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Introduction

The Portfolio-Based Language Assessment (PBLA) approach was introduced into English as a Second Language (ESL) classes in Canada in 2010. It serves as a teaching and assessment framework that standardizes the quality and methodology of language instruction and assessment for adult newcomers to Canada. While some instructors perceive PBLA as a positive approach, associating it with an improved understanding of the Canadian Language Benchmarks (CLB) and more accurate evidence of students’ strengths and weaknesses, others regard it as a cause for increased workload and a need for continuous training (Ripley, 2012).

To organize their LINC (Language Instruction for Newcomers to Canada) lessons in accordance with PBLA expectations, instructors often integrate PBLA with complementary methods,  Continue Reading →