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June 1, 2014

Inside Language - La langue en coulisse


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From the Executive Director

Le message en français suit.

Over the past three months since our last newsletter, we’ve been busy with the usual year-end work. We completed a number of important project deliverables due at the end of March and keep on working on many of these projects which continue into 2014-2105. We also had our annual audit for 2013-2014, and we are preparing for our annual Board meeting and AGM (held again in Ottawa this year, June 10-12).

Unfortunately, two of our long-time Board members are leaving the Centre. Chair Jim Jones’ (see article in this issue) and Christina Stechishin’s terms are coming to an end at this June’s meetings and both have decided not to seek reelection.

I also regret to inform you that two of our long-time colleagues left the Centre May 30. After more than a decade with the Centre, Marianne Kayed is moving on to the Ottawa Catholic School Board where she will be Manager, Continuing and Community Education. Marianne has contributed enormously to the CLB side of the Centre’s operations over the years. After almost 5 years, Marie-Élyse Gauthier is relocating to Prince Edward Island with her partner in June. Her organization skills and effectiveness have contributed to making the Centre a well-managed work environment. Both will be missed.

I am pleased to announce two additions to our team. Ron Lavoie has accepted the position of Program and Partnerships Manager. He is well known in ESL, LINC and immigrant services circles and brings to the Centre more than 30 years’ experience in those fields. Marie-Claire Lachance has accepted the position of Bilingual Senior Project Assistant, effective May 29. She brings solid administrative skills to the Centre. A warm welcome to Ron and Marie-Claire!

On behalf of CCLB, thank you for your interest in the Centre’s work and best wishes for a wonderful summer!

François Bélisle

Message du directeur général

Dans les trois mois qui ont suivi la publication de notre dernier bulletin de nouvelles, nous avons été occupés à achever les tâches habituelles de fin d’année. Nous avons complété pour la fin mars une série de livrables importants pour des projets dont plusieurs continuent en 2014-2015. Nous avons aussi complété la vérification comptable de fin d’exercice financier au 31 mars. Enfin, nous nous sommes préparés à la rencontre annuelle de notre Conseil d’administration et à notre AGA (tenues encore à Ottawa cette année, du 10 au 12 juin).

Malheureusement, deux de nos vétérans au Conseil d’administration ont décidé de prendre leur retraite. Jim Jones, le président du conseil (voir l’article dans ce numéro), ainsi que Christina Stechishin ont décidé de ne pas briguer un nouveau mandat.

Je regrette aussi de vous informer que deux vétérans collègues ont également quitté le Centre le 30 mai. Après plus d’une décennie avec le Centre, Marianne Kayed a accepté le poste de Manager, Continuing and Community Education au Ottawa Catholic School Board. Marianne a contribué énormément aux activités reliées aux CLB au fil des ans. Après près de 5 ans, Marie-Élyse Gauthier va se relocaliser avec son conjoint à l’Île-du-Prince-Édouard en juin. Le sens de l’organisation et de l’efficacité de Marie a beaucoup contribué à la bonne marche administrative du Centre. Les deux nous manqueront.

Je suis heureux de vous annoncer l’ajout de deux nouveaux membres à notre personnel. Ron Lavoie a accepté le poste de Program and Partnerships Manager. Il est bien connu dans les cercles de l’anglais langue seconde, des cours de langue LINC et des services aux immigrants. Il apporte au Centre plus de 30 ans d’expérience dans ces domaines. Marie-Claire Lachance a accepté le poste d’Adjointe bilingue principale de projet. Elle s’est jointe à nous le 29 mai, apportant au Centre de solides habiletés administratives. Une chaleureuse bienvenue à Ron et à Marie-Claire!

Au nom du CNCLC, je vous remercie de l’intérêt que vous portez au Centre et vous souhaite à tous et à toutes un merveilleux été!

François Bélisle


Public Holidays

Please note that our offices will be closed July 1st for Canada Day and August 4th for the Civic Holiday.

Jours fériés

Veuillez noter que nos bureaux seront fermés le 1er juillet pour la fête du Canada et le 4 août pour le congé civique.


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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Jim Jones retires as CCLB Chair

CCLB is sad to report that after so many years of close association with the Centre, Board Chair Jim Jones has decided to call it quits. His last participation will be at the June 2014 Board meeting. Jim first joined the CCLB Board in 1999, one year after the Centre was founded. He has since occupied many positions on the Board, from committee chair to Secretary-Treasurer to Board Chair. During his years as Chair from 2010 to 2014, Jim presided over a period of unprecedented growth at the Centre marked by an increasing affirmation of the CLB and NCLC as the national standards for the teaching and learning of English and French as second languages among newcomers to Canada. CCLB is grateful to Jim Jones for all that he has done over the years to advance the Centre’s mission and vision, and also for taking a few minutes to answer these questions:

CCLB – You joined the CCLB Board many years ago and have seen it change over time. In what ways is the Board you are leaving today fundamentally different from the Board you joined?

Jim Jones – First, I’d like to say what hasn’t changed: board members have always had passionate commitment to the Benchmarks and the interests of the Centre. It’s been a real privilege to work with so many outstanding professionals in the field and with the guidance and support of those people the Centre has grown to be a thriving organization. However, relative to changes, I think, too, the staff has grown in stature and continues to show more and more their expertise in managing the Centre’s projects. I also think that the Centre has grown in stature in the eyes of funders as a result of the great work it has been done over the years.

CCLB – What motivates your retirement from the CCLB Board at this time?

Jim Jones – I strongly believe there is a time to hold and a time to let go. It’s been a great run for me to have been connected with the Centre for some 15 years. Those years have been among the most fulfilling in my career and it will be difficult to identify another new activity that has brought me so much gratification.

I retired from Mohawk College just about two and half years ago and I no longer have the daily connection with matters having to do with immigrants. I still am the chair of a local immigrant serving group and I still am able to add value to that organization, but I don’t have the same level of contacts with folks in the trenches as I had when I was working at the College. The Centre has a lot of individuals on the board who are quite capable of providing leadership: I wouldn’t want to leave if I weren’t confident that there was great capacity and stability on the board.

I’ve also joined boards of musical organizations in the Hamilton area and I’d like to think that I can apply my board skills to them. Music has always been one of my passions and quite frankly playing in a number of orchestras and singing in a couple of choral groups is taking up a fair bit of my time. I know it’s a cliché, but I’m so busy in retirement I wouldn’t have time to work.

CCLB – You are widely credited with having run the CCLB Board smoothly and harmoniously. What traits in your chairmanship style account for those results?

Jim Jones – I don’t believe that it’s appropriate for a board chair to try to impose his or her views or will on either the board or the organization. I believe the chair’s job is to hear, bring out, articulate and synthesize the will of the board so that the whole is greater than the sum of the parts. I believe it’s critical to build consensus on a collegial board so that the organization can progress and be supported by the board. I’ve been very lucky in having board members who clearly make the interests of the Centre a priority and not their egos.

I also believe that the board chair’s job is always to stay ahead of the game. A good chair anticipates issues and concerns from board members and the executive director and talks to them well before board meetings so that when the issues come to the board they can be managed well and are presented in the best possible light.

I also think it’s important for the board chair to work well with the executive director so that they’re on the same page. I talk to Francois once a week throughout most of the year to stay abreast of the big picture issues with the Centre and in some cases to talk through those issues, but not to meddle in the operations of the Centre.

And the fact is that I like people and like talking to them to allow and encourage them to present what’s most important to them.

CCLB – What do you consider your main accomplishments as Board Chair?

Jim Jones – I’d like to think that I’ve contributed to creating a unified and harmonious board that is focused on issues that are important to the Centre.

I also take pride in being on the selection team that hired Francois Belisle as executive director. Francois sometimes remarks that he is not a specialist in the field, but his leadership, management skills and his knowledge of government are tremendous assets to the Centre and have resulted in great prosperity.

One achievement that does make me feel very proud were the by-law revisions that took place between 2010 and 2011 initially to meet the requirements for changes in The Not-for-Profit Corporations Act. I believe we covered off all of the dimensions of this activity from research, documentation, consultation and focus on outcomes to consensus building, communications and good timing. When the changes came to the board for approval everyone was already onside. The changes marked a watershed in the maturity of the Centre and have enabled the Centre to move forward with both efficiency and effectiveness.

CCLB – You have been known to say that you don’t like surprises. What do you mean by that?

Jim Jones – The job of being a board member is chiefly a management job and board chairs are quintessential managers. The chair’s job is to manage the affairs of the board based on evidence and solid decision-making. Not having all of the facts and the time to plan through a process to come to rational decisions undermines the work of both the chair and the board. In particular, meetings need to stay on track and specifically end on time.

Surprises prevent all of these from happening.

As chair, I sometimes ask questions to the board to bring out thoughts that haven’t been articulated so that the members will have as much information to make informed decisions and there aren’t last minute perspectives or information that prevent coming to a wise conclusion.

I know that some will say that having those conditions in place prevents spontaneity and creativity, but thinking outside the box also requires having all of the facts in the open.

CCLB – What will you focus your energies on after you retire from the CCLB Board?

Jim Jones – As I’ve mentioned my musical life has grown exponentially since I retired. I’m what might be called a “recovering” violist. I played during my teenage years and then didn’t play again for 35 years while I worked at the College. I take lessons now and many know that as adults new learning can be hard work, not at all like the spontaneous and, in many cases, effortless learning that takes place when you’re young. I try to set aside time most days of the week to practice.

I remember one lesson where I commented to my teacher that I just couldn’t seem to learn to play a certain passage. She broke down the various elements of the passage into manageable bits, just as a good language teacher is able to break down the elements of a new language pattern to students (it’s all about process and methodology, you know, and not so much about content). I finally was able to handle the passage and she said in an understated manner, “Well, that took 35 minutes,” and we moved on to another part of the lesson. I obviously had thought it wouldn’t take that much time of concentrated attention to learn the passage. Duhh!

As mentioned, I’m involved with the boards of a couple of musical organizations (writing grant proposals for arts funding has a lot of similarity to writing proposals for funding for immigrant services, which I did during my work at Mohawk). I’m also very much involved with work at the church I attend.

And I have a five-year-old grandson to spoil.

CCLB – After you retire from CCLB, an organization you have been associated for so long, don’t you think you will miss it and regret leaving it?

Jim Jones – There have been moments when I have had a meeting, worked on an issue or simply talked with a board or staff member and thought to myself it doesn’t get better than this and relished in the joy that that moment has provided. I’ve been very blessed with getting to know people from across the country and, I’d like to believe, I have contributed to making the CCLB a better organization. I am an incurable optimist (after all, every day is a gift) and believe ultimately there are good, very good or excellent (not necessarily perfect) solutions to all problems. I will miss this and regret that that piece of my life journey will end. I will miss the people most of all, but I hope that I won’t lose contact with them.

CCLB – In closing, can you tell us about something funny you experienced while on the Board – a story you might still be telling years after you’ve left CCLB?

Jim Jones – There are lots of times when the board had a good laugh with some situation or story from a board or staff member. However, the story that will always bring me chuckles when I think of it or tell it to others occurred when we conducted the interview process at the Cartier Place hotel when Francois was hired. I hope readers don’t consider this narrative off colour. Serge Boulé, Gerry Mills and I were interviewing in my hotel room and candidates came to the Cartier Place lobby and waited for their interviews.

As with most activities in our field most of the applicants were women. It was my task to go to the lobby and meet each candidate and take them to my room. This activity occurred every hour or so. After each interview, each candidate left on their own through the lobby.

After several interviews, I began to notice that the desk staff were aware of the routine that was occurring every hour. There were sideways glances and wry, knowing expressions on their faces.

I do wonder what passed through their minds when I took Francois, the last candidate, to my room.

CCLB – Jim, the staff of CCLB and your colleagues on the Board want to thank you for your enormous contribution to the Centre, and wish you happy retirement!

Jim Jones – I want to wish the board and staff the best in the future. May the CCLB flourish, prosper and grow in years to come.

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Can Do Statements

With funding from the Government of Manitoba, CCLB revised the Can Do Checklists in 2013. Re-invented as the Can Do Statements, they describe what learners can do at benchmarks 1 to 12 in the skills of Listening, Speaking, Reading and Writing. The purpose of these statements is to present some of the information in the CLB document in language that is accessible to learners. The statements help to facilitate discussions between instructors and learners about what they have accomplished and what they still need to develop. The Can Do Statements are only available online.

The Can Do Statements have been very positively received:

“I just wanted to say how impressed I am with the revised Can Do Statements – I love them! I think they will go a long way in helping learners (and even instructors) understand the benchmarks!”

“I just wanted to drop you a line and tell you how much I appreciate your resources – especially the Can Do Statements. As a lead teacher in the PBLA program I was struggling with explaining and describing the language benchmarks to my basic class until I pulled out these great statements with pictures. It has really “clicked” for them. We continue to use them each week and the students are very excited to match their progress to the statements.”

CCLB has also developed a training workshop which was presented at the Ottawa LINC PD Day to excellent feedback.

“Found it extremely helpful to assess and discuss sample students by using statements. It was wonderful.”

“Thank you for the practice with the Can Do Statements. It made the subtitles between the CLB levels much clearer.”

“I prefer these statements over the checklists.”

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Benchmarking the Language Demands of Audiology and Speech-Language Pathology

In May 2014, the Board of the Canadian Alliance of Audiology and Speech-Language Pathology Regulators (CAASPR) unanimously accepted CCLB’s report describing the type, scope and composition of language use in the audiology and speech-language pathology workplaces. The report had 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 Senior Program Manager Marianne Kayed and Lead Benchmarker Anne Senior presented the benchmarking results to the CAASPR Board of Directors at their April meeting in Ottawa.

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CLBPT training in Ontario

CCLB continues to work with both the Ontario Ministry of Citizenship and Immigration (MCI) and Coordinated Language Assessment and Referral System (CLARS) centres in Ontario regarding training and calibration needs for CLBPT assessors. In May 2014, ten additional assessors were trained and certified on the CLBPT tool. CCLB will continue to work with MCI and CLARS centres regarding future needs related to CLBPT training.

CLBPT training and calibration in other regions

In most regions in Canada, CLBPT training and support activities are offered as a fee-for-service and scheduled on an as-needed basis. Charging a fee for delivery of CLBPT training and support allows assessors a consistent level of service delivery to support their use of the placement test.

Funding in Manitoba allowed for one CLBPT training session to be held in March along with two calibration sessions. These sessions, along with the CLBPT training session held in January, resulted in 9 new assessors trained and certified on the CLBPT tool and 19 current assessors re-calibrated in the province of Manitoba. 

In Saskatchewan, the transfer of CLBPT licenses to individual centres is now complete. As well, 4 new assessors were trained in Regina and are currently in the process of completing their certification. CCLB also offered a calibration session for 6 current assessors in Halifax, Nova Scotia.

In addition, 2 of our CLBPT regional trainers – Andrea Strachan (ON) and Alice Foley-Keats (Atlantic) decided to step down for the 2014-15 fiscal year. CCLB would like to thank them for their work and dedication that they have shown as CLBPT regional trainers since the test was created. A search is underway for those interested in becoming new CLBPT Regional Trainers in the Ontario and Atlantic regions.

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With funding from Citizenship and Immigration Canada (CIC), the Milestones project continued to be busy this quarter with piloting new questions for the 4 CLB skills. In March, the final Reading pilots were administered. The completion of both the Reading pilots and Writing field tests allowed for the scoring and validation of content to take place successfully. Based on the findings from the validation, the process of assembling tasks and items to create the final versions of the test has begun. The Speaking field test began in the Toronto area and Listening pilots continued in the Ottawa and Hamilton areas. Additional listening pilots are now being set up for the summer months. If your site is interested in participating in the pilots, please contact Krista Walsh-Murray at [email protected] for more information.

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Revision of the CLB Literacy Benchmarks

This initiative was funded by the Government of Manitoba with support from Citizenship & Immigration Canada. CCLB managed the project with the Government of Manitoba and provided a pan-Canadian presence on the development and validation of the revised ESL literacy benchmarks, the CLB 2000: ESL for Literacy Learners document. This was a one-year project, ending March 31st, 2014.

March was a very busy time on this project. This included finalizing the initial draft of the revised document, initial validation of the revised document, and the development of various supporting tools and reports. Working remotely, the Writing team under the leadership of Linda Johansson with support from Andrea Strachan, Gail Stewart, Christine Pinsent-Johnson and Anne Senior helped the team to finish the new and improved document. In addition, the writing team was supported with input from experts in CLB, CLB assessment, Adult Literacy, Numeracy and Essential Skills.

A validation plan was prepared for the revised document by Dr. Nick Elson (York University), the Validation Lead. In addition, Dr. Elson was able to begin validating the document with (a) the Content Advisory Committee Members and (b) ten Experts who applied to CCLB with expertise in ESL/Second Language Literacy, CLB, Adult Literacy and Essential Skills. Due to time constraints it was decided, in consultation with the funders, that the second part of the validation with ESL Literacy practitioners would be done in the spring when funding became available. CCLB issued a call for teachers to volunteer to participate in the practitioner validation and is awaiting the green light to begin once funding is confirmed.

Some of the key deliverables for March 31 were:

  • A working document version of the revised CLB literacy document.
  • Validation work (includes an interim validation report) of the validation with ten experts and with the Content Advisory Committee. A final version to be prepared by Dr. Nick Elson is planned once further funding is obtained to validate the revised CLB literacy document with teachers.
  • Twenty sample lesson plans.
  • Online survey report with Assessors on how they assess ESL Literacy learners.

CCLB also held a one-day symposium at TESL Canada 2014 in Regina. Twenty practitioners attended the session and provided feedback on portions of the document. Linda Johansson and Carla Woods from the Writing team joined Marianne Kayed, Anne Senior and Dr. Elson in presenting the journey to revise the literacy benchmarks. The session was a success as indicated by the enthusiasm and passion that practitioners in the room showed for the revised document.

Plans for the coming months are to finish validation of the document with ESL practitioners and to finalize and print the revised document, pending the availability of additional funding. CCLB has also proposed a Phase II which includes development of a Support Kit for ESL Literacy practitioners and training. Stay tuned to future newsletters for more information on the CLB: ESL for Adult Literacy Learners document.

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Training on the CLB and CLB Support Kit

With funding from the Ontario Ministry of Citizenship & Immigration (MCI), CCLB wrapped up the training for Ontario ESL instructors on the revised CLB and CLB Support Kit in March 2014. This meant that by March 31st:

  • A total of 152 Lead Trainers, 778 instructors in ESL programs at school boards, and 83 end users trained at TESL conferences were trained on the CLB and CLB Support Kit      
  • Overall 1,013 ESL instructors have been trained
  • 47 training sessions were given

The training was based on a three-tier Train-the-Trainer model where CCLB-designated Master Trainers trained the Lead Teachers, who in turn were expected to train teachers at their organizations. CCLB was able to track training results in the National Training database at the Lead Teacher and organizational level and issue appropriate certificates.

Feedback has been very positive from both Lead Trainers and classroom teachers on both the revised CLB and the CLB Support Kit. The CLB Support Kit and exemplars (audio, multimedia and written) are available on

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PBLA Training and Support 

The first cohort of approximately 100 Lead Teachers from across Canada completed their 10-week online PBLA Foundations in the middle of March. In April they began the Application Phase of the training which will conclude in June. Five Lead Teacher groups met with their Regional Coaches for face-to-face mid-course review sessions: two groups from Alberta, two groups from Ontario and one group from Saskatchewan. Three groups met synchronously online on in the PBLA Lead Teachers Group with their Regional Coach.

CCLB staff presented PBLA: Beyond Basics, a workshop on the five principles of assessment at the LINC PD day in Ottawa on March 7. CCLB staff also presented the workshop at the TESL Hamilton spring conference in early May. One of the Project Leads, Joanne Pettis, presented a PBLA workshop in Saskatchewan at The Saskatchewan Association of Immigrant Settlement and Integration Agencies (SAISIA) for a Language Training and Learning event on March 13.

The PBLA team is currently preparing the groundwork for the second cohort of Lead Teachers, scheduled to start in 2014. Cohort two will include teachers from British Columbia and Ontario.

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CCLB continues negotiations with Red River College, who administers the Canadian English Language Benchmark Assessment for Nurses (CELBAN) in Canada, to determine the future of CELBAN. CELBAN is currently one of two tests accepted by nursing regulators for the demonstration of language proficiency. Anne Senior, Special Consultant to CCLB, met with Red River College staff and had a tour of the facilities on a recent site visit to Winnipeg.

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Occupational Language Analysis (OLA)

In the March to May time period, CCLB worked on finalizing and enhancing an Occupational Language Analysis (OLA) for the Transitional Council of the College of Homeopaths of Ontario (TC-CHO) in collaboration with HRSG, a consulting firm in Ottawa. In addition, CCLB developed an Additional Task Inventory and a Glossary of Terms. The College of Homeopaths of Ontario will be the first regulatory body for homeopaths in North America. CCLB staff also advised the TC-CHO on appropriate use of CLB and testing options as TC-CHO prepares to accept registrants into the regulatory framework. Next steps include a legal review, after which the documents will be finalized for use by TC-CHO.

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WLA Training for CLARS Assessment Centres

With the Coordinated Language Assessment and Referral System (CLARS) now rolled out in Ontario, CCLB is working with Ontario’s Ministry of Citizenship and Immigration (MCI) to set up various two-day training sessions on the Workplace Language Assessment (WLA) tool for up to 40 assessors in CLARS centres over the summer and fall months. A call has been put out for those interested in becoming WLA assessors in the Ontario region. As dates are finalized, CLARS centres will be notified.

The WLA tool is 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.

In other provinces, there are WLA sites in BC and Alberta with assessors trained in the past. If you would like more information about becoming a WLA test site, please contact CCLB directly.

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CCLB Policy Work

National Training Framework – CCLB was asked by Citizenship & Immigration Canada to begin a document that might lead to a more formalized National Training Framework for Language Training offered by the federal and provincial governments. Anne Senior (Special Consultant to CCLB), Elissa Beaulieu (NCLC Program Manager) and Marianne Kayed (Senior Program and Partnerships Manager) produced a draft that has been submitted to CIC for further consideration and feedback from NLAB and various stakeholder groups.

Regulated Professions and Language Testing – In May, CCLB staff coordinated with Citizenship & Immigration Canada (CIC) staff to arrange for a teleconference and a survey with smaller regulatory bodies to find out how they deal with language requirements for bridging programs and for professional licensure, how they use CLB/NCLC and what their needs are in relation to language testing. The feedback from the survey and the teleconference will inform CIC of where language decisions are required for licensure, how decisions are made around language testing and what the current state of affairs is with various professions.

“Factors that support the successful integration and the retention of internationally educated nurses (IENs) into the Canadian healthcare systems” Project Advisory Committee – CCLB staff participated in one teleconference as part of this two-year research project which is looking at various factors that support access, integration and continuing to work for IENs in the profession.

CAPLA QA Project Advisory Committee – CCLB staff participates on the multi-partner advisory for the Canadian Association of Prior Learning and Assessment (CAPLA)’s Ensuring Quality Assessment Practices Through Training and Collaboration, a Pan-Canadian Recognition of Prior Learning (RPL) Quality Assurance Project. The latest meeting was in March. CCLB is one of approximately twenty national, international and sectoral organizations participating.

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Lignes directrices

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

L’outil de planification interactif est l’élément central du projet des Lignes directrices. Cet outil permettra aux instructeurs de planifier leurs cours du début à la fin.

Dans un premier temps, il est possible de créer une description générale de son cours, d'abord les éléments de base, description, horaire, niveaux, etc. Cette description générale peut être imprimée et remise à l’apprenant. Il y trouvera toute l’information dont il aura besoin pour commencer son apprentissage du français.

L’instructeur continue ensuite sa planification au niveau de l’unité (groupe de leçon sur un thème donné) et de la leçon (séquence d’enseignement) en utilisant toutes les ressources mises à sa disposition : listes des descripteurs des NCLC, exemples d’objectifs d’apprentissage, de tâches, d’éléments de contenu (éléments de grammaire, de vocabulaire), etc. L’instructeur peut ainsi planifier sa formation. En tout temps l’instructeur est guidé dans sa démarche en ayant toujours accès à des onglets de formation. Il est aussi libre dans sa démarche afin de personnaliser le cours selon les besoins de ses apprenants.

La démarche de planification proposée est justifiée par des principes directeurs qui sont présentés aux instructeurs dans un document clair et convivial.

Ce projet est financé par le ministère des Affaires civiques et de l’Immigration de l’Ontario.

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Élaboration du test de rendement à enjeux élevés (BTR)

Le CNCLC continue à développer et peaufiner le contenu du test à enjeux élevés. L’équipe s’est surtout concentrée sur les tâches en compréhension de l’oral pendant la période de mars à mai. Une firme multimédia a été embauchée pour faire la production des vidéos et enregistrements audio. Avant de passer en production professionnelle, l’équipe a procédé à une mise à l’essai des tâches du test auprès d’une trentaine d’apprenants.

Le Centre tient à remercier sincèrement La Cité collégiale, le CÉPEO et l’Éducation permanente de leur précieuse collaboration pour les mises à l’essai du test.

Nous poursuivrons les analyses et la validation du test au cours des prochains mois. Si votre site désire participer à cette validation, n’hésitez pas à communiquer avec Marie Kagaju, [email protected].

Ce projet est financé par Citoyenneté et Immigration Canada.

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