CCLB is inviting applications to fill vacancies on its pan-Canadian Board of Directors. Appointments to the CCLB Board are made by the Board on recommendations from the Nominating Committee using a transparent set of criteria. The term for all positions is three years, starting in June 2019, renewable once. The Board meets four times a year. All CCLB Board members participate on their own behalf and not on behalf of their employer or any organization. Board members are expected to display a combination of the following attributes: Commitment to the goals of CCLB. Knowledge and experience working with the Canadian
The recent research report, “Aligning the Canadian Language Benchmarks (CLB) to the Common European Framework of Reference (CEFR)”, by Dr. Brian North and Dr. Enrica Piccardo, is now available. The report has implications for the Niveaux de compétence linguistique canadiens (NCLC).
The Centre for Canadian Language Benchmarks (CCLB) is requesting applications from experienced Content Developers to develop multi-level modules with teaching materials under the Portfolio Based Language Assessment Project funded by Immigration, Refugees and Citizenship Canada. The dates for initial module development are January to March, 2019. Subsequent module development is also planned for April to June 2019, and July to August, 2019. Applicants should have: A TESL certificate from a TESL program recognized by TESL Canada or TESL Ontario three or more years teaching and creating content specific to LINC/ ESL learners and ESL Literacy Learners completed training in Introduction
When: Sunday, March 17, 2019 7:00 pm – 8:00 pm Presenter: Thura Aljubury, OCELT Webinar Description: Are you implementing PBLA in your classes and looking for some techy tasks? If so, this webinar will be of interest to you. The presenter will demonstrate examples of using some techy methods and strategies to either assign tasks or assess writing in PBLA. By the end of this webinar, you will have: obtained information on using several virtual platforms for assessing writing collected a list of platforms and apps to use in your classes for writing been introduced to the presenter’s authentic rubrics
Written by – Lisa Herrera, Consultant In a report completed for the Canadian government, Makosky (2008) indicated that, at the time of writing, exit test results from LINC programs across the country were “deemed to be subjective/situational and not comparable to any common standard,” with the result that “exit rating and feedback to newcomers may be inconsistent and the results not as portable as newcomers, instructors and program managers would like” (p. 2). Because of the lack of transparent, reliable outcomes, LINC’s funder, Citizenship and Immigration Canada (now Immigration, Refugees and Citizenship Canada), determined that a consistent standard of exit
YMCA Employment and Community Programs provide a variety of employment, counselling, outreach, intervention, training and newcomer programs to youth and adults throughout the GTA. The YMCA Language Assessment and Referral Centre functions as the first step of the language training pathway for immigrants to Canada. All immigrants wishing to access language classes funded by Immigration, Refugees and Citizenship Canada (IRCC) and the Ministry of Children, Community, and Social Services (MCCSS) need to undergo an assessment at the language assessment centre. The French Language Assessor is responsible for administering Batterie de tests de classement aux Niveaux de compétence linguistique canadiens (BTC-NCLC)
We are looking for instructors, program administrators, supervisors, coordinators, managers, and other e-learning staff and newcomers who have taken or are currently taking an online or blended class to participate in the NICO research study. The Newcomer Introduction To Classes Online (NICO) research study will identify the challenges, obstacles, and instruction methods for e-learning. This research will be used to adapt Norquest College’s Preparation for Online Learning (CLB 4-8) course to address learning obstacles and expand the program to CLB 3 learners. With the results of the research study, Calgary Immigrant Educational Society (CIES) will be creating an orientation introducing newcomers to
Background Relating Canadian Language Benchmarks to Essential Skills: A Comparative Framework (CF) was produced in 2005 for the purpose of bringing together the communicative abilities described in the Essential Skills (ES) and the Canadian Language Benchmarks (CLB). The CF was designed from the perspective of Essential Skills, with the focus on illustrating how CLB levels lined up with ES tasks and descriptors. The CF shows that the Essential Skills generally require language ability that aligns with Stage II and Stage III of the CLB scale. For this reason, the original CF document was used primarily by ESL practitioners working with learners