Jacquie Harrison, Vancouver Community College

Tanis Sawkins, Vancouver Community College

ESL Pathways: A CLB Based Curriculum for Post-Secondary Institutions

• Funded by Government of British Columbia (Jobs, Tourism, Skills Training)

• Research, model development, curriculum guidelines, materials and assessment design

• Materials and assessment development • Instructor orientation and curriculum field testing

• Implementation in multiple BC public post-

secondary institutions

ESL Pathways Project

Phase I – April 2012 to March 2013

Phase II – April 2013 to March 2014

Phase III – Anticipatory

Update on the Project – Completion of Phase I

Phase 1 Leadership Team

Leader Affiliation Area of Leadership

Bill Radford Vancouver Community College Project Executive

Dale Hunter Vancouver Community College Project Lead

Vivian Kane Independent Consultant Project Manager

Seonaigh MacPherson University of Fraser Valley Lead Curriculum Developer

Carolyn Levy Independent Consultant Instructional Designer

Tanis Sawkins Vancouver Community College Lead Curriculum Developer

Phase 1 Expert Panel

Expert Affiliation Area of Expertise

Joann Chernen Vancouver Community College Pronunciation

Scott Douglas University of British Columbia Academic Vocabulary

Tara Holmes Independent Consultant CLB & Assessment

Scott Murray Independent Consultant Essential Skills

Joanne Pettis Independent Consultant CLB & PBLA

Enrica Piccardo University of Toronto CEFR & PBLA

Ivelina Tchizmarova Simon Fraser University Grammar

Erin Waugh Norquest College Intercultural Skills

Phase 1 Development Team

Developer Affiliation Role

Chris Campbell University of British Columbia Curriculum Developer

Joel Rhein Vancouver Community College Curriculum Developer

Heather Barclay Vancouver Community College Materials Developer

Jacquie Harrison Vancouver Community College Curriculum Developer

Tracey Charette Vancouver Community College Curriculum Researcher

Doug Ellis Vancouver Community College Curriculum Researcher

Barbara Forster‐Rickard Vancouver Community College Curriculum Researcher

Morna McLeod Vancouver Community College Curriculum Researcher

• Changing funding and policy landscape: pressure – and opportunity - for more focus on labour market integration

• A national policy commitment to Canadian Language Benchmarks (CLB) and Essential Skills

• BC-PSI’s curriculum face the challenge of integrating: – corpus research;

– intercultural competencies and soft skills;

– connection to communities of practice.

Why a new curriculum?

• To create pathways to meet diverse academic, workplace and community needs of a range of newcomers

• To be flexible and adaptable so the delivery can be customized by different public post-secondary institutions

• To create an outcomes-based curriculum that results in a provincially recognized credential

Challenges addressed by the Curriculum

The Certificates

Certificate I: Intermediate (CLB 5-7) Certificate II: Advanced (CLB 8-9)

• Two programs under development with one certificate per program

• Both certificates lead to post-secondary credential

• Courses organized by CLB levels into two certificates

• Workplace, citizenship, and academic outcomes

• Integrated curriculum (CLB, Essential Skills, EAP, Citizenship)

• Content-based instruction organized thematically

• Real-world, target activity focused

• Outcomes-based incorporating ‘best practices’ and current research

Key Design Principles

Level

Listening & Speaking Course

Reading & Writing Course

Curriculum Structure (for Each Level)

1 2 3 5 4 6 7 8

8 Activities across the 5 Themes

Wellbeing Planning Information Culture Community

5 Themes across the Level

Wellbeing Planning Information Culture Community

5 Themes across the Level

1 2 3 5 4 6 7 8

8 Activities across the 5 Themes

LS-6 Activity 2: Instructor Page 1

LS-6 Activity 2: Instructor Page 2

LS-6 Activity 2: Instructor Page 3 ESL Listening & Speaking Skills 6 Personal Planning (Personal & Financial Planning)

Instructor Activity Plan

Target Activity 2: Discussing Finances Instructor Self-Evaluation

2 - Yes 1 - Somewhat 0 - No

Reflect on the delivery of the activity & use the scale above to rate the following statements:

_____ I encouraged Ss to use the appropriate language patterns to discuss & solve problems (related to debt). (Standards)

_____ I used instructional exercises that made Ss feel relaxed & comfortable using the language (i.e., giving opportunities to practise before assessing or

giving multiple opportunities to listen to a text for different purposes). (Planning)

_____ I had groups select a group leader, who was responsible for facilitating conversation. (Planning)

_____ I gave Ss a simple, level-appropriate needs assessment prior to starting this activity. (Needs)

_____ I adapted the activity’s content, vocabulary, & grammar instruction according to Ss’ level & ability. (Needs)

_____ I used a variety of approaches to teach grammar, vocabulary & conversation maintenance strategies. (Environments)

_____ I grouped Ss to encourage authentic communication. (Authenticity)

_____ I taught conversation strategies (e.g., agreeing/disagreeing, thanking, etc.) & gave opportunities for Ss to practise them. (Cultures)

_____ I encouraged Ss to find & tell a joke to foster increased comfort & knowledge of Canadian social & cultural interactions. (Culture)

_____ I informed Ss of local community services related to the content area (i.e., credit counseling services). (Community)

_____ I had Ss engage in tasks in which they independently researched information & then shared it with their groups. (Independence)

_____ I supported Ss to seek experiential or informal learning opportunities. (Experiential Learning)

My areas of strength are (based on receiving scores of 2):

My areas of potential development are (based on receiving scores of 0 or 1):

LS-6 Activity 2: “Getting Started” ESL Listening & Speaking Skills 6 Planning (Personal & Financial Planning)

Student Activity Plan

Target Activity 2: Discussing Finances

Getting Started: What do I know?

Use the following scale to rate the statements below: 2 - Yes 1 - Somewhat 0 - No

Activity

____ I feel confident participating in a group discussion.

Task

____ I can understand a podcast or a newscast on a familiar or relevant topic.

____ I can ask for information, give information, express opinions, & agree/disagree in a group discussion.

Language

____ I feel confident using discourse markers. ____ I feel confident using word stress.

Skills

____ I can use language to argue, agree, & disagree with others in a respectful way in a group conversation.

____ I can tell a simple joke to a friend, colleague, or peer.

____ I can infer information in a listening text.

____ I can use strategies to keep a conversation going (i.e., asking questions, thanking others for participating, summarizing).

Questions I have about this activity: _________________________________________________________________________________

LS-6 Activity 2: Student Page 2

LS-6 Activity 2: Student Self Evaluation ESL Listening & Speaking Skills 6 Planning (Personal & Financial Planning)

Student Activity Plan

Target Activity 2: Discussing Finances Student Self-Evaluation

How did you do when performing the tasks for this activity? Check the appropriate box.

I think I can do this.

I would still like to

practice this.

I can’t do this.

I can understand a podcast or a newscast on a familiar or relevant topic.

I can infer information in a listening text.

I can participate in a group discussion effectively.

I can ask for or provide information, express opinions, & agree/disagree in a discussion.

I can recognize discourse markers & their functions in a listening text.

I can recognize why & when English speakers stress certain words.

I can use language to argue, agree, & disagree with others in a respectful way in a group conversation.

I can tell a simple joke to a friend, colleague, or peer.

I can use strategies to keep a conversation going (i.e., asking questions, thanking others for participating, & summarizing).

I can consider & identify experiential or informal learning opportunities to deepen this activity.

My strengths in this activity, Discussing Finances, are:

Challenges completing this activity, Discussing Finances, are:

PHASE II OVERVIEW

Field Test & Material Revision

Field Test Team RolesFacilitators 2 VCC

1 DouglasStudent Recruiters and Advisors 3 VCCMaterials Developers 2 VCC

2 Langara1 ELSA Net1 Robert Lee YMCA1 S.U.C.C.E.S.S.

Instructors - Experiential Learning 2 VCC1 Thompson River1 Fraser Valley

Instructors - Core Courses CLB 5 to 9 17 VCC1 BCIT/ISEP1 Capilano1 Kwantlen

Home Institution

ESL Credential Project Phase II – Field Test Team

• Development and recruitment – April 1 to August 16, 2013

• Orientation – August 19-30, 2013

• Classes – September 3- November 22, 2013

• Final Revisions – November 25-29, 2013

• Holistic Review and Experiential Learning – December 2-20, 2013

• Further Editing and Development – January 2-February 28, 2014

Timetable

The Goals of the Field Test

• Guidelines to Full Curriculum

• Test in delivery

• Test Portfolio-Based Language Assessment

• Polish and strengthen

• Prepare for wider use

L&S 5

R&W 5

L&S 6

R&W 6

L&S 7

R&W 7

L&S 8

R&W 8

L&S 9

R&W 9

Classes

• 2 instructors per 10-hour course

• Monday – Thursday, 9:00-11:30 & 12:30-

3:00

• Friday morning collaboration teams

• Friday afternoon workshops

Instruction and Development

Field Test Cycle

Developers

Publish

Receive

Document

Edit

• Assessment for learning

• Constructively aligned

• Integrated into classroom practice

• Embedded in curriculum

• Portfolio-based language assessment

Assessment Principles

Assessment Model

Entry to Level Initial Needs Assessment

Activities 1 - 3

Checkpoint 1

Activities 4 - 6

Checkpoint 2

Activities 7 – 8

Final Consultation

Exit Program

Portfolio Artifacts

Experiential Learning Courses

Phase 2 Experiential Learning Instructors

Developer Affiliation Role

Emma Bourassa Thompson Rivers University Instructor

Morna McLeod Vancouver Community College Instructor

Kerry Johnson University of Fraser Valley Instructor

Patricia Ruiz Vancouver Community College Instructor

Experiential Learning Courses

Course goal: At the end of this course, students will be able to use learning strategies to bridge their language and real world goals. Students will be able to apply the experiential learning cycle to continuous learning.

Experiential Learning Courses

Students will:

• Create and use an Individualized Learning Plan to address self-identified real world needs and work toward a specific language goal.

• Apply the Experiential Learning cycle to a personal language goal in a real world context.

• Identify, understand, evaluate and use appropriate language to communicate in a specific context.

Learning Outcomes

Phase III: Anticipatory…

• 3 year plan

• Support implementation

• On-going maintenance

• Establish system-wide credential

• Build resources (online delivery)

• Develop intake tests

• House credential with AVED

Program Office Concept Roll-out the Program to PPSI’s, and operationalize CLB via the Program in PPSI’s Manage the ESL Pathways Program, including: • the credential • Program licensing • Program standard and maintenance • research and development, including feedback, updates,

major revisions, publishing • education, marketing and stakeholder engagement for the

Program • training and support for instructors and developers • develop and support the Pathways professional community,

including resource development

• Province-wide credential

• Common outcomes framework (CLB)

• Common curriculum and shared instructional and assessment resources

• Avoid duplication and “silo-ing”

• Lower costs for curriculum development across the system over time

• Shared training resources and continuous collaboration builds professionalism in the sector

What are the benefits?

Q & A

For more information, contact: Jacquie Harrison Vancouver Community College jharrison@vcc.ca

Tanis Sawkins

Vancouver Community College tsawkins@vcc.ca