language standards in action: the case of one framework and its impact on adult esl marianne kayed,...
TRANSCRIPT
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Language Standards in Action: The Case of One Framework and Its Impact on Adult ESL
Marianne Kayed,Ottawa Catholic School Board
Anne Senior, Centre for Canadian Language Benchmarks
24 March 2015 – TESOL Adult Pre-Conference Day,Toronto, Ontario
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Outline of Topics
1. Framework vs. Standards2. Evolution of the CLB 3. Structure and Examples of CLB
Usage in Language Training4. CLB and Other Uses5. Supporting TESL Educators6. Questions
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Getting to Know You and Us
• Who is familiar with
standards/frameworks for ESL/EFL?
• Which ones?
• Who works with adults?
• Who works with adult immigrants?
• About us
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Standard or a framework
• A standard: “something used as a measure, norm, or model in comparative evaluations”
• A framework: “a basic structure underlying a system, concept, or text”
http://oxforddictionaries.com/definition
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Why are National Standards important?
By articulating standards for language proficiency, all stakeholders can now speak a common language and make informed decisions regarding settlement, training and employment opportunities.
CLB 2000: A Guide to Implementation, page 9
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Theoretical Requirements of Models
• Communicative Competence = Mastery of Code and Usage Standards (Hymes)
• Most frameworks feature:– grammatical, sociolinguistic and strategic components in
Canale and Swain (1979; 1980), to which the discourse component is added in Canale (1983)
– linguistic, discourse, referential and socio-cultural components in Moirand (1982)
– grammatical, textual, pragmatic (illocutionary and sociolinguistic) and strategic components in Bachman (Bachman, 1990)
– grammatical, textual, functional, sociolinguistic and strategic components in Bachman and Palmer (1996, 2010)
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Symphony of Components
• Language competence and strategic competence (Bachman, 1996, 2010) are meta-cognitive components which assure performance management
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What are the Canadian Language Benchmarks?
• The Canadian Language Benchmarks (CLB) are a set of national standards for adult immigrants and prospective immigrants for living and working in Canada.
• CLB are learner-centred, competency-based, task-based, and stress community, study and work-related communication tasks.
• Fair, valid, reliable, transparent
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Pre-CLB
• Prior to 1986, only “heads of households” were eligible for free language training from the federal government
• 1986 - Settlement Language Program (Citizenship & Immigration Canada - CIC)– Lacked consistency– Difficult to evaluate effectiveness from a
government’s standpoint
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Seeds of a Standard
• In a 1990 TESL Conference in Canada, a recommendation was made to the government to create a national standard
• Between 1992 and 1996, a National Working Group oversaw a pan-Canadian consultation with TESL/ESL/EFL field
• 1996 – Canadian Language Benchmarks (Working Document) – to allow for input from practitioners/users– CIC committed to maintain integrity; relevance;
identify gaps; enhance accessibility
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Standard for the Millenium
• 1999 – National consultation process with practitioners
• 2000 Version released:– Canadian Language Benchmarks 2000:
ESL for Adults (aka “CLB 2000”)– Canadian Language Benchmarks 2000:
ESL for Literacy Learners
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English and French
• Canada has two official languages: English and French
• Challenges to French being used/taught in minority settings outside of Quebec is realized in policy
• Creation of Niveaux de compétence linguistique canadiens 2006
• Quebec has its own set of language standards, evolved from the CLB 2000
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The First Decade: CLB 2000
• Increase in usage, scope and implementation• National Consultation – 2008• Revision of CLB 2000/NCLC 2006 began in
2009• Validation of CLB and NCLC (including the
Theoretical Framework) in 2010• Release of revised CLB/NCLC in 2012• CLB/NCLC included in changes to federal
immigration legislation (2014) and citizenship requirements
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Adult Language Training in Canada
• Government-funded programs:– Federal program
(Language Instruction for Newcomers to Canada – aka “LINC” (1992))
– Provincial programs (e.g. Ontario, Quebec)
• Tuition-based programs
• Colleges• Universities• School Boards• Settlement agencies
and Community organizations
• Some private training providers
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Users of CLB/NCLC - Map from consultation
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CLB structureProgression is based on 3 factors:
• Progressively more demanding communication tasks
• Progressively more demanding contexts
• Progressively higher expectations of effectiveness and quality of communicative competence
Describe competency in four skill areas:
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Theoretical framework behind CLB/NCLC
Reflects models of language ability promoted by Bachman (1990), Bachman & Palmer (1996, 2010) and Celce-Murcia et al. (1995). For more information, refer to the Introduction section (pp. VI, VII) of the CLB/NCLC Common Theoretical Framework.
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Communicative competenceCLB describe language in terms of communicative competence:• Communicative competence enables language users to express
themselves in spoken and written texts, to interact with other speakers and writers, and to negotiate with others in a range of specified situations and social settings.
• Learning a language involves developing both communicative performance and communicative knowledge.
• Communicative competence takes into account socio-linguistic competence, pragmatic competence, and grammatical competence, etc.
Essential to the notion of communicative competence are:• the important role played by the context of discourse.• the concept that language takes places in a setting and occurs for a
purpose.• that language speakers should be evaluated on their ability to use
language to accomplish a set of tasks, under specifically defined performance and situational conditions.
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Increased Rigour• As a result of a National Consultation in 2012, CLB and NCLC were revised and renewed to reflect their increasing use in a variety of different contexts including high-stakes ones.
• The new versions are the result of a well planned revision process which included the development of a common theoretical framework based on a communicative competency model.
• The final stage of the revision/renewal process was a comprehensive validation process.
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Validation of CLB/NCLC• Draft of a common theoretical framework based on
accurate revision of existing CLB and NCLC theoretical frameworks
• Validation of by independent experts of:– the theoretical framework– the CLB/NCLC content against the framework
• Concurrent validity study against:– CEFR– ACTFL Guidelines– Échelle québécoise
• Validation of CLB/NCLC content against authentic production samples and tasks
• Final revisions of the CLB/NCLC
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• A practical, fair means to determine language proficiency in terms of common human situations and behaviour where language is used
• Describe what a person is capable of accomplishing or demonstrating through language
•Include a variety of components that describe adult communication.
• Levels indicate completion of a CLB or NCLC level.
• 12 levels from basic to advanced
Why Use CLB/NCLC?
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Maturation
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Language Assessments
Assessment Purpose CLB Levels
Canadian Language Benchmarks Placement Test (CLBPT)
Placement into CLB-based programs
CLB 1-8
Canadian Language Benchmarks Assessment (CLBA)
Placement into CLB-Based programs; Exit testing
CLB 1-8
Enhanced Language Training Proficiency Assessment (ELTPA)
Placement into bridging programs
CLB 8-10
Workplace Language Assessment Placement into bridging programs
CLB 8-10
Canadian Language Benchmarks Literacy Assessment (CLB-LA)
Placement into ESL literacy programs
CLB Literacy
Literacy Placement Tool Placement into ESL/FSL literacy
CLB Literacy
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Who does the Assessments?
• CLARS (Common Language Assessment and Referral System) – joint initiative between federal government and province of Ontario
• Third party assessment • One in each community• Online learning management system
(HARTS/I-CARE)Single point of entry for adult ESL/FSL immigrant and
newcomer learners
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Specialized Assessments
• Occupation-specific assessments:– CELBAN (Canadian English Language
Benchmarks Assessment for Nurses)– ECLAB/BELIC (Engineers Canada Language
Assessment Battery)
• High Stakes– Milestones Test (for CIC)
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Benchmarking Competency Exams
Competency Exams (initial research):– Medical Council of Canada’s Evaluation Exam– Medical Council of Canada’s Qualifying
Exams I and II– Medical Council of Canada’s NAC (National
Assessment Collaboration)
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Immigration to Canada
• CLB/NCLC 7 is required for entry into Canada on a Points system for several immigration categories (e.g. Express Entry, FSW, CEC, FSTW, PNP) for principal applicant and spouse (pre-arrival)
• FSTW requires a CLB/NCLC 4 or 5
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Language Training Programs
• LINC (Funder: CIC)• Provincially funded in Ontario (Funder: MCIIT)
– Programs differ by type of immigrant served e.g. Ontario permits naturalized citizens to participate
• Program supports / resources/professional development:– Curriculum guidelines– Portfolios Based Language Assessment (PBLA)– Lesson Plans– Can Do Statements– Training
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CLB Supports for ESL practitioners• Pre-service TESL Certification requirements
(e.g. TESL Ontario) *• In-Service CLB/NCLC Professional
Development offered:– Conferences (provincial, federal)– in-house PD (mandatory)– regional events– TESL association affiliate events– Online (CLB Boot Camp & Modules)
• Much of the training offered through Centre for Canadian Language Benchmarks
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For assessors and practitioners in person and on-line• Revised CLB and Support Kit Training • PBLA• Integrating Assessment into the ESL Classroom • Summative Assessment Manual (SAM) for CLB 1-4• CLB 5-10 Exit Task Training • Can Do Statements • Placement tests• Tutela.ca
Professional development/training
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Other Uses• Since 2002, the CLB has been used to identify
language requirements for non-regulated and regulated occupations / professions.
• Benchmarking results in a CLB/NCLC level but also an inventory of language competencies in four skill areas.
• Regulatory bodies to identify safe language levels for professional practice standards.
• Immigrants to know what language skills they need to have in order to meet professional competencies.
• ESP practitioners can develop curriculum and provide appropriate language instruction related to their target goal if it is employment.
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CLB Levels for Nurses
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Note: The CLB skills are recognized and were used to inform the development of CELBAN
Funded only to develop English version.
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• Initial benchmarking study (2002) – five provinces, multiple stakeholders & funders• Recognized as 1 of 2 assessments for English proficiency of IENs: CELBAN and IELTS• Two versions:CELBAN CELBAN Institutional version for training programs
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Nursing language tasks
Comforts4%
Clarifies1%
Discusses5%
Explains20%
Describes6%
Informs7%
Asks for Information22%
Asks for Help2%
Offers Help2%
Gives Instruction
9%
Apologizes1%
Suggests6%
Small Talk6%
Responds to Questions6%
Phone3%
Language Tasks
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CLB/NCLC Levels for OT/PT
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CLB/NCLC for Occupational Therapists and Physiotherapists for the Canadian Alliance of Physiotherapy Regulators, & the Colleges of Occupational Therapy and Physiotherapy of Ontario
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What did we learn?
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Audiologists and Speech Language Pathologists• 20 sites observations for each profession in English
and 7 in French (total 54 sites)• Variety of practice care settings (hospitals,
rehabilitation, private clinics, school boards, etc.) plus various sub-specialties
• Competencies in CLB/NCLC matched to the CAASPR adaptation of the CanMEDS framework of competencies.
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CLB/NCLC Levels for Engineers
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Test Model: ECLAB/BELIC (CIC-FCR)
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CLB/NCLC and Citizenship
• It is legislated that Citizenship applicants must demonstrate completion of a CLB/NCLC 4 in Speaking and Listening.
• School Boards are permitted to provide certificates attesting to the oral proficiency of a learner. This is tracked in the online system and based on evidence-based practice.
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CLB Core Documents
• CLB and NCLC • Literacy benchmarks • CLB Support Document• CLB and NCLC Theoretical Framework
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Tools for ESL Practitioners• Guide to implementation• Curriculum Guidelines• Lesson plans• Can Do statements• CLB Boot Camp (revised 2014/15)• PBLA Foundations module • Various resources on the CCLB website,
www.language.ca (e.g. Lesson plans) and publications
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Academic Placement
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Questions or comments:
CCLB contact:Ron Lavoie [email protected] www.language.ca
Ottawa Catholic School Board contact:
Marianne KayedEmail: [email protected]