Where implemented, the provide a common frame of reference for all stakeholders (learners, instructors, administrators, funders, etc.) and inform all aspects of programming. Curriculum development, materials development, instruction, and assessment are referenced to and informed by the Canadian Language Benchmarks.
Where implemented, encourages learners to take responsibility for and ownership of their own learning. It ensures learners and instructors have multiple opportunities to monitor and reflect on progress, set learning goals, provide/receive action-oriented feedback, and use performance to make plans for learning.
A descriptive scale of language ability in ESL used in Canada. It describes a continuum of language ability across 12 benchmarks and 4 skills. It serves as a national standard for curriculum planning as well as a reference for teaching/learning, programming, and assessment.
English as an Additional Language. Recognizing that learners may speak many more than just two languages, we have chosen to use the acronym EAL rather than ESL (English as a Second Language) in this document.
“Portfolio-Based Language Assessment (PBLA) is a teaching and assessment model designed to enhance nationwide consistency and standards of quality in English as a Second Language (ESL) training for adult newcomers to Canada” (CCLB, 2021). This model is aligned to the Canadian Language Benchmarks. Instead of standardized tests at the end of term, instructors carry out ongoing classroom assessments and learners keep a portfolio of their assessments as evidence of their progress over time.
Centre for Canadian Language Benchmarks. (2021). ON PBLA. https://www.language.ca/resourcesexpertise/on-pbla/