Board of Directors
The Centre for Canadian Language Benchmarks is governed by a nationally representative, multi-stakeholder board of directors including representation from government, ESL and FSL experts and language assessors.
Shannon Storey is Academic Coordinator of the distance-delivered Certificate Program in Teaching English as a Second Language (CERTESL) at the University of Saskatchewan and curriculum consultant for the University’s Language Centre. She has taught English language learners professionally, including new literacy learners, since 1984 in adult, high school and elementary programs in Canada and Japan, and has provided teacher education to future ESL instructors at the University of Saskatchewan since 1993. Her adult ESL teaching positions in Canada have included both LINC and EAP programs. Her career in ESL teaching really started as a settlement language volunteer tutor, and subsequently she has volunteered as an ESL teacher in Thailand and as a consultant at a vocational tourism and business services college in Ukraine. She has been active as a participatory educator and organizer in social development contexts, in Canada and internationally, within the language and literacy education, gender and development, and agricultural community contexts. In partnership with Ruth Epstein, Ms. Storey designed and piloted Prior Learning Assessment and Recognition (PLAR) for both TESL Ontario and TESL Canada early in the 2000’s.
Currently, Ms. Storey serves on the Accreditation Committee of TESL Saskatchewan, and represents English language teacher education within the Saskatchewan Teachers Federation’s K-12 professional growth network, SKTEAL. She is a past President of TESL Saskatchewan, past Chair of TESL Canada’s Standards Committee, and past Chair of TESL Saskatchewan’s Accreditation Committee, and continues to serve Saskatchewan ESL teachers as a TESL Saskatchewan accreditation committee member.
Ms. Storey represented TESL Saskatchewan on the board of CCLB in the early 2000s, rejoined the CCLB board in 2015, and became its chair in 2017.
Dr. Aileen Clark (PhD, University of Ottawa) is Director of the Continuing Education Division, the Language Enrichment Service and the Centre de ressources en français juridique (CRFJ), of Université de Saint-Boniface (USB) since 2012. Since her arrival at USB in 2005, she has worked on projects aimed at supporting improved access to French services in several fields including immigration, health and justice. Among other duties as Director of continuing education, she oversees language training in French for permanent residents as well as English language training for permanent resident students at USB. She also contributes actively to the Réseau de l’immigration francophone du Manitoba (RIF) as USB’s representative and has been part of the RIF’s steering committee since the spring of 2016.
Position will be filled in June 2020
Monique Bournot-Trites is an Associate Professor in the Department of Language and Literacy Education at the University of British Columbia (UBC).
She teaches courses in the Teacher Education program as well as courses in second language assessment, research methods, and reading foundations at the graduate level. In 2010, she developed a French M.Ed. cohort at UBC taught by Web conference for French teachers across Canada, for which she has been the academic supervisor.
She has been the project lead for writing the Theoretical Language Framework for the Canadian Language Benchmarks and she recently wrote a background report for a research project on aligning the CLB/NCLC with the CEFR. Most of her research is conducted in the context of French immersion and includes the acquisition and development of second language, literacy, content learning in an additional language, evaluation of languages, intercultural competence, the teaching of grammar, and learning disabilities.
Monique did her Master’s Degree in School Psychology at UBC (1986); her thesis is entitled “Bilingualism and reasoning ability”. She also obtained her PhD at UBC (1998) in the Department of Human Learning and Development, and Special Education. The title of her dissertation is “Relationships between cognitive and linguistic processes and second language production in French immersion.” She taught in French immersion in grade 1 and grade 3 before becoming a faculty member at UBC.
Carol Derby is the manager of Language Services at Immigrant Services Association of Nova Scotia (ISANS). With a Master’s Degree in Adult Education, she has almost 25 years’ experience in the EAL field. Carol began teaching EAL in 1995 in South Korea. She went on to spend four years overseas in Korea, the Czech Republic, the UK and France. Upon her return to Canada, she worked with a private language school, and the YMCA Newcomer Centre. She began working with Settlement language at ISANS in 2002. She is a certified intercultural practitioner, a member and former board member of TESL NS, a former board member of New Language Solutions, and a member of the Newcomer Language Advisory Body.
At ISANS, Carol has worked as a LINC instructor, ELT instructor, curriculum developer, online developer, team lead and manager. She has developed online and face-to-face workplace communications and sector specific curricula, working extensively with multi-stakeholder groups in Nova Scotia. She currently oversees all language programming at ISANS, from vulnerable populations in EAL literacy classes to high-level clients in regulated professions.
Ryan Drew (BA Honors, MA TESOL, TESL Cert., Essential Skills Practitioner Cert., CLB Expert) began her career at SUCCESS 19 years ago. As the Best Practices Coordinator for Language in the Immigrant Settlement & Integration Program, Ryan supported the training of the instructional staff, contributed to proposal development, and the implementation of Best Practices across service regions.
In 2015, Ryan was appointed the Regional Manager for the Tri-Cities Immigrant Settlement & Integration Program overseeing settlement and language services in the region. In this role, she implemented new and additional programming to further serve the needs of newcomers in the Tri-Cities region.
In 2016, she was appointed as the Program Director of the Immigrant Settlement & Integration Program. In this role, Ryan continued to support newcomers to BC with quality settlement and language programming that assists in their settlement and integration process.
Most recently, Ryan was appointed Director, Integrated Services for Newcomers, where she supports all of the social service programming at SUCCESS – services for newcomers, seniors, youth, families, entrepreneurs, and vulnerable populations. She is proud to ensure the delivery of quality services that enrich people’s lives.
Diane Hardy is an associate dean in the School of Global Access, Bow Valley College in Calgary, Alberta. She has over twenty years of experience in the field of English language learning and post-secondary education. She has worked as a program coordinator, project manager, and English language instructor. She has been responsible for program management, curriculum development, teacher training, online learning, innovative programs, and applied research projects. Diane is committed to academic excellence, and is a recipient of the Bow Valley College Awards of Excellence for Faculty, the Canada Post Community Literacy Award for Educators, and Calgary Learns’ Life of Learning Awards for Designer/Director. She is a past President of Alberta Teachers of English as a Second Language. She has also worked in the private sector and has professional experience in the areas of marketing and communication and fund development.
Marianne Kayed is the Manager of Continuing and Community Education for the Ottawa Catholic School Board (OCSB) where she leads non-credit programs including English as a Second Language (ESL) for Adults and Literacy and Basic Skills (LBS) programs. In 2019, she led two OCSB projects funded by the Ontario government exploring the language challenges of International Students and developing a CLB for Deaf Learners.
She is Co-Chair of the Ottawa Local Immigration Partnership (OLIP) Language Table and sits on the OLIP Council, is the OCSB representative on the Hire Immigrants Ottawa (HIO) Public Sector Table. She is active in CESBA (The Ontario Association of Adult and Continuing Education School Board Administrators) and a member of the Language Proficiency in the Regulatory Context Community of CNAR (Canadian National Association of Regulators). As a board member of the Centre for Canadian Language Benchmarks (CCLB), she has served on the following committees: Audit and Risk Management, Official Languages, and CELBAN (Canadian English Language Benchmark Assessment for Nurses).
She has extensive experience with the Canadian Language Benchmarks. Previously she worked at CCLB where she was the Senior Program and Partnerships Manager. Her tenure included managing projects related to assessments (CLBPT, CELBAN, and ECLAB), Essential Skills, E-Learning, and various benchmarking research initiatives. This included management and benchmarking work for nursing, physiotherapy, audiology and speech language pathology, trucking, engineering, tourism, and medical and Red Seal exams. She also helped coordinate the 2010 National Consultation on the Canadian Language Benchmarks/Niveaux des compétence linguistique canadiens, which informed the 2012 revision of both framework documents. She has worked with a wide variety of stakeholders across Canada: teachers, educators, government employees, researchers, TESL associations and adult learning organizations.
A graduate of Brock University’s inaugural TESL program and of Laurentian University’s Modern Language program, she has taught ESL, Technical Writing and Language Studies at Mohawk College in Hamilton before moving to Ottawa in 1996. From 2011 to 2012, she worked as a Senior Manager of Policy for the Federation of Medical Regulatory Authorities of Canada (FMRAC) where she gained experience in accreditation, risk management, and national standards.
James Papple is an English for Academic Purposes Manager from York University, with 20 years of teaching experience to international and domestic students.
He graduated from Brock University with a Bachelor’s in Linguistics and Psychology (1999), a Masters in TESOL (2007), and a Human Resource Management certificate from Niagara College (2008).
As Chair of TESL Ontario (2016-2017) he had the opportunity to network through the provincial community of practice, a role that he has carried on with TESOL International’s Affiliate Network and Professional Council (2018-2021). Currently, he sits on Program Advisory Committees for Niagara and Centennial College and is a founding member for TESL Ontario’s College and University committee.
Over the course of his career, James has published three textbooks of EAP materials, the last two with Oxford University Press. Additionally, he has written and developed classroom and testing materials for publication and recently appeared as a guest blogger for TESL Ontario.
James also volunteers his time with Leadership Niagara, helping young entrepreneurs forge connections to Niagara’s vibrant non-profit community.
Shahrzad Saif is a professor of applied linguistics at the Department of Language, Linguistics and Translation, Université Laval. Holder of research grants FQRSC, SSHRC and Health Canada, her first research focused on the measurement and evaluation of second/foreign languages and on the interface between measurement and language evaluation and language acquisition. She is particularly interested in the impact of high-stakes exams on critical issues in second- and foreign-language teaching and learning. She is currently Vice President of the Canadian Association of Language Assessment and the Assistant Editor of the International Language Testing Association (ILTA) quarterly newsletter.
Ms. Saif also serves on the board of the Centre for Canadian Language Benchmarks and the advisory committee of the Canadian English Language Benchmark Assessment for Nurses (CELBAN). As an expert consultant, she has been actively involved in the development and validation of the common theoretical framework of the Canadian Language Benchmarks (CLB) and the Niveaux de compétence linguistique canadiens (NCLC) as well as the revision and concordance of CLB and NCLC with the new theoretical framework. She has collaborated with the International Centre for Pedagogical Studies in France, Educational Testing Services in the United States, and Pearson Education in the United Kingdom to define equivalencies between the new CLB and NCLC and the cut scores of the Test de connaissance du français (TCF), TOEIC and the Pearson Test of English (PTE).
John Sivell is a Professor Emeritus from Brock University, where he taught in the Department of Applied Linguistics and was founding Director of the Centre for Intercultural Studies.
He instructed courses generally in the areas of Second Language Education, Pedagogical Grammar, and Intercultural Studies. Before joining Brock University he taught at universities in Europe, Morocco, Saudi Arabia and Iran. He also gave ESL/EFL classes in Canada and abroad through various bodies including the British Council (in Morocco and Iran). His academic expertise ranges across English Literature, Applied Linguistics and Educational Technology. He completed undergraduate and graduate studies in Canada, England and Wales.
Over a lengthy career John’s research and publishing interests included Language Teaching Methodology, Intercultural Contact and Communication, Teacher Professionalism, the Theory and Practice of Plagiarism Avoidance, and Freinet Pedagogy. Additionally, he authored or co-authored several books of ESL classroom materials and was Editor of TESL Canada Journal. As an administrator, he served as Acting Chair of the English Department, Jundi Shapur University (Iran), and (at various times while at Brock) as Dean of the Faculty of Humanities, Chair of the Department of Applied Linguistics, Director of the Centre for Intercultural Studies, Chair of the University Senate, Chair of the University Pension Committee, and Academic Colleague (Council of Ontario Universities).
His commitment to the Canadian Language Benchmarks stemmed in part from his academic training, but even more from his extensive hands-on experience with students engaged in both credit and non-credit English language learning, and also from his awareness of teachers’ need for clear reference points when designing materials and developing teaching strategies. Likewise, as an administrator he had many opportunities to observe the importance of objective and realistic performance criteria when making high-stakes decisions about candidates’ linguistic capacity to deal with academic or professional challenges. Consequently, he was an early adopter of the Benchmarks as a key element in his courses on Teaching Methodology and Curriculum Design, and in the many Teaching Practicum courses he taught and supervised.
Outside the university world, John is a dual citizen of Canada and France, fluent in both tongues, and a seasoned long-term resident in settings beyond this country. That background has brought deep respect for Canadian multicultural values and, equally, sensitivity for the daunting tribulations that migrants sometimes face. Such factors underpin mindfulness of how important a consistent and welcoming framework for language learning and cultural adaptation can be.