Category Archives: LINC

Individualized program plans for adult ESL literacy learners


Written by - By Eman Ghanem, Edmonton Catholic Separate School District, Canada

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*For all footnotes, refer to the PDF version of the article.

Abstract
Adult ESL literacy teachers are often perplexed when instructing pre-, non-, and semi-literate adult ESL learners due to their L1 literacy level, age, and possibly traumatic experiences. Classroom instruction and assessment should be carefully planned and strategically implemented because of the underlying financial and social ties connecting literacy to socio-economic status. How might instructional practices be modified to better meet the needs of adult L2 emergent readers? This paper examines the use of Response to Intervention (RTI) tier 3 plans in adult English learning in an L2 context. For twelve weeks, several evidence-based reading diagnostics assessments were administered to help develop individualized program plans for a group of emergent readers.  Continue Reading →

Categories:
Curriculum, ESL, Language, LINC, Literacy, Other, pedagogy, Reading, Research, Teaching, Uncategorised
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Teaching in COVID-19 Times: Challenges, innovations, solutions, and opportunities


Written by - By Jill Cummings, Yorkville University; Matthias Sturm, Simon Fraser University, Avenue - LearnIT2teach Project; Geoff Lawrence, York University; Augusta Avram, Burnaby District School Board, & Rob McBride, New Language Solutions

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*For more information on Figures, refer to the PDF version of the article.

Abstract
Based on the research we presented at the TESL Ontario Conference in November 2020, we examine here the challenges, innovations, solutions, and opportunities in education that have grown out of the sudden disruption and constraints due to COVID-19. We first set the background in a global context; then report on the impact, challenges, and needs in LINC programs in Canada. We then discuss an in-depth case study of a LINC educator’s experiences based on her own teaching and teacher development work during this time. We conclude by discussing lessons learned from these COVID-19 experiences and recommend ways forward.

All settlement language training professionals were caught by surprise by the pandemic in mid-March 2020.  Continue Reading →

Categories:
LINC
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Highlighting highlighters: A simple but effective ESL literacy teaching technique


Written by - Samantha Banks & Kate Sullivan, Hamilton-Wentworth Catholic District School Board, Canada

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Abstract
This Ministry of Children, Community and Social Services (MCCSS) funded adult ESL Literacy Project of the Hamilton-Wentworth Catholic District School Board is in the midst of piloting a new delivery model of adult ESL Literacy instruction based on the 2016 ESL for Adult Literacy Learners (ESL for ALL) document. The Literacy Researcher guided four team members through intensive ESL Literacy training in the first year of the project. Now, these instructors are running specialized classes that target specific learning strategies ESL Literacy learners need in order to be successful participants in their classes, with PBLA and in their daily lives.

Our TESL Ontario Conference poster presented the learning strategy of highlighting specific information required to answer WH-questions.  Continue Reading →

Categories:
Curriculum, LINC, Other, pedagogy, Reading, Research, Training, Uncategorised, Vocabulary, Writing
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Making the Case for Blended Learning in LINC: A Demonstration Research Project


Written by - Jill Cummings, Matthias Sturm, & Augusta Avram, Canada

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Abstract
Language Instruction for Newcomers to Canada (LINC) aims to advance both newcomers’ English language learning and their settlement skills and goals. Canada’s official languages, cultural awareness, and employment and settlement skills are essential drivers of settlement and a core part of the LINC curriculum. In response to these needs, Blended Learning (BL) LINC programs combine face-to-face (f2f) LINC classes with online activities beyond the classroom and integrate technology and settlement skills with English language learning. BL provides learners with essential opportunities for developing their English skills while learning the digital skills necessary for effective settlement in Canada.

At the 2019 TESL Ontario Conference, LINC and ESL teachers and administrators raised important questions about BL and our research regarding the effects of BL in LINC (Cummings,  Continue Reading →

Categories:
Blended Learning, LINC
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