. 2008. “The Feasibility and Way
Forward for a Standardized Exit Assessment and
Test for Newcomers in LINC Training.” Internal
report prepared for Citizenship and Immigration
Canada, Ottawa.
Nagy, Phillip; and Stewart, Gail. 2009. “Research
Study on Potential Approaches to Second Language Assessment.” Citizenship and Immigration
Canada, Ottawa.
Yorke, Mantz. 2003. “Formative Assessment in
Higher Education: Moves towards Theory and
the Enhancement of Pedagogic Practice.” Higher
Education 45 (4): 477-501.
INSCAN Special Issue on Settlement Language Training, Spring 2012
Tutela.ca – A New Canada-wide Online Resource
and Community of Practice
Introduction
Vision
Citizenship and Immigration Canada (CIC) and
provincial governments invest a significant share
of settlement funding in the delivery of language
training for newcomers. Curriculum documents
and other materials are continually developed for
these programs. However, without a central repository, coordination to prevent duplication is limited.
Multiple websites host resources but none have all
of the following characteristics:
The vision of Tutela.ca is to provide a hub for practitioners, especially teachers, to more effectively
be able to obtain free resources for teaching as
well as network with each other for professional
development, curriculum development, and sharing
of best practices. We hope that this will facilitate
the adult second language training community
to identify gaps and to avoid duplication of tools
and resources. Tutela.ca will also connect isolated
practitioners to a community of peers and facilitate
teacher training through webinars, podcasts, and
video conferencing. Over time, it will also support crowd-sourced development of new training
materials.
• National in scope;
• Bilingual (English and French);
• Inclusion of social media tools; and
• Focus on ESL/FSL for adult immigrants.
An intergovernmental committee of language
training policy makers identified the need for a
national online repository in 2008. The project to
create one was endorsed by a pan-Canadian study
of adult language training, which was requested by
federal and provincial Deputy Ministers in 2009.
Tutela.ca is a pan-Canadian project developed with
involvement from the provinces and seed funding
from CIC. Our firm, Citadel Rock Online Communities Inc., was selected to develop the site because
of its expertise in the creation and management of
online collaborative communities for non-profits.
Tutela.ca is an online repository and community
for ESL and FSL practitioners across Canada. As a
repository, it contains language training resources
from across Canada, including CLB- and NCLCreferenced classroom materials, lesson plans, assessment information, literacy resources, higher
level material for academic and work-focused
programs, academic articles, learning objects,
and audio/video resources. As a community of
practice, users can connect with other ESL/FSL
professionals, share materials, discover new approaches, and get solutions. Users benefit from
discussion forums, special interest groups, events
listings, job/opportunity postings, recommendations, comments, and reviews.
Nelson Ko* and
Pascal St-Jean**
What Tutela.ca is
What Tutela.ca is not
• For teachers
• Inclusive of settlement language
training programs nation-wide,
English and French
• A bottom-up, community-driven
site
•
•
•
•
•
For learners
For private industry
A best practices site
A government site
A top-down site controlled by any
one group
Content
In terms of resources, Tutela.ca already has almost
600 items of seed content from across the country,
coordinated and collected by the Centre for Canadian Language Benchmarks, which participated in
the first phase of the project in this very important
role. Content on Tutela.ca is designed for second
language professionals rather than learners. Although the focus is on Canadian content, content
from other countries, especially research-related
material, is welcome. Focus is also on CLB/NCLCreferenced content and on Adult ESL/FSL. Most
of the resources are available in a printable format.
User Friendliness
Tutela.ca is designed to be extremely user friendly
and intuitive. In order to ensure this, we conducted
comprehensive field testing with teachers and other
representative users from across the country as
∗
Founder and CEO, Citadel Rock Online Communities, Toronto; E-mail: <[email protected]>.
Director, Business Development and Project Management, Citadel Rock Online Communities, Ottawa;
E-mail: <[email protected]>.
∗∗
INSCAN Special Issue on Settlement Language Training, Spring 2012
21
Figure 1. Example of Resource on Tutela.ca
part of the development process to identify and
address areas where users were having difficulty
navigating the site or using some of the more powerful functionality. We have also been conducting
training labs, for the first time at the 2011 TESL
Ontario Conference and more recently at the Adult
Language Training Conference in Manitoba. We
have gathered lessons learned from these training
labs, will be further enhancing the usability of the
site in the coming months, and will also be creating self-guided online tutorials for users who are
less familiar with Web 2.0 tools to get started as
easily as possible.
In order to ensure that Tutela.ca users can search
the catalogue of materials to find resources that
are most useful to their teaching needs, we have
provided multiple ways to locate resources:
Figure 2. Searching for Resources on Tutela.ca
1) Through a customized search interface that
allows users to refine a search by categories
such as various types of “Teaching Resources,”
“Testing and Assessment,” “Professional Development,” and so on.
2) Saved searches that make it easy for a user to
find new material in the fields they are interested in.
3) Suggestions of resources “you may also be
interested in…”
4) Highlighting of documents with similar keyword tags, e.g., “documents also dealing with
pronunciation are…”
5) Last but not least, it is possible to follow paths
taken by other users with similar interests, e.g.,
“a user who teaches the same levels/types of
students also liked these other resources…”
Governance
Web 2.0 is a new design and architectural philosophy for websites and web-based applications, first
pioneered by online services such as LinkedIn
and Facebook. The central premise behind Web
2.0 is “Read Write Web,” i.e. the shift from using
the Internet as merely a medium of publishing
of information for others to read, to using it as a
platform for extensive two-way communication and
collaboration. Visitors to a website are no longer
seen as merely consumers of content, but active
participants and contributors of data, information,
and know-how as they begin to take advantage of
commenting, reviewing, discussing, sharing, and
rating.
It is now well accepted that Web 2.0 is not just a fad
and is here to stay. At the same time that services
such as LinkedIn, Facebook, and more recently
Google Plus are becoming popular, there has been
a parallel development of services targeted more for
use by groups rather than as individuals. Groups
from all industries, including many from non-profit
associations, research teams from universities, and
independently formed groups of teachers, have
begun using online services such as PBWorks,
WikiSpaces, and Ning to form online collaborative communities in order to share best practices,
network with each other, or share materials and
resources.
A problem with these online services though is
that resources, discussions, and other useful material end up being on the systems and servers of a
third party provider, where they have the ability
to force the showing of advertisements, or charge
22
INSCAN Special Issue on Settlement Language Training, Spring 2012
Figure 3. User Profile on Tutela.ca
a fee depending on the level of usage. Moreover,
there is limited control over many aspects of the
software, and so it is difficult to optimize it for use
by any particular community, in our case, Adult
Language Training practitioners.
In order to overcome these limitations, many
larger organizations across all industries choose
instead to develop their own branded and managed
equivalent of these services, many times using open
source software to minimize development costs
and also to ensure that the system remains adaptable so that it can be extended with new features,
include support for new media in yet to be invented
formats, and guard against obsolescence. Tutela.ca
is one such initiative. In order to provide the sector
with a jumpstart, CIC has provided the seed funding to make Tutela.ca possible, to benefit as many
as possible, including many smaller independent
service providers who may not otherwise have access to such a resource.
In line with Web 2.0 best practice, Tutela.ca will
enable users to easily rate and comment on the usefulness and quality of resources, as well as to flag
inappropriate or miscategorized content, in order
to foster a culture of collaborative feedback. The
system then takes into account this communityprovided feedback to display the most useful search
results possible. Together with clear indication
to users of the status of a piece of content (e.g.
whether it is a draft, is new or has been published
for a while, who the author is, quality of feedback
received), the site is designed to be ‘by and large’
self-regulating. Nevertheless, there are automated
procedures to alert site administrators to situations
that might need manual intervention as well.
Get Involved
Getting involved in Tutela.ca is really easy. Head
to <http://tutela.ca/> and send us a message telling
where you heard about Tutela.ca and how it is relevant to your work. We are still in beta testing and
making many changes, refinements, and improvements. We are screening registrants just to keep
better track of who has signed up. Once we receive
your message, we will send an access code to you
that you can use to sign up on the site. The site is
planned to be out of beta testing in Spring 2012.
Once signed up, the three simple steps to get you
going are:
1) Get Started: Access and provide feedback on
resources;
2) Contribute: Suggest and share useful content;
and
3) Participate: Start networking and discussing
with peers and colleagues in both public and
private special interest groups.
As we move into the second phase of the project in 2012, contributions of content are welcome
from any organization or individual and can be submitted directly using the Tutela.ca website. We
are right now in the midst of working with and assisting some service providers on this process.
Please contact us at: <[email protected]> if you are a service provider or individual with content to
contribute. We want content on Tutela.ca to be community-led, in order to ensure that it remains
current and relevant to language training professionals across Canada in the future.
INSCAN Special Issue on Settlement Language Training, Spring 2012
23
Practices from across Canada
I. New Ways of Language Training
Adnan Türegün*
Good and Promising Practices in Non-Traditional
Delivery of Settlement Language Training
Introduction
In 2010, Canada received 280,681 immigrants
(permanent residents) from all regions of the world.
This is a large number for any country of immigration. It is also a number which indicates that
Canada needs to be innovative in providing settlement services to newcomers. Language training is
perhaps the most important settlement service in
view of the demographic make-up and economic
performance of modern-era immigrants. As Jim
Edgar and Rob McBride discuss in this issue, developments in information technology – the advent
of the Internet in particular – have opened up all
sorts of possibilities for innovation in this service
area. However, information technology is not the
only means of innovation. Some old-fashioned
methods can equally be useful for generating innovative practices.
Traditionally, language training for newcomers
has been delivered in the classroom as a physically
and temporally contained unit bringing learners
together. Since the mid-1990s, the Canadian settlement service community has produced numerous
practices that are either complementary of, or alternative to, classroom learning. In this article, we
profile seven such practices from across the country
which have proven their worth as “good practices”
or are promising to be so.1 It is important to note
that these practices are by no means the only good
practices and thus simply represent a large body of
practices in the area. The seven practices are listed
below in alphabetical order:
• CLBPT Remote Access
• CLIC en ligne
• English Online: Manitoba’s Adult EAL Learning Network
• ESL Literacy Teacher Training Online
• Integrated Pre-arrival Services Online
• Itinerant Language Training Program for
Women
• LINC Home Study
The common denominator of these practices
is their effort to increase client accessibility by
non-traditional means of outreach. One of them,
Integrated Pre-arrival Services Online, targets
exclusively newcomers before their departure for
Canada while another one, ESL Literacy Teacher
Training Online, is geared to train the instructors of
English as a Second Language (ESL) for newcomers with little or no literacy in their first language.
The rest offer language training (including placement test as in the case of CLBPT Remote Access)
to newcomers via online, distant, home-based, or
mixed channels. We first present practices targeting
newcomers in pre- and post-arrival stages.
Practices
Integrated Pre-arrival Services Online
(IPSO):
http://ipsocanada.ca/
IPSO offers language training within a suite of
pre-arrival online services (also including job
readiness, cultural competency, employer connections, and mentoring) for internationally trained
individuals who are preparing to immigrate to
Canada under three immigration categories:
Skilled Workers, Provincial Nominees, and Entrepreneurs. Launched in 2010, the pilot project is
funded by Human Resources and Skills Development Canada (Foreign Credential Recognition
∗
Executive Director, Centre for International Migration and Settlement Studies, Carleton University, Ottawa;
E-mail: <[email protected]>.
In a report I prepared for CIC NHQ – Integration in 2011 (“Developing Criteria for Best Practices in Settlement Services”), I provide an extensive
review of the literature on what are interchangeably called “best,” “exemplary,” “good,” or “promising” practices. Here, I prefer to use the term “good
(or promising to be good) practice” for its more modest connotations.
1
24
INSCAN Special Issue on Settlement Language Training, Spring 2012
Program) and delivered by a four-member partnership (Immigrant Settlement and Integration
Services, JVS Toronto, Ryerson University, and
Skills International) working in collaboration with
the Canadian Immigrant Integration Program of
the Association of Canadian Community Colleges. Project participants must have two to six
months to complete the services offered prior to
their departure for Canada, seven to 10 hours per
week for project activities, English writing and
speaking skills, computer skills, and access to a
reliable Internet service and up-to-date computer
hardware and software. The instructors discuss
these requirements upfront with applicants on the
premise that online learning is not for everyone.
IPSO’s language training component aims to improve participants’ English language skills together
with cultural understanding. As one project partner
pointed out: “Many people consider their English
language skills to be excellent, but they may not
always know how to communicate appropriately
in different situations in Canada. In providing prearrival training it has been essential to emphasize
the holistic approach of learning communication
skills and not just English language.”2 At the core of
IPSO’s language training is a writing skills workshop based on e-mail correspondence. Participants,
who meet the minimum language requirements
through a formal assessment, are given opportunities to improve their English writing skills. By
corresponding with the instructor and each other,
they also gain insight into Canadian workplace
culture, levels of formality, and even how to learn.
As of Winter 2011, four cohorts were taken in, or
scheduled to be taken in, for the pilot. Post-workshop surveys show that participants gained greater
confidence in their English language abilities.3
LINC Home Study:
http://www.tcet.com/linc_homestudy/
LINC Home Study is a pioneer in non-traditional
delivery of settlement language training. With
funding from CIC, the Centre for Education and
Training launched the program in 1995 as a pilot
project in the Halton region (Ontario) for adult
newcomers (permanent residents and Convention
refugees 18 years of age and older) who are unable
to attend regular LINC classes. The program was
expanded to the Peel region in 1997 and to most
regions of Ontario by 2002. Beginning in 2008,
the program was piloted in other provinces and, as
of today, it is a national project covering Ontario
and six other provinces: Alberta, New Brunswick,
Newfoundland and Labrador, Nova Scotia, Prince
Edward Island, and Saskatchewan.
In order to participate in the program, applicants
need to have their language skills assessed at one of
the assessment centres and meet minimum Canadian Language Benchmarks (CLB) requirements.
Classes are taught by certified TESL (Teachers of
English as a Second Language) instructors and
cover all of the four skill areas (listening, speaking,
reading, and writing). Students have a choice of using a computer with Internet access or a textbook
to study in their homes. Teachers provide a weekly
phone conversation lesson for each student and
provide feedback on work and progress. Students
with hearing or visual impairments use the study
material but also receive extended teacher contact
time every week (a minimum of 45 minutes). Deaf
students are assigned an ESL/ASL (American
Sign Language) trained teacher. Visually impaired
students are provided with LINC Home Study
modules that are printed in larger font size on
non-glare paper.
In addition to its CLB-based core program, LINC
Home Study also offers a variety of special features, including:
• Specialized materials (provincial compendiums) available for students in the provinces
outside of Ontario;
• A LINCing Youth web portal with specific
learning module material for the use of youth
students;
• LINC Home Study for Seniors with learning
modules in correspondence/hard copy format
on topics of relevance to newcomer seniors; and
• An online forum for students, teachers, and
other stakeholders to exchange information.
Enrollment in the program increased from six at
its inception in 1995 to 400 in 2002. Currently, the
program serves 1,000 students with the support
of 66 teachers across Ontario, in addition to 250
students in the other six provinces.
E-mail correspondence with Nabiha Atallah (Manager, Communications, Research and Development), Immigrant Settlement and Integration
Services, March 19, 2012.
2
3
IPSO Newsletter (Winter 2011): <http://ipsocanada.ca/attachments/article/48/IPSO_newsletter_winter_2011.pdf>.
INSCAN Special Issue on Settlement Language Training, Spring 2012
25
Itinerant Language Training Program for
Women:
http://www.ancnl.ca/
This is another program which reaches out to a disadvataged newcomer group. The program targets
immigrant and refugee women with children who
are unable to access regular language training because of long waiting lists, priority seats, and lack
of child care. It has been delivered in St. John’s and
Mount Pearl (Newfoundland and Labrador) by the
Adult ESL Training Centre of the Association for
New Canadians with funding from CIC since 2008.
Under the program, a part-time itinerant teacher
visits each participating woman in her home once
a week to provide language training based on the
the CLB. The visits are in the form of one-hour
tutoring sessions for personalized English language
training, as well as for providing the women with
an opportunity to ask questions about Canadian
culture, the community, and everyday living situations.
Since its inception in 2008, the program has provided English language instruction to 49 immigrant
women. On average, the program serves 12 to 14
women annually. Many of the women participating
in the program begin or resume regular language
training classes once circumstances change, e.g.,
day care becomes available.
English Online:
http://www.myenglishonline.ca/
Manitoba’s Adult EAL Learning Network (English
Online) is designed to address the learning needs
of newcomers to all regions and communities of
Manitoba (including rural Manitobans, stay-athome mothers, and shift workers) who cannot
access regular EAL (English as an Additional
Language) programming for various reasons. The
scope of the program has been expanded since its
inception in 2008 to also serve Provincial Nominees overseas destined for the province. English
Online Inc. delivers the program with funding from
the Manitoba Immigrant Integration Program.
English Online learners have access to a facilitator via telephone, e-mail, and Skype (voice-over
Internet protocol software) video conferencing.
After registering with the program, learners develop a learning plan with a facilitator and proceed
through English Online learning modules at their
own pace. The facilitator augments modules with
references to other relevant self-study exercises.
Learners record self-study in a log and share it
with the facilitator. When a module is complete,
learners reflect on their experience by filling out
a feedback form.
In addition to meeting the learning needs of individual students, English Online also serves as an
e-learning platform for other service providers to
develop and manage their adult EAL programming.
CLIC en ligne :
http://www.clicenligne.ca/
Launched in December 2011, the CLIC (Cours de
langue pour les immigrants au Canada) en ligne
program aims to provide French language training
online with content drawn from real life situations
in Canada. It is funded by CIC and delivered by
the Centre for Canadian Language Benchmarks
(CCLB). Client eligibility criteria are the same as
for regular CLIC classes. Currently, the program
is available to permanent residents and Convention refugees (18 years of age and older) living in
Ontario.
Like regular CLIC, CLIC en ligne accepts clients
after their French language levels are assessed by
an assessment centre. Online training is provided
at NCLC (Niveaux de compétence linguistique
canadiens) Levels 3 to 7 for 100 hours per level.
Training through self-learning and the virtual
class is complemented by one-on-one sessions
with the tutor via telephone, e-mail, or Skype for
30 minutes per week. As in regular CLIC classes,
transition from one level to the next is based on a
final assessment by the teacher.
As CLIC en ligne is evolving, new content and
activities (including interactive learning objects
and video clips) will be developed in 2012-2013.
Information drawn from Inside Language / La langue en coulisse (March / mars 2012): <http://www.
language.ca/cclb_files/doc_viewer_dex.asp?doc_id=877&page_id=205>.
4
26
INSCAN Special Issue on Settlement Language Training, Spring 2012
CLBPT Remote Access4
Still in its exploratory stage, this project aims to
administer the Canadian Language Benchmarks
Placement Test (CLBPT) remotely by using videoconferencing technology. With funding from the
Ontario Ministry of Citizenship and Immigration,
the CCLB has recently completed a feasibility
study for this purpose. CLB test development and
information technology experts were consulted to
identify the protocols and technical specifications
to begin and maintain secure and effective delivery
of the CLBPT remotely. Feedback was gathered by
field testing and interviews with key stakeholders,
including:
• Certified CLBPT assessors in several regions;
• Canadian Language Benchmark Assessment
trainer and project manager at the Centre for
Education and Training;
• Batterie de tests de classement developer and
trainer; and
• Thunder Bay Multicultural Association
(TBMA).
In partnership with the TBMA, the CCLB implemented pilots to gather data in support of an effective remote model.
ESL Literacy Teacher Training Online5
This is an online professional development course
for ESL instructors who are involved in the training
of newcomers with little or no literacy in their first
language. Recognizing the increase in the number
of literacy-level clients (mostly government-assisted refugees) and the challenge this poses for ESL
instructors, Halifax-based Immigrant Settlement
and Integration Services (ISIS) applied for and received funding in 2009 from Human Resources and
Skills Development Canada’s Office of Literacy
and Essential Skills for a pilot project to develop
training material initially for the face-to-face
training of ESL literacy instructors. The project
was later modified to go online for reaching out
to a larger population of certified ESL instructors.
To be carried by the Moodle platform, the eventual
online course with eight modules was piloted with
12 participants from across Canada over 10 weeks
in 2010. The modules include the following topics:
• What is ESL Literacy?
• Strategies and Approaches for Teaching ESL
Literacy
• Lesson Planning and Development
• Language Skills Development
• Teaching Foundation and Phase I, II, III Literacy
• Numeracy and Other Essential Skills
• Assessment
With positive feedback from initial participants and
following evaluation by the funder, ISIS took in 15
more participants on a fee-for-service basis in early
2012. Instructors who complete the course receive
a certificate from ISIS, which is also working to get
the training accredited by TESL Canada.
Conclusion
As the foregoing depiction shows, the Internet
has a lot of promise for the delivery of settlement
language training to a wide variety of newcomer
groups in an innovative and cost-effective way.
However, this depiction is also a testament to the
experimental nature of online language training
practices, whether they target newcomers or professionals serving them. The number of clients participating in such programs is small both in absolute
terms and especially in relation to the number of
permanent residents Canada receives annually.
The challenge for all stakeholders then is to find
ways to use the full potential of the Internet and
information technology in general for the delivery
of settlement language training on a mass scale.
I am thankful to Nabiha Atallah of ISIS for the information on this project. See also:
<http://www.isisns.ca/training/online-learning/teacher-training-online/esl-literacy-teacher-training-online/>.
5
INSCAN Special Issue on Settlement Language Training, Spring 2012
27
Jim Edgar*
and Rob McBride**
The LearnIT2teach Project: Modernizing Settlement
Language Training through E-Blended Delivery
A
new kind of “digital literacy” has emerged,
putting demands on all of us, no one more
than the immigrant to Canada. If you want
to understand why IT matters in immigrant lives,
consider the impact it has had on yours. Need a
recipe, a definition, or a biography? The information is now available in seconds. People pay bills
and manage their money online. Grandparents
video-conference (for free!) on Skype with distant
grandchildren. IT is pervasive in workplaces and
even enables people who never meet face-to-face
to collaborate. The Internet now represents a connection to the world that many of us cannot live
without.
IT is part of how Canada works, lives, and learns.
Making a successful adaptation to life in Canada
increasingly means adapting to IT challenges
and striving to take advantage of its potential. In
response, the world of immigrant settlement and
language instruction in Canada is changing at the
same wild pace as other fields, and information
technology is having a big impact on how newcomers learn English or French and adapt to life
in Canada.
The LearnIT2teach project aims to enable technology integration into programs delivering settlement
language training to new Canadians. Through
a contribution agreement with Citizenship and
Immigration Canada (CIC Ontario Region), New
Media Language Training, Inc. launched in January 2010 a project under the Language Instruction
for Newcomers to Canada (LINC) program that
creates and distributes free e-learning materials
and courseware, and trains Ontario teachers how
to use them.
Teacher training began in September 2010. As
of January 2012, more than 800 instructors have
participated in the teacher training. Stage 1 is a
face-to-face workshop in a computer lab. Only a
basic knowledge of computers is required. Stages
2 and 3 prepare teachers to use the courseware
with their own students and modify it to their own
purposes. Those who choose to continue to Stage 4
will learn the basic skills to create original digital
learning objects and online courseware for their
own learners, programs, and locality or to share
digitally with wider audiences.
The LearnIT2teach training supports classroom
instructors utilizing the LINC courseware. The
language learning resources, comprised of courseware1 and learning objects,2 are available for LINC
2 to LINC 7 classes (or in the Canadian Language
Benchmarks 2 to 8 range). This courseware complements the LINC Classroom Activities books,
another CIC Ontario Region initiative. These
books and LINC learning objects were distributed
to settlement language training programs across
Canada in 2010.
LearnIT2teach offers Ontario LINC instructors
four stages of mentored training, as well as access
to just-in-time training resources on the project
portal,3 such as help files, podcasts, and e-mail
support. In addition to the instructor training, a
manual and a workshop have been prepared to
ensure that program administrators understand
the project and the important role they play in
supporting this initiative.
STAGE 1 introduces teacher trainees to key elearning concepts and lays the foundation for the
subsequent stages. Delivered face-to-face in a
computer lab, participants are introduced to the
learning management system (LMS), Moodle.
They experience the LINC courseware as a learner
as they are guided step-by-step through the various learning activities, including interactive, selfcorrecting reading, writing and listening activities,
discussion forums, blogs, wikis, glossary, polls,
and a course gradebook. Chickering and Gamson’s
good teaching principles4 are introduced to provide
a theoretical foundation (and are explored further
in the subsequent training).
Manager, Distributed Learning, LearnIT2teach Project, Ottawa; E-mail: <[email protected]>.
Project Manager, Communications and Administration, New Media Language Training, Ottawa; E-mail: <[email protected]>.
1
Courseware is software that is used to support formal language learning, as defined by Philip Hubbard in An Invitation to CALL at:
<http://www.stanford.edu/~efs/callcourse/CALL2.htm>.
2
A learning object is a digital resource designed to support a learning outcome. Learning objects are reusable in various learning environments.
3
The URL for the project portal is <http://learnit2teach.ca/>.
4
The “Seven Principles for Good Practice in Undergraduate Education,” written by Arthur Chickering and Zelda Gamson in 1987, has become a
seminal article used widely in training educators on the value of learning technologies: <http://www.aahea.org/bulletins/articles/sevenprinciples1987.
htm>.
*
**
28
INSCAN Special Issue on Settlement Language Training, Spring 2012
STAGE 2 is delivered online. The stage utilizes
a series of instructional screencasts to prepare
participants to use the LMS. Participants are required to achieve a score of 70 percent on a series
of assessments. These assessments are comprised
of quizzes and software simulations. Participants
have unlimited attempts to achieve the target
score. After completing Stage 2, participants can
start using the LMS with their students. They are
provided with their own LINC courseware at:
<http://edlinc.ca/>.5
All of the LINC courseware can be modified and
repurposed, so that teachers can set up a customized course for their own teaching contexts. Let
us compare the following two screenshots. Figure
1 is the generic courseware whereas Figure 2 is a
customized courseware page.6
Figure 1
Figure 2
STAGE 3 trains participants to become “course
editors,” enabling them to modify the courseware
and adapt it to their teaching context. Stage 3
participants can add new content or change those
elements of the courseware they would like to
customize. Participants are provided with extensive
resources to help them, such as a manual, a stepby-step guide, a screencast, links to off-site tutorials, and a mentor. There are also (asynchronous)
collaborative activities to enable teachers to learn
from each other. Also during Stage 3, participants
are required to demonstrate that they can download
a learning object from CIC’s teacher repository7
and add it to a course.
STAGE 4 is the final stage of instructor training
and enables participants to create their own eresources. Topics covered include ways of:
• Incorporating Web 2.0 into a language course;
• Authoring interactive, self-correcting language
learning activities; and
• Using problem-based learning and webquests
in career-oriented language training.
Stage 4 participants are required to produce a
portfolio of activities. They must also demonstrate
that they have the skills to publish these in the CIC
teacher repository and in the LMS. LearnIT2teach
trainers have worked closely with TESL Ontario,
so that participants completing this online course
are eligible to receive a Post TESL Certificate
Training accreditation8 for the use of technology
on teaching and learning.
The LINC courseware provides resources for
students to learn both independently and collaboratively. This allows settlement language instructors
to accommodate different learning styles using
technologies that are readily available. Collaborative learning also makes the courseware more
engaging for learners.
The courseware requires a basic laptop or desktop
computer with Internet access and a web browser.
The plug-ins it utilizes to deliver the activities are
common on many computers and available for free.
The LMS, Moodle, is used widely in distance and
blended learning9 environments, and it was selected
because of its user-friendly interface, which makes
it ideal for language learning. Moodle was also
To view sample courseware, select “Courses with guest access,” click on a course and then on the “Login as a guest” button.
Figure 2 is a screenshot from the LINC 3 courseware used by Kathleen Johnson, LINC instructor, Algonquin College, Ottawa (2011).
7
The Repository of Online Language Learning Resources (ROLLR), found at: <http://rollr.ca/>, was created by CIC Ontario Region to host the
learning objects produced by projects in the Ontario Region. ROLLR has since been replaced by Tutela.ca, the new national repository supported by
CIC and provincial governments (see the article by Nelson Ko and Pascal St-Jean in this issue).
8
Information about TESL Ontario’s Post TESL Certificate Training (PTCT) can be found at: <http://www.teslontario.net/framework2010/> as well as
in the article by Carolyn Cohen and Antonella Valeo in this issue.
9
Blended learning is the merger of online technologies with more traditional, face-to-face learning contexts. Teachers using a computer lab with a
class or assigning an online task for students outside of class are two examples of blended delivery.
5
6
INSCAN Special Issue on Settlement Language Training, Spring 2012
29
selected because it is an open-source software,10
which helps to ensure sustainability and cost effectiveness.
The LINC courseware is for blended delivery,
i.e. for LINC instructors who meet face-to-face
with their students. The courseware is designed
to supplement a face-to-face class but it has the
potential for other delivery modalities, e.g., allowing a student to participate in a face-to-face class
without attending every class. The LearnIT2teach
system provides excellent communication and
tracking tools.
The project developers and trainers listen intently
to the needs of the LINC community, and with the
support of CIC Ontario Region, we expanded the
courseware to LINC 2. Another enhancement to the
LINC courseware and LMS will allow students to
practise their speaking skills outside of class using
the LMS. This new feature is at the piloting stage,
and we are excited to be able to offer this learning
opportunity to LINC students, who have repeatedly indicated that they would like more speaking practice. Our project evaluation team uses a
participatory action research (PAR) approach, and
this has helped us respond to participant feedback
and continually improve our products and services
to the Ontario settlement language community.
Most ESL teachers did not specialize in language
teaching because of a love of technology. Learning
to use the courseware with students requires extra
effort at the beginning both to master the courseware functionality, and to supplement or adapt the
learning tools and resources that are available in
edlinc.ca courses. However, teachers are reporting
a high degree of satisfaction with the courseware
and a very positive reception among students. Both
teachers and learners are mastering IT concepts
and making technology serve them in fresh ways.
Newcomers and teachers are meeting the challenge
of living and working in the information age.
New
Media LanguageTraining
NM LT
New
Media LanguageTraining
10
Open-source software is built from computer code that is provided under a free software licence. It usually permits
users to modify and freely distribute the software.
30
INSCAN Special Issue on Settlement Language Training, Spring 2012
II. Labour Market Language Training
Occupation-Specific Language and
Workplace Culture and Communication Training
in Ontario Bridge Training Projects
B
ridge training projects improve access to
certification/registration and employment for
newcomers seeking employment in the field
for which they were trained and educated, without duplicating previous training. Bridge training
projects may provide prior learning assessment,
academic and language supports, clear pathways to
certification/registration in a regulated profession,
direct linkages with employers, workplace experience, and an orientation to Canadian workplace
practices. Most bridging projects have occupationspecific language and workplace culture and communication training components.
Below are some examples of the diverse occupation-specific language and workplace culture and
communication training components as well as
best practices demonstrated by bridging projects.
The International Pharmacy Graduate
Language Assessment (IPGLA)
(University of Toronto)
The International Pharmacy Graduate Language
Assessment (IPGLA) is an occupation-specific tool
designed to assess communicative competency of
pharmacists seeking licensure in Canada, based
on the Canadian Language Benchmarks. This
tool was developed using activities and standards
of professional pharmacy practice; test items are
based upon everyday pharmacy practice activities and interactions involving reading, speaking,
writing, and listening. The tool was designed to
provide both a cut score (linked to prevailing fluency requirements for licensure) and a diagnostic
to facilitate further education and interventions.
For more information, please contact Bruce Russell
at: <[email protected]> or visit: <http://
www.ipgcanada.ca/>.
Workplace Communication in Canada (WCC)
(Ryerson University)
Launched as a pilot program in 2007, Workplace
Communication in Canada has been designed to
help internationally educated professionals (IEPs)
enhance specific gaps in their culture-specific professional communication skills to prepare them for
the Canadian workplace environment.
Compiled by the Labour
Market Integration Unit
of the Ontario Ministry of Citizenship and
Immigration
Through the WCC program, IEPs improve their
soft skills and work towards accessing professionspecific bridging programs, securing meaningful
employment, and advancing their career goals.
The WCC enables an individual from any profession to enter the most appropriate level of language
and communications training. The project has
developed and delivered a modular program that
provides language training in professional reading
and writing, as well as technical writing. The language training program includes profession-driven
assignments, simulations, and class presentations.
Structured one-on-one mentoring and coaching
are provided, with emphasis on Canadian culture.
The WCC also does Entry Assessment for language
and communication skills for IEPs applying to
other bridging programs.
More information is available at: <http://ce-online.
ryerson.ca/ce/default.aspx?id=2806>.
Language and Communication for Nurses
(LCN) (CARE Centre for Internationally
Educated Nurses [IENs])
Founded in 2001, CARE Centre for Internationally Educated Nurses (IENs) is a non-profit
charitable organization which offers customized
case management to support IENs in achieving
registration to practice in Ontario. A cornerstone of
CARE Centre’s educational programs is Language
and Communication for Nurses (LCN), a set of
three comprehensive courses featuring innovative audio, video, and e-learning activities. Each
level addresses different nursing functions, such
as confident nurse-client interviews, effective telephone communication, and concise language for
documentation and reporting. The LCN program is
delivered at CARE Centre’s Toronto and regional
offices, and by health care institutions.
More information is available at:
<http://www.care4nurses.org/>.
INSCAN Special Issue on Settlement Language Training, Spring 2012
31
Building Internationally Educated Nursing Students’ Intercultural Competence Through Technologically Enhanced
Learning
(York University)
This project developed an intercultural competence model to
direct the design and measurement of learning for internationally
educated nurses (IENs) who are in the BScN program at York University. The entry level competencies (College of Nurses, 2009) and
mobile technology augment IENs’ knowledge, skills, and judgment
for intercultural competence (ICC). It developed course-specific
ICC vignettes that were performed by actors. The 40 vignettes
were digitally recorded for mobile and web-based learning to allow
students to reflect and respond to the scenarios. Podcasting allows
IENs to learn at their own pace, assists auditory learners, provides
feedback to learners, and enables instructors to review content.
Concerning “Professional Workplace Culture and Communication
in Canada” training, the program covers topics such as Intercultural
Communication, Evaluating Behaviour, Professional Communication, Team Work, and Management Styles and Approaches. The
program also offers Diversity and Intercultural Communication
Training. Topics covered during this session enhance the Workplace
Culture and Communication training being delivered and include
hierarchy and status, giving and receiving feedback, coaching,
cross-cultural communication, work styles, employer-employee
relationships, and teamwork. Participants learn about how they
are perceived in the Canadian workplace and how to manage these
perceptions. They are also made aware of common errors that
could potentially implicate their career success, which renders this
training important not only for obtaining employment but also for
job retention over the long term.
In the final two semesters students practise, demonstrate, and record
their own ICC vignettes. Through focus groups, students explore
and reflect on the project and student-developed vignettes. In the
final semester, students have Objective Structured Clinical Examinations (OSCEs) to demonstrate knowledge, skills, and judgment
for entr y to ICC
practice. We have
found this transforKNOWLEDGE
mative teachingCultural self-awareness,
understanding others’ culture,
learning strategy to
sociolinguistic awareness
be effective, learnercentred, authentic,
and engaging. Faculty development
JUDGEMENT
Respecting,
SKILSS
is also part of the
openness,
Listening,
curiosity, and
observing, and
discovery
interpreting
project with the development of how-to
toolkits for the use
Entry to Practice Competencies
of technology and
effective teaching
strategies for student engagement. This model has potential for
translation to Canadian IEN nursing and international health care
programs teaching ICC with or without technology-enhanced
learning.
For more information, please contact Nicole Pereira (Senior Project
Coordinator) at: 416-661-6600, ext. 5567 or visit: <http://paie.trca.
on.ca/home/contact.dot>.
INTERCULTURAL
COMPETENCE
(ICC)
Client, Interprofessional,
Intraprofessional
For more information, please contact Patricia Bradley (BScN
Program Coordinator) at: <[email protected]> or visit: <http://
www.yorkien.ca/> and <http://intercc.info/>.
Professional Access and Integration Enhancement Program
(PAIEP)
(Toronto and Region Conservation Authority (TRCA)
The Professional Access and Integration Enhancement Program
(PAIEP) for Environmental Engineers and Geoscientists includes
the delivery of technical training as well as Workplace Communication and Culture training and occupation-specific language training,
individual support and counselling, and paid work placements and
professional employment.
International Midwifery Pre-Registration Program (IMPP) –
Curriculum Enhancement and Graduate Mentoring
(Ryerson University)
The IMPP continues to deliver in-class sessions and distance learning modules; practicum in community learning sites at midwifery
clinics and linked hospital units; language and professional communication training and evaluation; and counselling and orientation workshop on midwifery career pathways. The program offers
“Effective Professional Communication for Midwives in Ontario,”
which is a simulation-based course providing participants with
opportunities to develop professional communication skills for the
clinic, home and acute care Labour and Delivery environments.
Participants engage in practice with simulated clinical scenarios
ranging from daily clinic and community home visits to mothers
and babies through emergency transfer to hospital and dealing with
challenging communication situations with ambulance personnel,
nurses, and physicians.
For more information, please contact Holliday Tyson (Program
Manager) at: <[email protected]> or visit: <https://ce-online.
ryerson.ca/ce_2009-2010/program_sites/program_default.
aspx?id=2161>.
Internationally Trained Lawyers Program (ITLP)
(University of Toronto, Faculty of Law)
The University of Toronto has developed and implemented a bridge
training program for Internationally Trained Lawyers who are
seeking to practise law in Ontario. In addition to academic upgrading; workplace experience; legal research and writing; technology
training and employment supports, the program also delivers
workplace culture and communications training with workshops
that include Powerful Communication; Organizational Culture;
Feedback; Managing Conflict; Negotiating Skills; Meetings and
Networking; Healthy Lawyering; and others.
For more information, please contact Gina Alexandris (Program
Director) at: <[email protected]> or visit: <http://www.
itlp.utoronto.ca/>.
32
INSCAN Special Issue on Settlement Language Training, Spring 2012
Workplace-Focused English Language Training
in British Columbia
O
ne of the greatest employment challenges for
skilled immigrants is to achieve the high level
of English language proficiency required for
many occupations. Recently, British Columbia has
invested in the development of workplace-focused
online curriculum as well as industry-specific
English language training curricula designed to
support immigrant employment in priority industries/sectors.
Three projects are currently underway:
1. e-Work online general curriculum
• e-Work provides online ESL training
with a specific focus on practical workplace language, as well as cultural and
employment skills.
• The courses are designed for self-paced,
independent study.
• The target participant group is newcomers to Canada. However, it has also been
piloted for use by professionals overseas
prior to their arrival in Canada.
• Eligible participants are recent immigrants assessed at CLB 6-9 with a
minimum of CLB 6 in each of the 4
sub-skills. The program targets a mix
of unemployed persons and employed
persons in small, medium, and large
businesses.
2. Industry specific curricula in four sectors
• Four projects to develop and test occupation-specific curricula for foreigntrained professionals in architecture,
construction, accounting, and engineering have been undertaken.
• Eligible participants are permanent
residents as defined by Citizenship and
Immigration Canada who speak English
as a second language at CLB level 7 or
above.
Michael Renaud*
3. Professional communication development for
Internationally Educated Health Professionals
(IEHPs)
• Three professional communication and
cultural awareness development courses
for IEHPs have been developed and
tested. Each course targets one of the
following:
- IEHPs seeking licensure and employment;
-Post-licensure IEHPs already employed;
and
- IEHPs in supervisor positions.
• Eligible participants must have professional qualifications from their country
of origin in at least one of the following
registered health professions: Nursing,
Medicine, Midwifery, Pharmacy, Physical Therapy, and Occupational Therapy.
What follows is a tabular presentation of sub-projects and their status under each project:
English Language Training
Projects
Project
1. e-Work online general curriculum
e-Work
Status
Pilot completed
Currently undergoing evaluation
2. Industry specific curricula in four sectors
ELT-Accounting
Pilot completed
Currently undergoing evaluation
ELT-Engineering
Pilot completed
Currently undergoing evaluation
ELT-Architect
Pilot completed
Currently undergoing evaluation
ELT-Construction
Under development
3. Professional communication development for IEHPs
Professional Communication for IEHPs Pilot completed
(pre-licensure)
Evaluation completed
Currently being delivered
Communicating at Work
Pilot completed
(post-licensure)
Currently undergoing evaluation
Currently being delivered
Building Capacity for IEHPs in the
Under development
Workplace
(post-licensure)
∗
Manager, Language and Labour Market Programs, British Columbia Ministry of Jobs, Tourism and Innovation, Victoria;
E-mail: <[email protected]>.
INSCAN Special Issue on Settlement Language Training, Spring 2012
33
English in the Workplace
Nabiha Atallah*
T
he purpose of this English language and communication training program is to provide
customized instruction for employed newcomers in the workplace. Immigrant Settlement
and Integration Services (ISIS) has been offering
English in the Workplace (EWP) in Halifax since
1993 and now also provides it across Nova Scotia
via online technology.1
In our current knowledge economy, employers
and employees alike recognize that it is crucial
to have good language and communication skills.
Employers or employees may request service.
Funded by the Nova Scotia Office of Immigration,
the program is based on an initial needs assessment with the instructor, client, and employer and
ongoing feedback from the client and employer
may lead to adjustments to curriculum. The focus
is always on what language skills and knowledge
of workplace culture the client needs to do his or
her work.
The employer also participates in decisions about
learning goals, provides workplace materials for
learning purposes, and provides training space
and some work time for class. The class is usually
delivered twice per week at 90 minutes per lesson
for three months. It may be delivered to individual
clients or small groups at the same workplace and
there is no charge to employer or learner. EWP
is available to employed immigrants, immigrant
entrepreneurs, as well as to temporary foreign
workers who meet the requirements for the Provincial Nominee Program in the province. Many
employers use this program for small groups or
repeatedly for different individuals.
A major focus in this program is on the cultural
aspects of work and the expectations of Canadian
employers, such as speaking up in meetings and
taking initiative in discussions. Leon Li, Personal
Banking Officer at Scotiabank, was struggling with
his speaking and listening skills, especially during
his training sessions over the phone. His first success was realizing that he had issues with listening
and developing speaking strategies to clarify when
misunderstandings occurred. Leon’s workplace
was supportive and gave him time to work on his
skills. Leon was highly motivated and worked
very hard to learn. As a result, he completed the
training that had been paused and is beginning a
full-time position.
Another major part of the program is pronunciation, which often arises as an issue after an immigrant starts a job. In Nova Scotia, employers
may not have experience with second-language
speakers and they also must learn new skills. By
emphasizing clear speech, instructors often help
the employers and employees to understand the
dynamics of communication.
Clients improve communication at work, increase
confidence and competence in their jobs, and gain
more independence. This often leads to mobility
within the current workplace and more appropriate
employment. The greatest benefit of this program
is that the employees can take what they learn and
apply it immediately, practising and reinforcing
what they learn. In Nova Scotia, about 60 percent of
the training is one-on-one and this high degree of
customization is very effective for the individuals.
For English in the Workplace online, the employee
must have access to a computer and high-speed
Internet to use Wimba software, and have good
computer skills and adequate language skills.
When these criteria are met, the benefits of the
program can extend across distance and it becomes
very valuable in smaller regions. While the EWP
program has been in place for almost 20 years, it
is always innovative as it is customized for each
employee and workplace and continues to have a
great impact on those who use it.
∗
Manager, Communications, Research and Development, Immigrant Settlement and Integration
Services, Halifax; E-mail: <[email protected]>.
1
<http://www.isisns.ca/training/on-site/english-in-the-workplace/>.
34
INSCAN Special Issue on Settlement Language Training, Spring 2012
III. Professional Development
Enhancing Professionalism:
A Framework for Post TESL Certificate Training
E
ffective teacher education and development
encompass both initial pre-service education
and ongoing in-service professional development. In Ontario, initial ESL teacher education
is available through TESL Certificate Programs
delivered by a range of providers and accredited
by TESL Ontario, the professional association for
ESL teachers in Ontario. ESL teachers also have
access to a rich variety of professional development
opportunities, including conferences, newsletters,
journals, individual workshops, networking events,
and in-house support from colleagues and employers. These opportunities support instructors, both
novice and more experienced, in their continued
professional growth.
field of English language instruction. In response,
programs of language instruction have continued
to grow and diversify. Today, this includes LINC
and provincially funded ESL, as well as a range
of language programs that address specific skills
and contexts, such as Enhanced Language Training (ELT), Occupation-specific Language Training
(OSLT), Specialized Language Training (SLT),
and other bridging programs. The primary goal of
a framework was to ensure that future post TESL
Certificate training initiatives for language instructors in Ontario are of a consistently high quality
and are relevant to instructors’ classrooms and the
evolving needs of newcomers to Ontario.
However, there have been fewer opportunities for
TESL Certificate instructors to engage in further,
specialized training and education that provide
standardized professional knowledge and skills,
as well as recognition for additional qualifications
as accredited professionals. In 2009, Citizenship
Immigration Canada (Ontario Region) and TESL
Ontario undertook an initiative to enhance current teacher development and professionalism and
address the need for specialized training to meet
evolving program and learner needs with the development of a Framework for Post TESL Certificate
Training (PTCT) for instructors. Drawing on a
foundation of extensive research and consultation,
this framework established standards to ensure
quality post certificate training and education and
a model of recognition of completion that enhances
the professional accreditation of ESL instructors.
In this paper, we describe the development of the
framework, summarize the foundational research,
and report on current education and training developments.
Research and Development
Background
Continually evolving English as a second language learner demographics, as well as social and
workplace communication requirements, have
precipitated the need for enhanced skills for instructors delivering language training in Ontario.
Since the 1970s, the shifting profile of newcomers to Canada has had a significant impact on the
*
Carolyn Cohen*
and Antonella Valeo**
The Framework project began with a stage of research and consultation that provided a foundation
of knowledge and understanding. Drawing on extensive research and consultation, the Framework
was developed to provide language instructors and
training providers with protocols, standards, and
implementation guidelines to govern the design and
implementation of sustainable models of effective,
relevant post TESL Certificate training.
Early in 2010, the project team began a series of
interviews with key stakeholders in the field while,
at the same time, launching in-depth literature
reviews on several themes relevant to the Framework, such as the current context of immigration
in Ontario and the professional development of
language instructors.
The review of literature was wide-ranging and included past evaluations of relevant programs, such
as LINC and ELT, along with government policy
documents and academic research on teacher
training, language learning, and immigration. This
included a review of three related models that currently support professional development in similar
fields: the Training Opportunities Project (TOP)
for LINC childminders, the Professional Education
and Training (PET) model for settlement workers,
and the Ontario College of Teachers Additional
Qualifications for elementary and secondary school
teachers. A snapshot review of accredited TESL
Project Lead, Framework for Post-TESL Certificate Training, TESL Ontario, Toronto; E-mail: <[email protected]>.
Research Lead, Framework for Post-TESL Certificate Training, TESL Ontario, Toronto; E-mail: <[email protected]>.
**
INSCAN Special Issue on Settlement Language Training, Spring 2012
35
Certificate programs was also carried out in order
to situate post TESL Certificate training as professional development that builds on initial teacher
education. Key informant research in the field
provided a broad base of consultation with stakeholders in the field, selected for their knowledge,
experience, and relationship with the project’s
context of government-funded language training
in Ontario. This data was further supported with
the findings of focus groups with language training
program instructors and administrators from across
Ontario, and of three online surveys drawing input
from 900 instructors, 120 administrators, and 100
learners. TESL training providers were also invited
to respond to a provider survey, with 11 in total
participating from across the province.
In addition, TESL Ontario provided key input to
the project, in particular, with regard to delivery
and operations. The project team reviewed existing
infrastructure and established practices to support
the development of an effective operations design
for Post TESL Certificate Training that will build
on the current professional status of language instructors in Ontario.
Extensive consultation across Ontario for Post
TESL Certificate Training with instructors, administrators, learners, and other key informants
ensured that the eight standards presented in the
Framework were designed to address the needs
of the field. Following are a few examples of how
the input received supported the development
of the Post TESL Certificate Framework and its
standards:
• Instructors advised that they value access to
current research and theory, but they also want
knowledge that can be used immediately in
their classrooms. This input led to the standards
which deal with theoretical knowledge and its
application in the classroom.
• During consultations, instructors and administrators alike acknowledged the importance of
having PTCT delivered by trainers who represent excellence in the field and whose advanced
training, content knowledge, and experience
in delivering professional development will
enhance the quality of PTCT. This input from
stakeholders led to standards relating to the
qualifications of trainers.
• The standard which is related to the development of a community of practice was inspired
by instructors’ repeated emphasis on the value
they place on sharing and strategizing with colleagues, a theme also present in the professional
and academic literature.
36
These examples provide a glimpse of the foundation from which the Framework standards were
developed.
Research identified and continually confirmed a
number of key content areas for which Post TESL
Certificate Training for instructors would be beneficial. These content areas were deemed essential
based on the continuing growth of specialized
language training for learners and the movement
towards outcomes-based teaching and learning
which requires specialized knowledge and skills
for instructors. Key content areas identified during
consultation are included in Figure 1 below:
Figure 1. Key Content Areas
Language
for the
workplace
Curriculum/
materials
development
Canadian
Language
Benchmarks
Content
Areas
Advanced
Grammar
Pronunciation
Intercultural
communication
Assessment
ESL/Literacy
Technology
Standards for Quality Post
TESL Certificate Training
A set of standards has been developed to achieve
these goals. They reflect the input of multiple
stakeholders engaged in funding, developing,
delivering, or otherwise participating in language
training in Ontario. Guidelines for application of
these standards are included in the Framework
document and available on TESL Ontario’s website
at: <http://www.teslontario.net/framework2010/
news.html#Launch>.
In order to be designated as Post TESL Certificate
Training, teacher training must:
1. Build on a foundation of professional knowledge and skills established in TESL Certificate
training and developed by means of classroom
practice.
2. Be outcomes based and include assessment of
change in the professional knowledge and skills
of participants.
3. Connect theoretical knowledge and/or current
research related to specific content with practical application of that knowledge in language
training programs.
4. Include the direct application of learning to
the classroom.
INSCAN Special Issue on Settlement Language Training, Spring 2012
5. Promote professional reflection and development.
6. Support the development of a community of
practice.
7. Reflect the current needs of instructors teaching
adults in English as a second language training
programs in Ontario.
8. Use trainers with an understanding of the
theory and research relevant to the teaching
context of English as a second language training for adults in Ontario, and expertise in the
specific content and the medium of instruction.
In the Field: Field-testing and
Orientation
Following development of the PTCT Standards,
field-testing of the Framework for Post TESL
Certificate Training was undertaken to expand its
application and increase understanding of PTCT
delivery requirements in three new training provider settings. The process was designed to meet
four key objectives:
1. Obtain training provider feedback regarding
strengths and challenges of Framework design
and its application;
2. Inform any required revisions to the Framework;
3. Develop PTCT outline exemplars that reflect
Framework standards; and
4. Receive input from training providers regarding
potential requirements related to the delivery
of PTCT in their respective contexts.
Between June and August 2011, the multi-phase
process was implemented with three training providers. The process yielded productive feedback
on both the Framework and training delivery, and
resulted in three draft training outlines in varied
content areas.
Training providers were selected on the basis of
their experience in design and delivery of instructor
training content identified during PTCT research
findings and included: Algonquin College for
Higher Level Language Training (HLLT), CCLB
for CLB-based Teaching and Assessment, Humber
College for Language Training for Employment
(LTE), Toronto District School Board for ESL
Literacy, and New Media Language Training, Inc.
for LearnIT2teach (LIT2T) Stage 4.1
In the fall of 2011, the Framework for Post TESL
Certificate Training project conducted five orientation sessions for language training providers across
Ontario with the aim of providing information and
1
support for the development of courses. Sessions
for both TESL and non-TESL training providers were held in Toronto, Ottawa, Hamilton, and
London and attended by participants representing
universities, colleges, school boards and language
training agencies.
Role of TESL Ontario
Research and consultation highlighted the need
for an effective governance and administration
structure to facilitate the sustainability of the
PTCT Framework. In addition to input from multiple stakeholders engaged in funding, developing,
delivering, or otherwise participating in language
training in Ontario, the development of guidelines
for governance and administration was informed
by a review of other existing frameworks for training and professional development both in Canada
and internationally.
Three relevant training models operating in Ontario were most prominent in this review, specifically,
the Training Opportunities Project for LINC childminders, the Professional Education and Training
for settlement workers, and the Additional Qualifications available to certified teachers in Ontario.
The review of these models highlighted the need
for a lead organization responsible for governance
and administration for Framework implementation. The Framework identified TESL Ontario,
in its capacity as a professional regulatory body,
as the body uniquely suited to be responsible for
administering the implementation and delivery of
Post TESL Certificate Training. The specific roles
and responsibilities for Framework administration
by TESL Ontario are defined in Figure 2 below:
Figure 2. Role of TESL Ontario
Qualified
trainers:
Review and
accreditation
Recognizing
participation:
Instructor
accreditation
Sector
communication:
Approved
training, eligibility,
trainer registry
Quality
training:
Annual
steering
committee
review
Sustainability:
Formalized
agreement
between CIC
and TESL
Ontario
Training
development:
Review and
approval
Growth and Future Directions
As of mid-February 2012, three post TESL Certificate training curricula have been developed
by instructor training providers. These include:
For more on LearnIT2teach, see the article by Jim Edgar and Rob McBride in this issue.
INSCAN Special Issue on Settlement Language Training, Spring 2012
37
Humber College for Language Training for Employment (LTE), Algonquin College for Higher
Level Language Training (HLLT) and New Media
Language Training, Inc. for Learn IT2teach Stage
4. With the development of these courses and others in the future, ESL instructors in Ontario will
have the opportunity to complement their current
professional development with enhanced training
that is recognized and accredited by TESL Ontario.
A key feature of PTCT is the potential for intersection with the rich variety of professional development currently available to, and accessed by, ESL
instructors. Where ongoing professional development provides opportunities for a customized,
personal approach to growth and recognizes the
needs of individuals, PTCT responds to changes
and innovation in the field and enhances profes-
sional recognition for novice and experienced ESL
instructors in Ontario.
For instructors, PTCT will equip them with
knowledge and skills to enhance their teaching
qualifications and expertise in specialized language
training content areas – an asset to the instruction
of the many specialized programs now delivered in
Ontario. TESL Ontario’s website at: <http://www.
teslontario.net/framework2010/> will provide upto-date information on accredited PTCT Training.
For instructor training providers, information on
PTCT standards, PTCT Training outline exemplars, and the accreditation application process
is available at: <http://www.teslontario.net/
accreditation/ptct>.
Best Practices for Adult ESL and
LINC Programming in Alberta: An Overview
Christine Land*
I
n 2009, ATESL (Alberta Teachers of English as
a Second Language) produced Best Practices for
Adult ESL and LINC Programming in Alberta,1
funded by Alberta Employment and Immigration
(now Alberta Human Services) and Citizenship and
Immigration Canada. This comprehensive document, including 67 best practice statements, builds
on a 1994 list of quality practices and a 25-page
Best Practice Guidelines document produced by
ATESL in 2004.
After the introduction of LINC in 1992, increasing
concern by ATESL about quality assurance in the
delivery of ESL led, in 1994, to the development
of its first Best Practice Guidelines. The document
was intended as a self-reflective guide for instructors and programs in their efforts to implement
and maintain program standards. Ten years later,
it was revised and enhanced2 but, by 2009, there
was a clear need for a more substantial document
that would cover a number of areas not addressed
in the 2004 guide (e.g., methodology, Canadian
Language Benchmarks, and literacy) and offer not
only a list of best practices but some assistance in
knowing how to reach those best practices. This
new document needed to be rooted both in the academic literature and research, and in the Alberta
context and practice.
Thus was born the Best Practices document of
2009. As with the earlier versions, this document
had significant input from ESL professionals. Yet
the new version is more than guidelines; it is a
well-researched, evidence-based document that
speaks to accountability and could also be criteria
by which administrators, external stakeholders, and
funders can measure effective programming. The
purpose of this document is to “delineate a common set of expectations regarding what constitutes
best practice in adult ESL and LINC programs in
Alberta.”
The Process
The process for the 2009 revision was a collaborative endeavour that involved a literature review,
environmental scan, and stakeholder consultations,
including focus groups and feedback from experts
in the field.
The first step to developing the document was to
research other best practice and standards documents both in Canada and in other countries, as
well as finding out what the current research had to
say about the areas it was hoped would be included
in the document.
The research looked at Canadian documents
such as Languages Canada’s Quality Assurance
*Manager, Language Training, Alberta Human Services, Edmonton; E-mail: <[email protected]>.
1
<http://www.atesl.ca/cmsms/uploads/pdfs/ATESL_Best_Practices.pdf>.
2
Best Practice Guidelines for Adult ELS/LINC Programming and Instruction in Alberta, revised edition:
<http://www.atesl.ca/cmsms/uploads/File/OfficialDocs/BestPracticeGuidelines.pdf>.
38
INSCAN Special Issue on Settlement Language Training, Spring 2012
Scheme: Standards and Specifications,3 Manitoba
Adult English as an Additional Language (EAL)
Curriculum Framework Foundations: 2009, 4
and Best Practice Features of Quality LINC
Programs,5 to name a few. Researching the literature also included TESOL Standards6 and NEAS
Standards and Criteria.7
Best Practices
for Adult ESL
and LINC Programming
in Alberta
With that basic information gathered, focus groups
and consultations were conducted to gather input into what ESL professionals across Alberta
considered to be best practice in nine categories.
Stratified sampling was used to invite focus group
participants representing public, private, and nonprofit providers in Edmonton, Calgary, and Central
and South Alberta. Input was also received through
telephone interviews and an electronic questionnaire on the ATESL website.
Then, a completed draft of the document was reviewed by experts in the field of ESL and revision
made based on their feedback.
Orientation to the Document
Best Practices is divided into three sections and
three appendices. Section One (Best Practice Statements) includes 67 best practice statements organized into nine themes. Section Two (Best Practice
Guidelines) lists indicators that demonstrate each
one of the 67 best practice statements. These indicators “clarify the best practice statements and
identify ways to meet the expectations set up by
the best practice statement.” The section concludes
with references and further reading. Section Three
(Putting Best Practices into Practice) provides
strategies and approaches for using the document
and, for instructors and institutions, to reflect on
and evaluate their programs.
Nine Themes and Related Concepts
The themes of Best Practices for Adult ESL and
LINC Programming in Alberta are the program,
learner support, the staff, curriculum, resources,
instruction, learner assessment, Canadian Language Benchmarks, and ESL Literacy. The theme
statements and considerations of best practice
concepts are given below.
The Program
The program structure is effective, professional,
and ethical, ensuring the best interests of learners
in terms of administration, planning, marketing,
and delivery. Best practice statements address:
•
•
•
•
•
•
•
Mission, philosophy, goals
Finances
Administration
Planning
Marketing
Scheduling and delivery
Evaluation processes
Learner Support
As adult members of families, communities,
workplaces, and educational institutions, learners
come to the program with varying needs, wants,
dreams, practices, and a wealth of experience. As
such, they are oriented to the program, receive
appropriate support throughout the program, and
are assisted in their transition out of the program.
Best practice statements address:
•
•
•
•
•
Orientation
Communication policies and procedures
Support services
Culturally aware staff
Transition
The Staff
The program employs appropriately qualified and
experienced staff, providing them with appropriate compensation, professional treatment, and
professional development. Best practice statements
address:
<http://www.languagescanada.ca/files/STANDARDS_SPECIFICATIONS_Rev_August_2010.doc.pdf>.
<http://www2.immigratemanitoba.com/asset_library/en/eal/09/foundations_mb09.pdf>.
5
<http://atwork.settlement.org/downloads/linc/BestPract.pdf>.
6
<http://www.tesol.org/s_tesol/seccss.asp?CID=86&DID=1556>.
7
<http://www.neas.org.au/accreditation/standards.php>.
3
4
INSCAN Special Issue on Settlement Language Training, Spring 2012
39
•
•
•
•
•
•
•
Qualifications
Hiring
Orientation
Professional development
Compensation
Ethical treatment
Evaluation
Curriculum
The program supports the ongoing development
and renewal of curriculum that is relevant to learners’ present and future needs, is based on principles
of second language acquisition and adult learning,
and provides a flexible framework to guide the
teaching learning process. Best practice statements
address:
• Articulated and flexible curriculum
• Responsiveness to learner needs
• Reflection of program mission and second
language acquisition principles
• Regular review and renewal
Resources
The program facilities, equipment, and resources
provide a learning environment which is accessible,
safe, appropriate, and equipped to support learning.
Best practice statements address:
• Location and facilities
• Classroom, materials, equipment
• Teaching / learning resources
Instruction
Instruction is learner-oriented, designed to meet the
communication and content needs of the particular
group of learners, and informed by TESL theory
and practice. Best practice statements address:
•
•
•
•
Learner-oriented approach
Listening, speaking, reading, and writing
Grammar, pronunciation, and vocabulary
Technology, culture, autonomous learning
Learner Assessment
The program employs a full spectrum assessment
continuum (including placement, ongoing formative feedback/evaluation, summative assessment,
and high stakes assessment) that is fair, valid, and
useful to all participants. Best practice statements
address:
•
•
•
•
Placement
Ongoing formative feedback
Summative assessment
Documentation of progress
Canadian Language Benchmarks
The Canadian Language Benchmarks (CLB) provide a common frame of reference for all stakehold-
ers (learners, instructors, administrators, funders,
etc.) and inform all aspects of ESL programming.
Curriculum development, materials development,
instruction, and assessment are referenced to and
informed by the Canadian Language Benchmarks.
This theme does not stand alone. Each of the best
practice statements in this theme must be paired
with relevant best practice statements in the Staff,
Curriculum, Instruction, Learner Assessment, and
Resources themes.
ESL Literacy
ESL Literacy learners are viewed holistically to
break down barriers to learning. They are identified, placed in specialized classes designed to meet
their needs, assigned instructors with specialized
training and expertise, and provided with enhanced
support services. Best practice statements address:
•
•
•
•
Placement
Instructor qualifications and support
The literacy classroom
Enhanced support services
Current State and Future
Direction
The roll-out of Best Practices for Adult ESL and
LINC Programming in Alberta began in January
2010. A hard copy of the document was mailed
out to every ESL provider listed in the Alberta
ESL directories. This was followed by workshops
and conference presentations. The document is
also made available in .pdf format on the ATESL
website at: <http://www.atesl.ca/cmsms/resources/
best-practices-2/>, where it is viewed or downloaded, on average, more than 100 times per month.
In an effort to establish a more meaningful online
presence, an interactive version of the document
was produced in the most recent phase of its dissemination. The overall goal was to design an
application that would be consistent with the static
version but with interactive components to aid a
natural reading experience. A major goal in developing the interactive version was to minimize the
amount of time a user would need to find a specific
statement. In addition, internal and external links
to references within the document were devised
to enhance the functionality of the application.
It is now also linked to the online version of the
recently developed ATESL Adult ESL Curriculum
Framework,8 as well as to ESL Literacy Curriculum Framework developed by Bow Valley College.
The interactive version of Best Practices can be accessed at: <http://www.atesldocuments.com/bp/>.9
<http://www.atesldocuments.com/cf/>.
<http://www.esl-literacy.com/curriculum-framework>.
8
9
40
INSCAN Special Issue on Settlement Language Training, Spring 2012