Tag Archives: LINC

A decade in the making: A review of LINC to Work programming at Conestoga LINC


Written by - Salome Bhaskar, Canada

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*See PDF for images and/or Appendices

Background

In 2013, as part of the response to the ongoing emphasis on employability training for newcomers to Canada, Conestoga LINC (Language Instruction for Newcomers to Canada) created a LINC to Work class. For over a decade, Conestoga LINC faculty have been instructing student-focused LINC to Work lessons on employment-related information, once a week for 3 hours in the morning from 9AM–12PM. The person who teaches the LINC to Work class is usually someone other than the main teacher who teaches the other 4 mornings each week. To aid the LINC to Work teachers, specific module banks were created with themes such as resume writing, interview skills,  Continue Reading →

Categories:
LINC, Research
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Recommendations for the inclusion of mathematics education in language instruction for newcomers to Canada (LINC)


Written by - Celine De Almeida

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Abstract

This paper draws on literature that examines the underpinnings of language and math education in Canada as well as on the author’s own professional observations and reflections as an adult English-as-a-Second-Language (ESL) educator in Toronto, Ontario in order to advocate for the inclusion of mathematics education in the LINC program. It evaluates the program’s conceptualizations of citizenship and existing mathematical subject matter, stressing their shortcomings, in order to make content and pedagogical recommendations for a more holistic learning experience. The original submission was in part of the author’s final project for CTL5062: Mathematics Education for Citizenship submitted to Professor Alexandre Cavalcante, Department of Curriculum, Teaching and Learning at OISE.

Introduction

Moving to a new country comes with many challenges.  Continue Reading →

Categories:
Curriculum, ESL, LINC, Literacy
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Hidden racism


Written by - Linda Ward, Canada

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Introduction

“Racism in Canada is subtle; implicit. That is racism is usually hidden…At the same time these views exist beside public beliefs which underlie assumptions that racism does not exist in Canada” (Madibbo, 2006, p. 142). Racism involves discrimination, segregation, exclusion and power imbalances and a complex mix of race, gender, religion, culture, and language. It is rooted in history and creates the other in society reinforcing our differences and causing fear. Racism is a social construct that is easy to define but not always easy to see.

Newcomers come to Canada expecting their new country to be multicultural with acceptance of diverse cultures, religions, languages, and experience. For many newcomers, this may not be the case.  Continue Reading →

Categories:
LINC
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Lessons learned during COVID-19: Towards blended learning and teaching in LINC and ESL


Written by - Jill Cummings & Ismail Fayed, Yorkville University, Canada

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ESL and LINC teachers and programs were shifted abruptly to online and blended teaching as COVID-19 closed physical classrooms in March 2020. In this article, we look back at some of the resulting changes in ESL/LINC teaching and learning due to COVID-19. We examine the growing shift towards blended learning that occurred because of pandemic restrictions, as well as its significance for blended delivery and implications for ESL and LINC teachers, teacher training and education, students, programs, and further research. 

These findings were first presented and discussed with ESL and LINC teachers during our presentation (Cummings & Fayed, 2021) at the TESL Ontario Conference in November 2021. The findings came to light during our development of a publication project which led to the handbook Teaching in the Post COVID-19 Era (Fayed &  Continue Reading →

Categories:
Blended Learning, COVID-19, ESL, LINC, Research
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Learning technology in LINC – Beyond the pandemic


Written by - Nancy Van Dorp & Robert McBride, Canada

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Abstract
This article is based on observations from a workshop conducted at the 2021 annual TESL Ontario conference presented by language training professionals and experts in learning technology solutions from the Avenue–LearnIT2teach Project. The onset of COVID-19 in March 2020 was a crisis in immigrant settlement language training. Many teachers and learners were forced to rapidly pivot from conventional face-to-face learning to remote learning. Teachers and learners who had previously practiced blended (or hybrid) learning were well positioned with technology and skills. Teachers and learners who had not were forced to rapidly respond with Emergency Remote Teaching (ERT). Observations from the workshop panel and the participants uphold the need for continued sector engagement with learning technology to support the development of digital skills among newcomers,  Continue Reading →

Categories:
COVID-19, LINC, online, Online teaching, Technology
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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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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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The nature and impact of portfolio-based language assessment (PBLA)


Written by - Terry Vanderveen, Abbotsford, BC

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Abstract

The nature and effects of PBLA were investigated. I examined LINC program evaluations, government-solicited assessment reports, PBLA research, and other PBLA-related documents. I discuss the features of PBLA and its reported effects on language outcomes and teacher and student attitudes. I found that the government did not provide a rationale for PBLA and that the results of research did not support the introduction of PBLA. I also found that PBLA is neither standardized nor portfolio-based as claimed. It is costlier, more time-consuming, and appears to have more teacher pushback than the approach it replaced. Regardless, there is no evidence that the LINC program has improved students’ language skills before or after the implementation of PBLA

In 2010,  Continue Reading →

Categories:
Assessment, Professional Development, Training
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Students at the margins


Written by - Karen Robson, McMaster University

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Since 1980, the number of university-bound students has more than doubled. The expectations that parents and youth have around attaining post-secondary credentials has become a taken-for-granted reality. No doubt that you have heard that “a university degree is the new high school diploma.” Extensive university and college expansions have occurred in all areas across the country to accommodate this growing desire. The 2016 Federal Census revealed that Canada has the highest proportion of university and college graduates in all of the OECD countries, with more than half of adult citizens between the ages of 25 and 64 having such a credential (Statistics Canada, 2017).

There is widespread perception that it is only possible to get a good job by attaining post-secondary education.  Continue Reading →

Categories:
Assessment
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