Tag Archives: CLB

Beyond the classroom: Real-life impact of task-based language teaching for newcomers

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As a LINC instructor at the Ottawa-Carleton District School Board (OCDSB), teaching Canadian Language Benchmark (CLB) levels 3 and 4, I have witnessed firsthand the transformative impact of task-based language teaching (TBLT) on my students. Working with newcomers to Canada, many of whom are adjusting to a new culture, language, and environment, I have found that practical, real-world tasks significantly enhance their language acquisition, engagement, and confidence. This approach not only improves their linguistic skills but also empowers them to navigate their daily lives more effectively.

Why task-based learning wins

Adult learners, especially those in LINC programs, need to know why they are learning what they are learning. Lessons must have direct applications to their everyday lives,  Continue Reading →

Categories:
ESL, pedagogy, Reflection
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The nature and impact of portfolio-based language assessment (PBLA)

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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 →

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