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 →
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 →
The goal of this paper is to discuss the concept of a task as a pedagogical activity used in the second language (L2) classroom for the purpose of developing the communicative competence of L2 learners. The term task has been widely used in the field of applied linguistics (see e.g., Bygate, Skehan & Swain, 2001; Lightbown & Spada, 2010; Long, 2014; Nunan, 2004; Willis & Willis, 2007). The Canadian Language Benchmarks (CLBs), a document that represents a Canadian language standard for teaching and assessment of English as a Second Language (ESL) in Canada, lists task-based instruction as one of its guiding principles (Center for Canadian Language Benchmarks (CCLB), 2012, p. IX). In addition, Portfolio-Based Language Assessment (PBLA), a new type of assessment recently introduced in federally and provincially funded ESL classes in Canada, Continue Reading →
Implementing Task-Based Language Teaching (TBLT) has been central to numerous policy initiatives around the world in the last few decades. The Belgian experience of TBLT implementation has been the focus of intensive empirical research, which makes it of particular interest to policy-makers and practitioners in other countries. Implementation of Portfolio-Based Language Assessment (PBLA) in adult language learning programs in Canada assumes TBLT to be the dominant teaching approach, even though empirical research on TBLT manifestation in the context is limited. Considering the paucity of accounts on TBLT presence in adult language classrooms in Canada, and the increased demand for TBLT spearheaded by PBLA, this summary of Belgian studies can aid in identifying both promising and challenging aspects of TBLT implementation at various levels: individual teachers and learners, Continue Reading →