1. 90,000 enrolled in LINC 1

2. Anne Senior, CCLB Yves Saint-Germain, CIC Mourad Mardikian, MCIIT
Canada’s Directions in Settlement Language Training: Improving Newcomer Outcomes
Anne Senior, CCLB
Yves Saint-Germain, CIC
Mourad Mardikian, MCIIT

3. Agenda CCLB presentation CIC presentation MCIIIT presentation
Question period

4. Why are national standards important?
Solicit discussion
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

5. CLB and NCLC
Language and skills development are key components of settlement programming funded by Citizenship and Immigration Canada (CIC)
Standardization
National Language Placement and Progression Guidelines
Portfolio-Based Language Assessment (PBLA)
Tutela enhancements
National expansion of CLIC en ligne
Areas for program improvements
Review and renewal of curriculum guidelines
Online, blended and e-learning approaches
Literacy tools and resources
Labour market focus, essential skills
Instructor standards
Partnerships and Collaboration
Federal-provincial-territorial forums
Stakeholder engagement
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.

6. 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.
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 on which to develop classroom curricula and assessment tools in all provinces and territories
For use across community, work and school contexts
For use in provincial and national language training programs
The CLB/NCLC are reliable and valid
Are criterion-referenced and measure language progress of adult learners in all settings
Are empirically validated, transparent and use-friendly
Being context free, can be used to develop or assess learning whatever the context or program
THE CLB/NCLC have gained broad national acceptance in the last 15 years
Serve as the basis for provincial language training programs
Serve as the basis for a variety of assessment tools, including the CLBPT
Have existing and potential links to the Essential Skills framework .
Are used in many Canadian post-secondary institutions to identify the second language levels of applicants 6

7. CLB structure 7 Progression 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:
Organized into 12 levels and grouped in three stages, the CLB address four skill areas: listening, speaking, reading and writing. This framework provides a description of language proficiency, where benchmark levels increase as the tasks become more complex. A person who speaks English as a second language (ESL) at CLB Stage I, Benchmark 1 has little or no proficiency in English; an ESL speaker at Stage III, Benchmark 12 has excellent native-like fluency. As language learners progress, the tasks and contexts become more demanding and the expectations become higher. Education, training, opportunities for practice and natural ability all influence performance; second language speakers rarely demonstrate identical levels of proficiency in all areas.
The shaded areas in the diagram demonstrates two second language speakers’ CLB profiles as required for a specific occupation.
In the shaded profile a learner is in stage 1 with three skills at CLB 3 and one at CLB 2.
In the turquoise profile only three skills :speaking, listening, reading and writing are required to be benchmarked for the specific occupation or program entry.
They are all at benchmark 8 – this is unusual; learners usually demonstrate a more jagged profile. 7 7

8. Communicative competence
CLB 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.
The CLB describes language in terms of communicative competence, or the ability to use and communicate appropriately in a variety of contexts and situations.
CLB defines communicative performance as the actual use of language in concrete situations to accomplish a communicative function or task which demonstrates the degree of communicative proficiency through the application of language knowledge, skill and strategic rules. both communicative performance (language use) and communicative knowledge (knowing about the language or context for use)
Not necessarily always grammatically correct. Asking for clarification - Pronunciation - how clearly can the speaker be understood. 8

9. Role of the CCLB
CCLB/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.

10. Increased rigor
, 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)
CLB is the language standard named in CIC’s Immigration and Refugee Protection Regulations (IRPR) and functions as the basis for:
Selection of Federal Skilled Worker and Canadian Experience Class newcomers
Settlement language training programs
Course/curriculum structure
Teacher training
Portfolio-Based Language Assessment (PBLA) for ongoing in- class assessment
Milestones Test high-stakes outcomes assessment
Evidence that citizenship applicants have met language proficiency requirements
Need for increased rigor, pan-Canadian, reliability, portability, accountability – higher stakes purposes. Deeper reflection on assessment (reasons, modalities and implications)
Importance of accountability and transparency
Expansion, refinement and customization of descriptors
Development of Portfolios and related tools 10

11. Theoretical framework behind CLB/NCLC11
Reflects 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.
LANGUAGE KNOWLEDGE
Organizational Knowledge
Grammatical Knowledge
Textual Knowledge
STRATEGIC COMPETENCE
Pragmatic
Knowledge
Functional Knowledge
Socio-linguistic Knowledge
The CLB and NCLC are based on a solid theoretical background.
According to Bachman (1990), language ability requires a combination of language knowledge (grammatical, textual, functional and socio-linguistic) as well as strategic competence (cognitive and meta-cognitive strategies for managing language knowledge).
This strong theoretical background provides support for the sort of language decisions that might have to be made thus increasing transparency and accountability.
The revised Theoretical Framework is available at the CCLB website at: 11

12. Maturation

13. 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 13

14. 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 14

15. Any questions Visit us at Booth 1928 asenior@language.ca
Visit us at Booth 1928 15

16. Canada’s Directions in .
TESOL 2015 International Convention
& English Language Expo
Canada’s Directions in
Settlement Language Training: Improving Newcomer Outcomes
March 27, 2015
Yves Saint-Germain

17. Copyright [Citizenship and Immigration Canada, 2015]
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.

18. 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 18

19. Department of Citizenship and Immigration
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.

20. CIC’s Settlement Program
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.
Needs Assessments and Referrals
Formal reviews of client needs, leading to referrals to settlement and other community-based services
Information and Orientation
Information to better understand life in Canada and make informed settlement decisions
Language and
Skills Development
Supports to develop official language skills to live and work in Canada
Employment-Related Services
Skills and supports to find employment commensurate with skills and education
Community Connections
Services to connect clients with the broader community, public institutions and community organizations
Support Services
Childcare, transportation assistance, translation and interpretation, crisis counselling and provisions for persons with a disability

21. Settlement Language Programming
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.

22. Expected Outcomes of Language Programming
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 society
Intermediate:
Clients use Canada’s official languages to function and participate in Canadian society
Ultimate:
Newcomer settlement and integration is supported in Canadian society
Newcomers contribute to the economic, social, and cultural development needs of Canada

23. 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. 23

24. Formal Language Training
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)

25. National Language Placement and Progression Guidelines
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

26. Curriculum Guidelines
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

27. Portfolio Based Language Assessment
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

28. Partners and Stakeholders
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

29. Areas of focus going forward
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

30. Please visit us in the Exhibit Hall at Booth # 1739
Contact us
Yves Saint-Germain
Director, Language Policy, Francophone Minority
Communities and Performance Measurement
Citizenship and Immigration Canada
For more information on CIC’s language programming, please visit:
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

31. Settlement Program Logic Model – As of April 1, 2013
Ultimate Outcomes
Service Providers/
Funding Recipients
Language assessments
Language training placements
Formal language training classes
Informal language training sessions
Literacy classes
Communities &
Groups
[Employers]
Indirect Services
Immediate Outcomes
Departmental Strategic Outcome
(SO3)
Intermediate Outcomes
Service Delivery
Needs Assessment & Referrals
Information & Orientation
Language Training
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 needs
Clients attain awareness of community and other resources to deal with settlement issues
Clients gain knowledge of life in Canada, including laws, rights, and responsibilities
Clients learn official language skills and other skills for adapting to Canadian society
Clients acquire knowledge, skills, and connections related to the Canadian work environment
Clients have connections to communities and public institutions
Community 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
Program Development
& Management
Partners & stakeholders are engaged in settlement and implement strategies to address newcomers needs
Provision of settlement services is consistent, innovative and coordinated
Settlement and non-settlement services are responsive to the needs of newcomers and communities
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
Capacity development and planning activities for nationally consistent service delivery
Community partnerships for local planning & coordination
Initiatives for professionals and partners outside of settlement sector
Competency development and training activities
Initiatives for accessing foreign-trained workforce
Best practice activities & pilots for service delivery innovation
Outputs

32. Government-Funded Language Programs The Ontario View
Ontario Ministry of Citizenship, Immigration and International Trade
March 2016
TESOL Conference

33. Outline Setting the Ontario Context
Program Applications of the Canadian Language Benchmarks
Ontario’s Language Training Vision 33

34. Immigration 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. 34

35. Immigration in Ontario: Profiles
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
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
Other immigrants
Permanent residents in the ‘other immigrant’ category include post-determination refugee claimants in Canada, deferred removal orders, retirees (no longer designated under the Immigration and Refugee Protection Act), temporary resident permit holders, humanitarian and compassionate cases, sponsored humanitarian and compassionate cases outside the family class, and people granted permanent resident status based on public policy considerations. 35

36. Immigration 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).
CIC acknowledges that the figures for 0-9 years of schooling are likely over overestimated. A large group of those who did not indicate a level of education were mistakenly included here. 36

37. Distribution of CLBs by Language Skill (Cumulative Comparison – Toronto Region – previous 6 months)
Assessment data reported from Toronto YMCA CLARS Centres 37

38. MCIIT’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. 38

39. 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.

40. Canadian Language Benchmarks - Program Applications
STEP 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
HARTs course template:

41. Canadian Language Benchmarks - Program Applications
STEP 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 41

42. Canadian Language Benchmarks - Program Applications
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
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 42

43. Ontario’s Vision for Adult Language Training
I am an adult who wants to learn English or French as a Second Language.
Accessible
Language Training
Language
Training
Classes
Adult Non-Credit Language Training
Bridge Training
LINC
ELT
OSLT
Coordinated Language
Assessment and Referral
Where am I
going next?
Post-secondary
Accreditation
Work
Community

44. THANK YOU!
For additional comments or questions, please contact Mourad Mardikian through: or 44