Canadian Language Benchmarks: Difference between revisions

Revision as of 18:56, 15 June 2014

Revision as of 07:56, 16 June 2014

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The Canadian Benchmarks (CLB) are a 12-point scale of task-based language proficiency descriptors used to guide the teaching and assessment of ESL learners in Canada. Like the [[Common European Framework of Reference for Languages]] and the [[ACTFL Proficiency Guidelines]], the Canadian Language Benchmarks describe ESL learners' successive levels of communicative achievement.

The CLB's 12 benchmarks are divided into 3 parts: Stage I: Basic Proficiency; Stage II: Intermediate Proficiency; and Stage III: Advanced Proficiency. The CLB cover four skills: listening, speaking, reading, writing. There is also a French version of the CLB. The theory behind the CLB can be found in the document, the THEORETICAL FRAMEWORK FOR THE CANADIAN LANGUAGE BENCHMARKS AND NIVEAUX DE COMPÉTENCE LINGUISTIQUE CANADIENS (at http://bookshelf.language.ca ) and includes pragmatic knowledge, grammatical knowledge, textual knowledge, functional knowledge, and sociolinguistic knowledge. <ref>[http://bookshelf.language.ca/ THEORETICAL FRAMEWORK FOR THE CANADIAN LANGUAGE BENCHMARKS AND NIVEAUX DE COMPÉTENCE LINGUISTIQUE CANADIENS], Centre for Canadian Language Benchmarks, 2012</ref>

Each benchmark is then described in terms of "Can do" statements or "Performance Descriptors". For example, the following are two task descriptors for Benchmark 5 in writing (from the 2012 version of the CLB):

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factual event or incident, such

as an accident, a workplace

incident or a burglary.

'''Descriptor:''' Write a paragraph to relate a familiar sequence of events, description of a person, object

or routine.

Write a paragraph for a class

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language class, community

centre, childcare centre or food

bank).

Because such descriptor systems focus on the successful completion of communicative tasks, rather than on a strict emphasis on correct linguistic forms, they have quickly gained in popularity among proponents of [[task-based language learning]] (TBLL).

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A set of benchmarks for literacy learners who have English as a Second Language was also first developed in 1996 and revised in 2000 by the Government of Manitoba. A revised version of the literacy benchmarks was done in fiscal 2013-2014 and expected to be released once validation is complete in 2014. See [http://www.language.ca/index.cfm?Voir=sections&Id=17357&M=4038&Repertoire_No=2137991327 CLB 2000: ESL for Literacy Learners]

The CLB has also been used to identify the level of curricula, courses and requirements for entry into post-secondary training in some parts of Canada, e.g. in Manitoba, some Ontario community colleges and in British Columbia where it is part of an articulation agreement. See work done by [http://www.arucc.ca/conferences/arucc2008/CIITE%20-%20Systemic%20Change%20in%20Ontario's%20Colleges%20and%20Institutes%20Part%201.pdf CIITE].

Since 2002, the CLB has been used increasingly as a scale to help define the language demands that are used in some occupations and professions. The first benchmarking projects were done at the provincial level by Red River College in Manitoba. In 2002, CCLB did the first national benchmarking project to identify the language demands of the nursing profession .<ref>[http://www.language.ca/documents/FINAL_NURSING_REPORTS_cclb.pdf Benchmarking the English Language Demands of the Nursing Profession Across Canada]</ref>. This was followed by the development of a national test to verify the language competency of internationally-trained nurses, the Canadian English Language Benchmarks Assessment for Nurses (CELBAN). Further research was done by the Centre for occupations in the following industries: Travel and hospitality, Trucking, Trades, Food and Grocery, and professions like Pharmacy, Physiotherapy and Occupational Therapy, Audiology and Speech Language Pathology. Many of these profiles have been captured in documents called "Occupational Language Analyses" (OLAs) which reflect the communication skills extrapolated from occupational competency documents, the Essential Skills and aligned to the CLB/NCLC. Many of these are available on the website, [http://itsessential.ca%20 http://itsessential.ca ] or by contacting the CCLB. The CLB has also been correlated to the Essential Skills in a document called the [http://www.language.ca/index.cfm?Voir=sections&Id=17367&M=4038&Repertoire_No=2137991327 Relating Canadian Language Benchmarks to the Essential Skills].

== CLB and Assessment ==

The CLB has been used since 1996 as the background of CLB-based assessments. CLB-based assessments reflect what a second language speaker can demonstrate in terms of language and communication. They usually cover the four skills: listening, speaking, reading and writing. the CLB have been used for both formative and summative assessment and are defined for low-stakes or higher stakes uses.

'''Examples of CLB assessments include:'''

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'''Classroom assessment resources for instructors include:'''

* [http://www.language.ca/index.cfm?Voir=sections&Id=17364&M=4038&Repertoire_No=2137991327 Summative Assessment Manual] (SAM)

* [http://www.language.ca/index.cfm?Voir=sections&Id=17366&M=4038&Repertoire_No=2137991327 Exit Tasks for CLB 5 - 10]

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* Portfolio-based language assessment (PBLA)

* [http://www.language.ca/index.cfm?Voir=sections&Id=17369&M=4038&Repertoire_No=2137991327 Can Do Statements]

== See also ==