CLB and CEFR Informed Creation of

Learning Outcomes

Michael Burri, British Columbia Institute of Technology

TESL Canada Conference Kamloops BC Thursday, October 11, 2012

Program Background

International Student Entry Program (EAP program)

7 levels7-week terms 200-250 students20-25 instructors4 skills Direct entry into BCIT

Mission Statement

The mission of the ISEP is to prepare students for academic success in BCIT programs through teaching excellence and the development of critical thinking, cross-cultural awareness, and language proficiency.

Curriculum Renewal Project (2009)

To meet student needs effectively Beuster & Graupensperger (2007). A collaborative

curriculum change: teaming with challengesProject phases:1. Conduct needs analysis (interviews)2. Refine ISEP mission statement3. Design learning outcomes4. Create grammar teaching guidelines5. Design rubrics

Designing ISEP Learning Outcomes

Based on skills & attitudes needed in regular BCIT programs

CLB: work/settlement context – informed lower levels

CEFR: academic skills – informed higher levels

Top-down design (i.e. designed level 6 first)Informed by (1) needs analysis data, (2)

CLB, and (3) CEFR

ISEP Levels CLB CEFR

Foundations 1-2 A1 / A2-

100 3 A2

200 4 B1- / A2+

300 5 B1+

400 6-7 B2-

500 7-8 B2+

600 8-9 C1

ISEP – CLB – CEFR Comparison Chart

Level 600 Speaking

By the end of the course, students can: Give a clear, detailed, formal, 20-minute presentation,

supported by PowerPoint, on a business/technology-related research topic; integrating sub-themes, organisational patterns, cohesive devices, and an appropriate conclusion

Design and carry out a survey followed by data analysis to be included in formal presentation

Actively and confidently participate in seminar discussions, negotiations and debates, even on abstract, complex, and unfamiliar topics

Synthesize information and formulate questions and comments in debates, informal presentations and formal presentations

Maintain a relatively high degree of grammatical accuracy, self-monitor speech, with near-native discourse fluency

Vary prosodic elements (rhythm, intonation, focal stress) correctly to express meaning, and use linking and reduction with some success

Use concrete, idiomatic and conceptual language

Level 100 Speaking

By the end of the course, students can: Give a short, rehearsed 2-3 minute presentation about a place they visit on a tour of

the neighbourhood/area around BCIT Ask and answer simple questions (in complete sentences) and respond to simple

statements in an interview Give a simple description of people, family, places, objects, educational

background, working conditions, daily routines, likes/dislikes, future needs, wants and plans, and feelings as a short series of simple phrases and sentences linked into a list

Link groups of words with simple connectors such as and, but, because, then to narrate a short story or to describe something in a simple list of points

Express and respond to simple formal and informal requests, apologies, caution, warnings, and commands

Initiate, maintain, and close short and simple face-to-face social exchanges on familiar and routine matters

Use everyday polite forms of greeting, address, farewell, invitation, apology, and basic agreement/disagreement

Use simple grammatical structures correctly Use phrases and gestures to clarify what speaker is saying Produce vowels, consonants, word stress, word endings, and intonation in questions

intelligibly; apply dictionary skills to correct some basic pronunciation problems

Benefits

2 frameworks complement each otherCombining social/professional aspects with

academic skillsLevel and skills specific learning outcomesMeeting learners needsCan do statements drive assessment

Challenges

Development was time-consumingSpace requiredColleagues’ assistance was essentialStudent needs continue to evolveRevisions neededResearch required: e.g. tracking of former

ISEP students