1. TESL Ontario Conference, Oct. 27, 2011 Jennifer McKay, Senior Program Manager Support Kit on the Revised CLB

2. Presentation Outline Project Overview Background: Consultation, Revision and Validation Support Kit Contents Training and Implementation Glimpse at Exemplars and Benchmarking Practice

3. CLB Revision Timelines 2009 Input from field Consultation 2010 First draft of CLB Revision 2011 Phase 1 &2 2011-12 Phase 3 Final CLB Mar '12 Validation Funded by CIC, ON, AB, BC, SK Funded by CIC Phases 1-2: Funded by CIC Phase 3: Funded by ON, AB, BC, SK, MB

4. Key Recommendations Establish greater clarity and differentiation between levels. Use more specific language to describe differences between benchmarks. Ensure outcomes and tasks are consistent and flow throughout levels as appropriate or are introduced as new at the appropriate level. Use plain language throughout the CLB document to make it more accessible. Include some more tasks or exemplars in the core document. Provide additional exemplars through supplementary resources for particular applications as needed. Update tasks to reflect current communication practices. Include critical information in the CLB document that requires a common understanding amongst the majority of stakeholders. Address unique needs of stakeholders through supplementary resources. As changes are made to enhance the integrity and comprehensiveness of the CLB, ensure changes are appropriate to support academic and employment application. Change the order of the skills to listening, speaking, reading and writing. Retain the four levels of each skill together and introduce a colour coding for skills. Consider changes to the layout that will make the document more user-friendly for the wide range of stakeholders.

5. The Results (Overview) Plainer language throughout More user-friendly layout New templates New Spiralling Charts New Introduction Glossary Additional tasks

9. Validation In order for the CLB and NCLC to be accepted for a variety of uses in a variety of contexts, including high-stakes uses, these frameworks needed to undergo a thorough validation. In 2010 CCLB invited a team of validation experts from across the country to meet and propose a detailed validation process.

10. Construct Validity Establishing the theory underpinning the CLB and NCLC frameworks Reviewing the CLB 2000 Theoretical Framework and the NCLC theoretical framework Developing a common theoretical framework explaining the common underlying theory Submitting the common theoretical framework to independent experts for review and feedback

11. Congruent Validity Establishing the congruence between the CLB/NCLC theoretical framework and the CLB and NCLC scales Examining each descriptor of the 12-level scales Determining whether the scales reflect the theory that underlies them

12. CCLB and the joint project leads recruited independent academics with expertise in each of the following scales: ◦ Common European Framework of Reference (CEFR) ◦ Guidelines of the American Council for the Teaching of Foreign Languages (ACTFL) ◦ Échelle québécoise des niveaux de compétence en français pour les personnes immigrantes adultes Validating the CTF Against Other Frameworks

13. Results The CLB/NCLC common theoretical framework draws upon up-to-date and widely accepted research in the ESL and FSL fields. The revised CLB document is generally congruent with the theoretical framework. The principles underlying the CLB and its common theoretical framework conform with the principles underlying other frameworks widely used in second language training and testing.

14. Content Validity Collecting and developing at least 80 exemplars and scenarios to test the validity of the descriptors Having experts benchmark the exemplars Field-testing the exemplars Having practitioners benchmark the exemplars, tasks and scenarios

15. Supporting Practitioners

16. CLB Resource Kit Support Kit for ESL instructors for orientation to the revised standard Will include information on revised document and other resources Funded by CIC Ontario Two year project ends March 2013

17. CLB Resource Kit To include the following: How to sections Templates Exemplars of performance and sample tasks DVD samples of learners Lesson planning Evaluation support Tips for those working with clients with special needs

18. CLB Resource Kit Linked with e-learning modules Kit will be modular allowing for addition of new sections Online bookshelf including information and research on using CLB by subject matter experts Guidelines on addressing pronunciation and grammar Academic Theory behind the CLB

19. Development to date (Apr-Oct) Exemplar model developed for each skill Specifications set for Listening Scripts, Reading Texts, Writing and Speaking prompts Reading Texts and Listening scripts created Speaking and Writing prompts created Training of interviewers and proctors (for speaking and writing gathering) Listening (videos and audios) clips recorded Speaking samples gathered (video) Writing samples gathered

20. Development (Oct-Mar) Edit and produce exemplars gathered (October) Expert review panel to benchmark exemplars and sample tasks to ensure they correspond to the revised benchmarks (November) Field testing of CLB document, exemplars and tasks by field practitioners (November)

21. Development (Oct-Mar) Meeting of Working Group including subject matter experts, writers (November) Development of Kit Contents (Dec-Mar) including: ◦ Orientation to revised CLB including with exemplars at CLB 1 – 12 for all four skills ◦ How To Guides on pronunciation, grammar and Theory Behind CLB ◦ Sections on Assessment, Lesson Planning and Curriculum (Dec-March) ◦ Tips/Best Practices to support special needs

22. Development (March - October) Produce / Print final support kit contents including DVD of samples/exemplars Develop webinars on various practitioner related topics (May-December 2012)

23. Roll out (Jan. – Oct. 2012) Outreach to program administrators regarding roll out / registration for “lead teachers” to attend train-the-trainer sessions (Jan. – Sept. 2012) Call for master trainers for Ontario (March 2012) Train master trainers (April 2012) Roll out train-the-trainer sessions and distribute Support Kits to programs (May – Oct 2012) Evaluation / feedback (Throughout)

24. Interested in participating in practitioner field testing? CCLB is currently looking for instructors with experience in CLB aligned programs from workplace or academic contexts. Contact dbcarbonneau@language.cadbcarbonneau@language.ca (613) 230-7729, Ext. 175 Field Testing?

25. Exercise and Discussion Watch videos of Listening Samples Look at the Listening task descriptions on the handout for each sample and the Listening Profiles of Proficiency pages Estimate the lowest benchmark level that a listener would need to have achieved (or be “at”) in order to successfully accomplish the tasks.

26. Exercise and Discussion Watch videos of Speaking Samples Using the revised CLB Profiles of Proficiencies (Speaking), estimate the Benchmark level of the learner in the video.

27. Exercise and Discussion Look at the Reading Texts provided Look at the task descriptions on the handout for each sample and the Reading Profiles of Proficiency pages Estimate the lowest benchmark level that a reader would need to have achieved (or be “at”) in order to successfully accomplish the tasks.

28. Questions? Contact jmckay@language.cajmckay@language.ca (613) 230-7729, Ext. 176