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December 1, 2013

Inside Language - La langue en coulisse

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From the Executive Director

The Centre is having one of its busiest years on record, as the impressive range of activities described in this issue of Inside Language shows. I am happy to report that our projects are going well.

Since our last newsletter in September, we have been busy not only with projects, but with attending and presenting at a number of conferences (in particular TESL Ontario), and with assisting with the Board’s agenda.

We held in Ottawa an orientation day for our new Board members. We had our quarterly Board meeting in September. The Audit and Risk Management Committee met to update our Risk Management Plan and assess the Centre’s financial health. The Nominating and Board Evaluation Committee met to review the upcoming vacancies on the Board and to discuss a succession strategy. The CELBAN Committee met to discuss our Partnership Agreement with Red River College regarding the administration of the nursing language assessment. And we are now preparing for the upcoming Board meeting, December 10.

On the staffing side, there have been two additions. Kathy Hughes recently joined the CLB program and Monique Glandon the NCLC program.

We are looking forward to a busy winter and spring.

François Bélisle


Public Holidays 
Please note that our offices will be closed starting December 24th 2013 at noon until January 1st 2014 inclusively, as well as February 17th 2014 for Ontario Family Day.

Jours fériés 
Veuillez noter que nos bureaux seront fermés du 24 décembre 2013, à partir de midi, jusqu’au 1 janvier 2014 inclusivement, ainsi que le 17 février 2014 pour le Jour de la famille en Ontario.

 

Please contact us at [email protected] in order to subscribe to our newsletter and stay up to date on all of CCLB’s activities.

Veuillez communiquer avec nous à [email protected] afin de souscrire à notre bulletin et de vous informer des activités du CNCLC.

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Revision of the CLB 2000: ESL for Literacy Learners

This project has been busy with the writing team being confirmed and getting started on the revision work. The team consists of writers from Manitoba and from other provinces, under the direction of Linda Johansson as the Lead Writer. The project team is advised by two bodies:

  • A policy advisory made up of federal and provincial government representatives, and
  • A content advisory made up of ESL Literacy, Essential Skills, and Literacy experts.

Target completion is still March 2014, pending on how quickly the revised standards can be completed and validated with practitioners in Canada. For more information, please contact either Martina Dionne [email protected] or Marianne Kayed [email protected]. This initiative is funded by the Government of Manitoba.

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CLBPT

CLBPT in Ontario
With the introduction of CLARS (Coordinated Language Assessment and Referral System), CCLB has been working with both the Ontario Ministry of Citizenship and Immigration (MCI) and assessment centres in Ontario regarding needs for CLBPT assessors in Ontario over the next year. In an effort to meet these needs, November proved to be a busy month for CCLB and its MCI-funded projects as the Ontario LINC Assessor’s Conference held on November 28-29 in Toronto delivered 3 training sessions: a CLBPT Training Session for 9 CLBA certified assessors; two Literacy Placement Tool (LPT) training sessions for assessors; and two CLBPT refresher sessions for those already trained on the CLBPT. The conference resulted in close to 60 assessors taking part in these CCLB sessions. Furthermore, discussions with The Centre for Education and Training resulted in a streamlined training system for future CLBA and CLBPT assessors within CLARS centres in Ontario; as well, CCLB provided each CLARS site with its translated document “Understanding your CLBPT results” in ten different languages. CCLB will continue to work with MCI and CLARS centres regarding future needs related to CLBPT training, calibration and the Workplace Language Assessment (WLA) tool.


CLBPT in other regions
In the fall, CCLB continued to review, verify and update its National Registry of CLBPT Assessors by connecting with assessment sites across Canada. It also saw fee-for-service sessions continue to be set up. In September, CCLB began the process to license 8 new sites in Saskatchewan to provide CLBPT training to 13 new assessors. A session was also held in Alberta in October which had 2 assessors from Yellowknife and 3 assessors from Alberta trained on CLBPT. These 18 assessors are now in their certification process which should be completed by the end of December. As funding has been made possible for this training in Manitoba, CCLB is also currently in the process of working with the province to determine training needs with an anticipated training session to be held in January 2014.


CIC’s National Placement and Progression Guidelines, which will come into effect across Canada in January 2014, were also released and can be found on our website. These guidelines are being sent to all assessment centres across Canada. Finally, Rana Ashkar moved into the Project Manager role for the CLBPT training sessions. Sites interested in setting up fee-for-service CLBPT training or calibration sessions in the winter are welcome to contact Rana Ashkar at [email protected].

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Milestones

The fall months proved to be one of the busiest times for the Milestones test development project. Video, audio and photography production was in full swing as additional listening and speaking content continues to be developed. Staff attended both the TESL ON conference in Toronto and the ESLA Net Conference in Vancouver which provided valuable opportunities for meeting contacts interested in hosting pilot sessions. Furthermore, adding to the sessions that have already taken place in St. John's (NL), Ottawa (ON), Toronto (ON) and Edmonton (AB), the fall season saw piloting at various sites in the GTA (ON), Calgary (AB) and Vancouver (BC). Winter sessions are now in the process of being set up. If your site is interested in participating, please contact Krista Walsh-Murray at [email protected].

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PBLA Training and Support

Fall has been a busy time preparing for the PBLA project. CCLB recruited PBLA Regional Coaches who have a proven expertise in CLB, TESL and mentoring, to support the PBLA initiative. The first step in their role has been to familiarize themselves with the online e-learning course. Regional Coaches have been field-testing the course since October by providing valuable insight and reflection throughout weekly topics. They will be given a three-day orientation in early December to prepare to coach Lead Teachers this January. As a second step in the implementation, CCLB has informed Service Provider Organizations identified for the first cohort on the PBLA implementation timeline. CCLB Project Leads Joanne Pettis and Tara Holmes developed and are delivering webinars to help administrators to implement the PBLA initiative. Service Provider Organizations and CIC representatives were invited to participate in the webinars on Tutela.ca. Please contact [email protected] if you have any questions about PBLA training and support.

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WLA Training for CLARS Assessment Centres

With CLARS rolling out throughout Ontario, the Workplace Language Assessment (WLA) training will be underway in 2014 for a select number of Ontario assessors working in CLARS centres. The WLA is a tool designed to assess English language proficiency at Canadian Language Benchmarks (CLB) 7 to 10 for placement into workplace-training programs or bridging programs. It is MCI’s goal that there be at least one assessor at each CLARS centre capable of administering the WLA, knowing that in some communities there may be several CLARS assessors certified to administer the assessment, depending on critical mass expected for those centres.

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PTCT

The Classroom-Based Planning and Assessment Incorporating the Canadian Language Benchmarks (CLB) is for Post-TESL Certificate Training (PTCT) for TESL Ontario. It is a 30-hour course designed for ESL teachers who want to increase their classroom-based planning and assessment skills incorporating the CLBs. The course will be divided into two sections – planning and assessment. Four approaches to planning (task-based, text-based, content-based and process), needs assessment (using learner-centredness as a principle of planning) and using language event analysis and text analysis to inform classroom planning will be covered. In the assessment section an introduction to the assessment of writing, speaking and developing reading and listening assessment tasks incorporating the CLB and an introduction to portfolios will be reviewed. For information please contact: Kathy Hughes at [email protected].

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Occupational Benchmarking

Benchmarking of Audiology and Speech-Language Pathology
CCLB has conducted 52 site visits across Canada to gather data for a comprehensive report describing the type, scope and composition of language use in the audiology and speech-language pathology workplaces. The report will have two purposes: to inform the identification of existing language tools that can be used to determine the likelihood that internationally-educated professionals will be able to handle the communication requirements associated with safe and effective practice in their chosen profession; and to inform a discussion regarding the need to develop a profession-specific language assessment tool.

CCLB staff also conducted focus groups and surveys to gather additional data. Draft findings were presented to the Canadian Alliance of Audiology and Speech Language Pathology Regulators in December 2013. The final report will be presented later this year.


Benchmarking of Homeopathy
The Transitional Council of Homeopathy contracted CCLB, through the Human Resources Systems Group (HRSG), to determine the language demands of homeopathy in English. In November, CCLB staff and language experts reviewed the existing Occupational Language Analysis, visited six sites in Ottawa and Toronto, presented a report describing findings, and recommended benchmark levels to the Transitional Council.

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Orientation to the revised CLB and CLB Support Kit

MCI-funded train-the-trainer orientation sessions
Funded by the Ontario Ministry of Citizenship and Immigration (MCI), the train-the-trainer project on the revised CLB and CLB Support Kit is coming to a close. CCLB is happy to report the successful completion of the project as most school boards have completed their third-level training in their home institutions and, overall, close to one thousand MCI-funded ESL teachers were trained across the province of Ontario. Thank you to all the lead trainers for participating and for ensuring your colleagues successfully received the training.

CCLB will continue to offer end-user versions of the CLB and the CLB Support Kit workshop based on demand. The workshops will continue to be offered on a fee-for-service basis unless otherwise noted.

Practitioners may find the Support Kit and the exemplars on http://bookshelf.language.ca.

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Conferences

TESL Ontario
Funded by the Ontario Ministry of Citizenship and Immigration (MCI), CCLB had a high-level presence at the TESL Ontario conference conducting many different workshops throughout the three-day conference (October 24-26, 2013). Workshops included:
- Assessment for speaking and writing
- Exit Tasks
- SAM
- Portfolio-based language assessment
- Workshops on the revised CLB and CLB Support Kit.

CCLB also had the opportunity to hear from ESL teachers during focus groups about their needs and ideas regarding the revision of the CLB Literacy Benchmarks.

CCLB would like to thank all the ESL teachers, administrators, managers and government funders for participating in the workshops or visiting the booth at the conference and speaking with the team. We would also like to thank the CCLB team of instructors for facilitating engaging workshops and providing professional development to ESL teachers. This annual conference offers a tremendous opportunity for professional development, networking and sharing of knowledge between MCI-funded ESL teachers and CCLB. The Centre would also like to acknowledge the hard work of Martina Dionne, Marie Gauthier, and other Project Managers at the Centre with preparations before, during and after the conference. Well done!


VISION 20/20 National Settlement Conference
“Shaping the Future of the Settlement Program in Canada”
In November 2013, Citizenship and Immigration Canada invited 400 service providers, policy makers, employers and stakeholders with expertise and knowledge to present their perspectives on the future directions for the Settlement Program at a three-day conference in Ottawa. Another 1,000 people were encouraged to participate through web conferencing.

Anne Senior represented CCLB while other staff members participated through the webcast. Anne is CCLB’s representative on the Newcomer Language Advisory Body (NLAB) which provided input prior to the conference.

The changes to immigration and citizenship were hot topics. Pre-departure preparation that will enable an immigrant to become a productive member of Canadian society quickly is definitely a priority. “Seamless integration” was an often-used phrase. The expectation is that primary applicants will arrive with higher levels of language and may have different language training requirements from those currently seen. The requirements of family members for settlement were also discussed as these may differ from those of the primary applicant.

The need for stakeholders to find alternative and innovative funding mechanisms was clearly addressed as was the need for accountable and results-based projects.

Post-conference submissions were sent to the organizers. Anne Senior participated in the NLAB post-conference review which resulted in additional input to the conference on areas of language that must be considered in future policy decisions.


Fall Institute 2013: The Centre for Literacy
Interpreting PIAAC Results: Understanding Competencies of the Future
CCLB took part in the Fall Institute in Montreal in October. This was an exciting conference as the results of the Programme for the International Assessment of Adult Competencies (PIAAC) survey had just been announced by the Organization for Economic Co-operation and Development (OECD).

The implications for future policy were discussed at the conference and as CCLB moves forward with the revision of the literacy benchmarks and with its workplace initiatives these discussions were very timely and informative.

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Nota bene

CLB Boot Camp and other CLB Modules
The elearning.language.ca site is currently down for repairs. We will be updating the technology and the site in the new year so it aligns with the new CLB and NCLC. Stay tuned for more updates.

CELBAN
CCLB is continuing to work with Red River College in supporting the delivery of the CELBAN assessment across Canada and in ensuring that the needs of internationally-trained nurses continue to be met. It is expected that some new sites may be set up in the coming months.

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Message du directeur général

Le Centre connait l’une de ses années les plus occupées de son histoire, comme la variété d’activités décrites dans ce bulletin de La langue en coulisse en fait foi. Les projets du Centre vont bon train.

Au cours des mois qui ont suivi notre dernier bulletin en septembre, nous nous sommes affairés non seulement à mener nos projets à bon port, mais aussi à présenter des communications à plusieurs conférences, notamment TESL Ontario, et à appuyer le Conseil d’administration dans ses tâches.

Nous avons tenu une journée d’orientation pour les nouveaux membres de notre Conseil. Nous avons préparé la rencontre trimestrielle du Conseil en septembre. Le comité sur la Vérification financière et la Gestion du risque s’est réuni pour mettre à jour le plan de gestion du risque et évaluer la santé financière du Centre. Le comité sur les Mises en candidature et l’Évaluation du Conseil s’est réuni pour discuter des départs prochains du Conseil et mettre en place un plan de succession. Le comité sur CELBAN a, pour sa part, revu l’entente de partenariat que nous avons avec Red River College pour l’administration de ce test linguistique pour infirmières et infirmiers. Nous sommes présentement à préparer la prochaine rencontre du Conseil, le 10 décembre.

Du côté du personnel, il y a eu deux additions. Kathy Hughes s’est jointe au programme des CLB et Monique Glandon, à celui des NCLC.

L’hiver et le printemps s’annoncent occupés.

-François Bélisle

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Batterie de tests de rendement

Le projet d’élaboration du test à enjeux élevés à partir des NCLC va bon train. L’été dernier, nous avons ajusté le contenu du test à partir des données de la pré-expérimentation et de la rétroaction de plusieurs intervenants, notamment les recommandations d’un comité d’experts et d’expertes en matière d’équité.

Cet automne, nous avons apporté les dernières améliorations au test et avons amorcé une expérimentation à plus grande échelle afin de déterminer de façon empirique, à l’aide de données statistiques, la validité et la fidélité du test. Durant cette expérimentation, nous recueillons également des données qualitatives à partir de la rétroaction de divers intervenants pour nous aider à améliorer, s’il y a lieu, le protocole d’administration du test, les mesures de sécurité, la notation du test et les processus qui assurent l’intégrité des données.

C’est dans ce cadre qu’on a fait passer cet automne les tests d’expression écrite et de compréhension de l’écrit à une centaine d’apprenants et d’apprenantes des niveaux 3 à 9 de la région d’Ottawa. Nous terminons en décembre l’administration du test en expression orale auprès d’une centaine d’apprenants et d’apprenantes de la même région. L’analyse des données va nous permettre de raffiner les processus liés aux séances de notation et de dégager les meilleures pratiques afin d'assurer le succès des prochaines étapes de validation en janvier 2014 à Ottawa et sur d’autres sites à travers le Canada.

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Le CLICenLigne.ca

Le programme de formation du CLICenLigne.ca est bien implanté : la plateforme est active et notre structure administrative permet de gérer efficacement les inscriptions et les évaluations. De plus, les nouveaux participants qui habitent hors des grands centres d’Ottawa et de Toronto et qui n’ont pas accès à un centre d’évaluation peuvent maintenant se faire évaluer par l’entremise d’un évaluateur itinérant. L’accessibilité au programme est donc accrue.

Un groupe d’apprenants poursuit présentement sa formation en travaillant sur la plateforme tout en bénéficiant de classes virtuelles hebdomadaires avec un professeur. D’autres participants se joindront au CLICenLigne.ca dès le mois de décembre.

Pour un aperçu du programme, nous vous invitons à visiter le portail du cours au www.CLICenLigne.ca.

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Trousse de soutien des NCLC

Le CNCLC a eu le plaisir de coordonner, de développer et d’animer cinq ateliers d’une demi-journée sur la Trousse de soutien des NCLC à Ottawa, Oakville et Windsor. Les ateliers s’adressaient principalement aux instructeurs des programmes de FLS de la province de l’Ontario ainsi qu’aux formateurs des programmes CLIC. En tout, 67 instructeurs de FLS ont participé aux ateliers; ils provenaient des établissements d’enseignement suivants :

  • Conseil des écoles catholiques du Centre-Est – Éducation permanente, Ottawa
  • Conseil des écoles publiques de l’Est de l’Ontario – École des adultes Le Carrefour, Ottawa
  • La Cité collégiale, Ottawa
  • Conseil scolaire catholique Providence, Windsor
  • Halton Catholic District School Board, Oakville
  • Dufferin-Peel Catholic School Board, Mississauga
  • Conseil scolaire du district du Nord-Est de l’Ontario, Timmins

À l’intérieur du même mandat de formation, le CNCLC a offert un webinaire sur la Trousse de soutien des NCLC grâce à la plateforme du site web Tutela. Ainsi, plusieurs instructeurs de FLS, qui enseignent en région loin des centres urbains, ont pu profiter de la formation eux aussi.

Les nouvelles listes « Je suis capable de… » sont maintenant terminées et disponibles sur le site web du CNCLC. Ces listes représentent un outil pour les apprenants et les enseignants du FLS. Elles ont été créées à partir des douze Niveaux de compétence linguistique canadiens (NCLC). Elles donnent des objectifs à atteindre pour chacun des niveaux et pour chacune des quatre habiletés, à l’oral et à l’écrit: compréhension de l’oral, expression orale, compréhension de l’écrit et expression écrite. Ces listes ne sont pas exhaustives et ne peuvent pas remplacer une évaluation formelle. Elles reprennent une partie de l’information du document sur les NCLC et la simplifient pour donner une bonne vue d’ensemble de chacun des niveaux.

Nous vous invitons à découvrir la Trousse de soutien et les listes « Je suis capable de… » sur le site web du CNCLC. Ce projet a été financé par le ministère des Affaires civiques et de l’Immigration de l'Ontario.

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Lignes directrices / Curriculum Guidelines Project

Lignes directrices pour le programme de français langue seconde (FLS) pour adultes, ne donnant pas droit à des crédits.

Le portail interactif des lignes directrices prend forme! Le développement du contenu est presque terminé et le gabarit interactif du plan de cours a été soumis aux deux équipes, anglophone et francophone, par la firme multimédia responsable de la médiatisation du projet. Il est maintenant prêt à être testé! La validation aura lieu auprès de futurs utilisateurs au cours des mois de décembre et janvier en collaboration avec la firme multimédia. Suite à la rétroaction obtenue, des modifications seront apportées à l’outil et une deuxième série de tests devrait avoir lieu en février prochain. Le lancement du portail est prévu pour la fin mars 2014. La fin de ce projet de deux ans approche donc à grands pas! Nous avons très hâte de mettre à la disposition des instructeurs de FLS un outil dynamique qui leur permettra de mieux comprendre et utiliser les NCLC en salle de classe. Ce projet a été financé par le ministère des Affaires civiques et de l’Immigration.

Curriculum Guidelines Project

This project is financed by the Ministry of Citizenship and Immigration of Ontario. The interactive website of the Curriculum Guidelines project is taking shape! Content development is almost complete and the interactive lesson plan template has been submitted to both project teams (CCLB for the French side and the Toronto Catholic District School Board for the English side) by our multimedia consulting firm. It is now ready to be tested. Validation with future users will take place in December and January with the multimedia firm’s collaboration. Based on the feedback received, the tool will be modified and a second series of tests will take place in February. The website is expected to be launched at the end of March 2014. The end of this two-year project is therefore nearing. We are looking forward to making this dynamic tool available to FLS instructors which will enable them to better understand and use the NCLC in the classroom.

 

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Les NCLC et les communautés francophones en situation minoritaire

Le CNCLC élabore depuis 2006 des ressources basées sur les NCLC destinées aux intervenants du FLS à travers le Canada. Depuis quelques années, le CNCLC est de plus en plus attentif aux besoins, aux enjeux et aux réalités des communautés francophones en situation minoritaire (CFSM). Cela se traduit non seulement par une compréhension plus juste de la population immigrante dans ces communautés, mais aussi par une connaissance plus pointue des besoins des enseignants de FLS. En fait, voici quelques questions qui ont poussé notre réflexion : Qu’est-ce qui caractérise les enseignants de FLS qui oeuvrent auprès des fournisseurs de services linguistiques? Que savent-ils des NCLC? Quel est leur savoir pédagogique sur l’enseignement du FLS? Que connaissent-ils sur leurs apprenants immigrants adultes? Où enseignent-ils? Que connaissent-ils des enjeux des communautés francophones? Quelles sont les tâches authentiques d’apprentissage?

Le CNCLC se démarque ainsi par sa volonté d’élaborer des ressources qui tiennent compte des caractéristiques suivantes des enseignants et des apprenants de FLS:

  • Enseignants issus des pays de la Francophonie (p. ex. : Afrique francophone, Maghreb, France, Belgique, Suisse) et qui ne connaissent pas nécessairement la réalité des CFSM (histoire, culture, vocabulaire)
  • Enseignants dont le français est leur deuxième langue parlée et écrite
  • Enseignants qui connaissent peu ou pas les NCLC
  • Enseignants qui enseignent le français langue seconde selon des méthodes et pratiques traditionnelles
  • Enseignants qui ont peu ou pas de formation pédagogique préalable
  • Enseignants éparpillés en région (p. ex. : Chatham, London, Woodstock, Owen Sound, Burlington, Milton, Oakville) et qui n’ont pas accès à une communauté d’apprentissage
  • Apprenants issus de pays de la Francophonie inscrits dans les programmes de formation linguistique du gouvernement fédéral
  • Apprenants dont le français est leur troisième langue
  • Et bien d’autres enjeux

Bref, le CNCLC est fier de la qualité de ses réalisations et de ses liens tissés avec les différents intervenants des CFSM. Le CNCLC continue de collaborer avec ses bailleurs de fonds tout en se faisant un devoir de les sensibiliser aux enjeux et réalités des intervenants à qui les ressources des NCLC s’adressent.

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Module des NCLC pour le CEPEO

À titre de contractant, le CNCLC a signé une entente avec le Conseil des écoles publiques de l’Est de l’Ontario pour la réalisation d’un module en ligne sur les NCLC dans le cadre du projet de perfectionnement des instructeurs de FLS. Le CEPEO est responsable du développement d’environ 12 modules de perfectionnement en ligne grâce au financement du ministère des Affaires civiques et de l’Immigration de l’Ontario (MACI). Le CNCLC, quant à lui, est responsable de développer le module sur les NCLC et d’en assurer sa médiatisation selon les lignes directrices du CEPEO. Les grandes lignes du module
comprennent :

  • De brèves explications sur le cadre théorique des NCLC
  • Des explications sur la structure et le contenu des NCLC
  • Des explications sur l’approche communicative
  • Des conseils pour les instructeurs sur l’utilisation des NCLC
  • Des exemples concrets pour distinguer une tâche pédagogique d’une tâche de communication authentique
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