Canada’s Directions in Settlement Language Training:

Improving Newcomer Outcomes

Anne Senior, CCLBYves Saint-Germain, CIC

Mourad Mardikian, MCIIT

Agenda

• CCLB presentation• CIC presentation• MCIIIT presentation• Question period

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

CLB and NCLC

The Canadian Language Benchmarks (CLB) and les niveaux de compétence linguistique canadiens are national standards for adult immigrants and prospective immigrants for living, studying and working in Canada. CLB are almost 20 years old! NCLC are a little younger.

Why were they developed?

The CLB /NCLC were developed by CIC in the mid-1990s to meet the needs of stakeholders working with adult immigrants in Canada:To provide a common framework for second language teachers/administrators across Canada on which to develop classroom curricula and assessment tools.For use across community, work and school contexts.For use in provincial and national language training programs.

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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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.

Role of the CCLBCCLB/CNCLC is the national, not-for-profit

centre of expertise in support CLB and NCLC.

It was founded in 1998 with support from federal and provincial governments.

It worked with funders to revise the standards in 2012 to meet increasing demands for their usage in a variety of low-and high-stakes purposes.

Increased rigor2010-12, CLB and NCLC were revised to reflect their increasing use in a variety of different context including high-stakes ones.Revision process 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. Literacy document has now been revised: CLB ESL for ALL (Adult Literacy Learners)

Theoretical framework behind CLB/NCLCReflects 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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Maturation

Tools and Resources• Tests for placement: CLBA, CLBPT, CLBLA, CLB-

PT, ELTPA, WLA, BTC• Tests for high-stakes: Milestones, BTR• Tests for employment: CELBAN, ECLAB• Classroom resources: PBLA, Exit Tasks, SAM,

Guide to Implementation, Curriculum guidelines• Resources for employment• Tutela.ca

Language standards and employment CCLB Works with employers,

sectors, counsellors

Uses experts to correlate language standards with Essential Skills or to benchmark occupations

Develops tools for training, assessing, and analyzing language levels for workplace/ pre-employment training

Result Higher stakes

application of the CLB/ NCLC

Increased knowledge of the language demands of benchmarked occupations

Accountable tools that fairly assess language according to the needs of the occupation

Support for employment and training decisions

asenior@language.cawww.language.ca

www.tutela.ca

Visit us at Booth 1928

Any questions

TESOL 2015 International Convention & English Language Expo Canada’s Directions in Settlement Language Training: Improving Newcomer Outcomes

March 27, 2015Yves Saint-Germain

Copyright [Citizenship and Immigration Canada, 2015]. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

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Outline

• Department of Citizenship and Immigration Canada• Settlement Program• Settlement Language Programming• Expected Outcomes of Language Programming• Standardization in Language Development• Formal Language Training

– National Placement and Progression Guidelines – Curriculum Guidelines– Portfolio Based Language Assessment

• Partners and Stakeholders

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• Selects foreign nationals and offers protection to refugees.

• Develops Canada’s admissibility policy, which sets the conditions for entering and remaining in Canada.

• In collaboration with its partners, conducts the screening of potential permanent and temporary residents to protect the health, safety and security of Canadians.

• Helps immigrants and refugees settle and integrate into Canadian society and the economy, and by encouraging and facilitating Canadian citizenship.

• Reaches out to all Canadians and fosters increased intercultural understanding and an integrated society with equal opportunity for all, regardless of race, ethnicity and religion.

Department of Citizenship and Immigration

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• Assists immigrants and refugees to overcome barriers specific to the newcomer experience (such as a lack of official language skills and limited knowledge of Canada) so that they can participate in social, cultural, civic and economic life in Canada.

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CIC’s Settlement Program

• Language Instruction for Newcomers to Canada (LINC) and Cours de langue pour les immigrants au Canada (CLIC) provide training, from literacy to advanced levels, to help newcomers develop the skills needed to function in Canadian society and contribute to the economy.

• Programming covers aspects of living in Canada, job search skills, and cross-cultural communication to help newcomers find work and integrate into their communities.

– Labour market language training offers job-specific programming (mainly at higher proficiency levels), coupled with mentoring and work placements to speed up the transition to employment.

– Occupation-specific language training assists newcomers at intermediate language levels who have training or experience in a specific occupation or sector with the language and workplace cultural skills required to communicate effectively on the job.

Settlement Language Programming

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Expected Outcomes of Language Programming

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• Efforts to standardize language training in Canada are guided by expected outcomes of the Settlement Program, which includes the following outcomes:Immediate:– Clients learn official language skills and other skills for adapting to

Canadian societyIntermediate:– Clients use Canada’s official languages to function and participate in

Canadian societyUltimate:– Newcomer settlement and integration is supported in Canadian

society– Newcomers contribute to the economic, social, and cultural

development needs of Canada

Standardization in Language Development

• Standardization and national consistency in the quality of programming supports strong newcomer language outcomes.

• LINC and CLIC apply the Canadian Language Benchmarks (CLB) and Niveaux de competence linguistique canadiens (NCLC) as the national standard for planning curricula and assessing learner progress.

– The CLB/NCLC include a number of descriptive statements called competencies.

– These competencies are organized in 12 Benchmark levels that describe what a learner can do in the four skill areas (speaking, listening, reading and writing) at increasing levels of complexity.

– The competencies provide a framework of reference for teaching and assessing adult ESL learners in Canada.

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• Formal language training offered as LINC and CLIC (whether in-person, online, or a blend of both) must be:– Task based instruction;– Preceded by a CLB or NCLC-based placement assessment;– Follow the National Language Placement and Progression

Guidelines– Guided by LINC, CLIC, or provincial CLB- or NCLC-based

curriculum guidelines for newcomers; – Led by a qualified teacher; and– Concluded with an evaluation of evidence collected

throughout the term to determine progress on the CLB or NCLC scale (Portfolio-Based Language Assessment)

Formal Language Training

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National Language Placement and Progression Guidelines

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• Introduced in 2014, the National Language Placement and Progression Guidelines established a national consensus on the interpretation of language proficiency levels based on the CLB and NCLC, that is:

– Generally, the benchmarks assigned to a learner at the time of assessment mean that the learner has achieved, and demonstrated, the level of communicative ability associated with most or all (traditionally, 70 to 100%) of the descriptors for the benchmarks assigned in each of the four skills.

– A learner who has been assigned a given benchmark is said to have completed that benchmark for the given language skill.

• The guidelines are intended for language assessors, instructors, and coordinators in CIC-funded language training programs

Curriculum Guidelines

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• Intended to guide instructors in developing lesson plans tailored to the settlement needs and interests of learners in a manner that:

– is consistent with the CLB and NCLC frameworks;– is task-based and learner-centred; and– supports the objective of the Settlement Program, which is to provide

language instruction that facilitates social, cultural and economic integration into Canada.

• Organized into twelve themes relevant for newcomer settlement– At Home in Our Community and the World– Banking and Finance– Canada– Canadian Culture– Canadian Law– Commercial Services and Business

– Community and Government Services– Education– Employment– Family and Relationships– Health and Safety– Travel and Transportation

Portfolio Based Language Assessment

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• Portfolio Based Language Assessment (PBLA) is a standardized approach to teaching and assessment where teachers and students collaborate – on setting language learning goals,– on compiling evidence of acquired language skills in a variety

of contexts over time, and – on analyzing and reflecting on progress.

• Introduced April 2014 • National roll-out over three years

Partners and Stakeholders

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• Partnerships with provinces and territories– Federal-Provincial-Territorial Language Forum– Multilateral initiatives– Bilateral projects

• Stakeholder engagement– National Settlement Council– Newcomer Language Advisory Body– National and regional conferences

Areas of focus going forward

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• Language training and skills development services that help newcomers attain the English and French proficiency they need to function and participate in all aspects of Canadian society, including:– Language placement assessments and referrals to training based on the national

language framework (i.e. CLB and NCLC)– Language training and resources targeted at supporting newcomers to engage in

basic social interactions and acquire Canadian citizenship – Language training and resources targeted at labour market entry and pursuing

education – Newcomers with special needs (e.g. literacy, hearing or visual impairments) have

access to learning opportunities and resources that can accommodate these needs– Newcomers destined to official language minority communities have access to the

appropriate English and French language services and supports they need for full integration

– Consideration for better integrating and promoting e-learning

Yves Saint-Germain Director, Language Policy, Francophone Minority Communities and Performance Measurement Citizenship and Immigration Canada E-mail: yves.saint-germain@cic.gc.ca

For more information on CIC’s language programming, please visit: http://www.cic.gc.ca/english/newcomers/live/language.asp

CIC’s video on Language Training for Canada is intended to raise newcomer awareness on the importance of official language skills for settlement in Canada

Please visit us in the Exhibit Hall at Booth # 1739

Contact us

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Ultimate Outcomes

Service Providers/

Funding Recipients

Service Providers/

Funding Recipients

Language assessments Language training

placements Formal language

training classes Informal language

training sessions Literacy classes

Communities & Groups

[Employers]

Communities & Groups

[Employers]

Indirect Services

Immediate Outcomes

Departmental Strategic Outcome

(SO3)

Intermediate Outcomes

Service Delivery

Needs Assessment & Referrals

Needs Assessment & Referrals Information & OrientationInformation & Orientation Language TrainingLanguage Training Employment Related

Services Employment Related

Services

Formal needs assessments (including follow-ups or reassessments)

Referrals to appropriate settlement services

Settlement plans based on assessed needs and objectives

Information products Orientation sessions &

workshops (domestic and overseas)

Individual & family consultations or counselling

Basic skills development & training

Skills development & training

Work placements Employment networking Client-Mentor matches Employment counselling

Newcomers and citizens participate in fostering an integrated society (PAA)

Newcomers contribute to the economic, social and cultural development needs of Canada (PAA)Newcomer settlement and integration is supported in Canadian society

Clients receive appropriate information and services to address settlement needsClients attain awareness of community and other resources to deal with settlement issuesClients gain knowledge of life in Canada, including laws, rights, and responsibilitiesClients learn official language skills and other skills for adapting to Canadian societyClients acquire knowledge, skills, and connections related to the Canadian work environmentClients have connections to communities and public institutions

Community ConnectionsCommunity Connections

Services connecting newcomers to public institutions and their communities

Cross-cultural interactions and related activities

Community activities

Newcomers (eligible clients)

Target Groups

Direct Services

Support Services offered across the Program to enable access to direct services: childcare, transportation, translation, interpretation, crisis counselling, and provisions for disabilities

Clients make informed decisions about life in Canada, enjoy rights and act on their responsibilities in Canadian society

Clients use official languages to function and participate in Canadian society Clients participate in local labour markets, broader communities and social networks

Clients make informed decisions about life in Canada, enjoy rights and act on their responsibilities in Canadian society

Clients use official languages to function and participate in Canadian society Clients participate in local labour markets, broader communities and social networks

Program Development

& Management

Program Development

& Management

Program Components

• Governance

Policy research

National & regional plans

Program design, implementation strategies and related tools

Program monitoring and performance measurement frameworks

Functional guidance, support and training

Program development, management and governance effectively support consistent and responsive program delivery

Outputs

Settlement Program Logic Model – As of April 1, 2013

Government-Funded Language Programs

The Ontario View

Ontario Ministry of Citizenship, Immigration and International Trade

March 2016

TESOL Conference

Outline

• Setting the Ontario Context• Program Applications of the Canadian Language Benchmarks

• Ontario’s Language Training Vision

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Immigration in Ontario: Continuous DeclineImmigration in Ontario: 2013 Trends and Facts

• As with elsewhere in Canada, Ontario’s actual share of PR landings continued to decline in 2013 – ON received 40.0% (103,402) of total PR landings to Canada (the highest in the country).

• Ontario’s Immigration Strategy centres on attracting highly skilled workers and supporting diverse communities and growing a globally-connected economy.

• Regions such as Peel and York saw increased PR landings compared with 2012: by 0.7%, and 1.3% respectively.

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Immigration in Ontario: Continuous DeclineImmigration in Ontario: Profiles

Country of Birth Number

India 15,762

People's Republic of China 15,046

Pakistan 7,755

Philippines 7,450

Iran 5,990

United States of America 3,258

Iraq 3,235

Bangladesh 2,697

Egypt 1,931

Jamaica 1,819

• In 2013, among Ontario’s 103,402 permanent residents:

– 47,670 were Economic Immigrants– 39,121 were in the Family Class– 12,650 were Refugees– 3,961 were from the "Other" class

• Among the 18,699 principal applicants arriving through the Economic Class, there were:

The Top 10 countries of birth of Ontario’s Permanent Residents in 2013 were:

Principal Applicants in Ontario Number

Skilled workers 11,438

Live-in caregivers 2,688

Canadian Experience Class 2,522

Provincial/territorial nominees 1,385

Investors 580

Entrepreneurs 53

Self-employed 33

Total 18,699

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Immigration in Ontario: Continuous DeclineImmigration in Ontario: Education Levels• Most immigrants to Ontario (approximately 62%) in the past 3 years have completed at

least secondary school. • Over 45% of these immigrants have some post-secondary education. • 2013 saw the highest number of Master’s degree holders (10,573) and Doctorate holders

(1,614).

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Distribution of CLBs by Language Skill (Cumulative Comparison – Toronto Region – previous 6 months)

• Assessment data reported from Toronto YMCA CLARS Centres 37

Immigration in Ontario: Continuous DeclineMCIIT’s Adult Non-Credit Language Training Program• The Adult Non-Credit Language Training program is part of the Adult Continuing Education

programs offered by Ontario District School Boards, and is designed to help immigrants improve their language skills in English or French.

• The program serves 66,000 unique learners annually (total enrolment of about 130,000 per year), in over 350 locations, with full-time / part-time courses offered, ranging from 30 hours in length to 1,200 hours in length.

• The course categories range from Literacy ESL /FSL courses, to Stage I and Stage II CLB level courses (CLB 1 to 8) offered as integrated courses or skill-based courses. There are limited courses covering Stage III (CLB 9) available in some regions.

• A variety of customized courses are also offered, often based on identified local needs. As well, Specialized Language Training courses preparing learners FOR the workplace or for employees IN the workplace are also available in select regions.

• Comprised of 2 main components: English as a Second Language (ESL) French as a Second Language (FSL)

• FSL is a growing segment of language training program, with school boards delivering Adult Non-Credit FSL doubling from 3 to 7 from 2006/2007 to 2012/13. Today, there are over 3,000 individual FSL participants, representing a total enrolment of over 5,000.

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Canadian Language Benchmarks - Program Applications

STEP 1: What is my language proficiency level – in the Canadian Language Benchmarks?• Get a language assessment from a local CLARS Centre;• Receive my results in Listening / Speaking / Reading / Writing (with an explanation);• Select from a range of courses identified based on assessment and program eligibility;• Receive a referral to the desired course and attend class!

Coordinated Language Assessment and Referral System (CLARS):•A joint initiative with the federal government, creating assessment centres across Ontario.•Provides a single-point of access and a consistent approach to language assessment and referral for adult immigrants accessing both federal and provincial, English and French language training programs.•Any existing learners who have a valid assessment (assessed <1 year ago or currently enrolled in language training) can be registered into courses as long as they meet the eligibility criteria established with the introduction of the CLARS protocols.

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Canadian Language Benchmarks - Program ApplicationsSTEP 2: How are courses identified – in the Canadian Language Benchmarks?• All language training courses offered in Ontario (federally or provincially funded) are

identified in a jointly used data management system called HARTs• All courses have CLB skill levels assigned (min/max) in L/S/R/W• Language training providers are responsible for updating their course being offered• Learners select from the courses identified in HARTs

Immigration in Ontario: Continuous DeclineCanadian Language Benchmarks - Program

ApplicationsSTEP 3: New resource to develop new courses – in the Canadian Language Benchmarks• The provincial ESL/FSL program will be rolling out its new Ontario Curriculum Guidelines

supported by an online portal – called Quartz – to provide instructors with a state- of-the-art tool to design and develop their courses, including their lesson plans

• All courses will have assigned CLB/NCLC skill levels (min/max) in L/S/R/W• Quartz will be linked to existing resources available online to support course content

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Immigration in Ontario: Continuous DeclineCanadian Language Benchmarks - Program Applications

Portfolio Based Language Assessment (PBLA):• MCIIT is working in cooperation with the Centre for Canadian Language Benchmarks (CCLB) to

coordinate the introduction of PBLA in ESL and FSL programs across the province in a phased manner (PBLA is also being introduced in LINC/CLIC programs in the same timeframe)

• PBLA uses a portfolio of a learner’s language samples to contribute to on-going learner language assessment and final evaluation

• It is designed to help learners demonstrate the language proficiency they have gained through their participation in language classes and support them in transitioning to either a higher level of language training, another training program, or the labour market

• Beginning in Sept. 2015, all 37 school boards delivering the Adult Non-Credit Language Training Program in Ontario will have started their PBLA training and implementation

STEP 4: Assessing learners in courses – in the Canadian Language Benchmarks• There are a range of assessment tools available to instructors to conduct ongoing

assessment of their learners• All tools are aligned to the Canadian Language Benchmarks• Nationally and in Ontario, a new approach to conducting assessments in class and

recording the progress of learners is being rolled out – called PBLA• All learners’ achieved results in their CLB are recorded in HARTs

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Ontario’s Vision for Adult Language Training

I am an adult who wants to learn English or French as a Second Language.

Where am I

going next?

• Post-secondary• Accreditation• Work• Community

LanguageTrainingClasses

• Adult Non-Credit Language Training

• Bridge Training• LINC• ELT• OSLT

AccessibleLanguage Training

Coordinated LanguageAssessment and Referral

THANK YOU!

For additional comments or questions, please contact Mourad Mardikian through: LTU@Ontario.ca or 416.327.4331

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