HELLO LEARNERS!

This section has information to help adult English as an Additional Language (EAL) learners find the right EAL program.  It also has information to tell learners about the goals of adult EAL instruction in Manitoba and some of the beliefs about good language teaching and learning practices.  In addition, this section has information about the Canadian Language Benchmarks and information about the level of English that is suggested for some trades, professions and courses.  It has information about language assessment practices in adult EAL classes.  It also has suggestions for practising English on your own Self Study Ideas (PDF 360kb). 

GOALS OF ADULT ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) IN MANITOBA

The goals of Adult EAL instruction in Manitoba are to assist learners to:

·                    develop communicative competence in EAL; and 

·                    acquire necessary, appropriate and timely settlement information 

to pursue their personal, academic, and employment goals and live lives of dignity and purpose in Canada.

BELIEFS ABOUT GOOD LANGUAGE TEACHING AND LEARNING

Newcomers come to Manitoba with different educational and language learning experiences.  They also have different goals and needs.

·        Some learners know a lot of English when they arrive in Canada; some learners do not know any English.

·        Some learners learned English in school in another country; some learners learned English conversation in refugee camps.

·        Some learners have many years of formal education; some learners were not able to go to school when they were children.

·        Some beginners need to learn English to help them find a job; some advanced learners need to learn about Canadian English and culture, or need to develop a more Canadian-like pronunciation of English.

·        Some learners are moms with pre-schoolers and can only learn English part-time right now; others are seniors who want to learn English with people their own age.

IN THE CLASSROOM

Adult EAL teachers in Manitoba know that newcomers want to be able to use English in their daily lives in the community, at school and at work.  Newcomers want to do many things in English.  For example, they want to able to apply for jobs, read the newspaper, talk to neighbours, ask questions, find information, discuss opinions, talk to the doctor, explain things to customers or clients, read textbooks and pay utility bills.  Learning to use English to get things done is more important than learning about the rules about English.  Adult EAL teachers believe good teaching and learning requires the following:

Teachers should

·        Find out the needs and goals of the learners and plan lessons to meet those needs and goals;

·        Teach learners how to do different types of language tasks and give them lots of opportunities to practice those tasks;

·        Use a variety of real materials, such as application forms, bills, signs, flyers, memos, instruction manuals, directories, schedules, labels, etc. in their teaching as well as other language learning resources and textbooks;

·        Teach the grammar and vocabulary that is needed for each language task because teaching grammar in tasks is more effective than teaching grammar as a separate subject;

·        Assess how learners are doing everyday in communicating in English because this is more important than how they do on a test;

·        Help learners understand their language learning strengths and problems and help learners become independent language learners; and

·        Provide learners with an official progress report of their language learning.

Learners should

·        Take responsibility for their own language learning;

·        Learn about their language learning strengths and problems;

·        Set language learning goals; 

·        Attend language classes regularly, do homework and practise English outside the class.  Learners who try to use English outside the classroom will learn English faster than learners who only use English in class.

·        Organize and date language learning material in a binder and review it often;

·        Listen to and watch English speakers outside of class;

·        Try to copy Canadian pronunciation because good grammar and vocabulary are not enough if people cannot understand your pronunciation;

·        Learn about Canadian cultural practices and expectations in the community, workplace or school;

·        Learn about the Canadian Language Benchmarks; and

·        Monitor and assess their progress.

THE CANADIAN LANGUAGE BENCHMARKS

The Canadian Language Benchmarks (CLB) is the national standards document of English language proficiency.  It describes 12 levels of what people can do in English in four skill areas of listening, speaking, reading and writing.

In Manitoba, the CLB is used as the basis for adult EAL curriculum, teaching and assessment.  It is also used increasingly by employers, colleges and university, and profession and trade organizations to describe recommended language skills and levels.  You can download a report that summarizes the courses, programs, occupations and tests that have been benchmarked in Manitob.  See: Canadian Language Benchmarks: A Summary of Courses, Programs, Occupations and Tests that have been Benchmarked in Manitoba in September 2003 (pdf, 178KB).

For more information about the CLB visit the Centre for Canadian Language Benchmarks web site at www.language.ca.

If you want to begin to assess your language skills, you can use the information on the CLB posters to help you decide what your CLB level might be. Canadian Language Benchmarks 2000 posters text version (Word document 108KB)

COLLABORATIVE LANGUAGE PORTFOLIO ASSESSMENT

In Canada, portfolios are used in many schools, workplaces and professions to show what someone has learned to do.  Portfolios hold samples of tasks that people can do.

Portfolios are also used in adult EAL classes.  Learners’ progress will be assessed using collaborative language portfolio assessment based on the CLB.  In collaborative language portfolio assessment, the learner collects samples of their language tasks and classroom test results throughout their program.  At times during the course, the teacher and learner examine and discuss the portfolio collection.  They discuss the learner’s language strengths and problems.  The portfolio lets the learner and teacher see the improvement the learner has made during the course.  The CLB levels that the learner receives on their final report are based on the material in the learner’s portfolio.

The portfolios are the responsibility of the learners.  Teachers guide learners in selecting samples of their language tasks for their portfolios. They help learners to assess their own language regularly, to set goals and make plans for ongoing language learning.

When a student leaves a Manitoba adult EAL program, he/she will receive a progress report from the teacher indicating CLB levels attained. If a student leaves the program before the end of the term, he/she can ask for a progress report. 

A VARIETY OF PROGRAMS

Manitoba has a variety of programs, services and resources for adults who want to learn English as an Additional Language or develop Canadian English language communication skills.  Learners are referred to the program in their region that can best meet their needs and goals.  All the programs use the Canadian Language Benchmarks to assess learners, develop lessons and report to learners.  You can get information about specific programs on this web site.  See the quick links on the right-hand side of this page. 

In Winnipeg, newcomers first join the ENTRY Program.  The ENTRY program is a four-week program that provides some essential settlement and employment information as well as some key language skills.  While learners are in the ENTRY program, an appointment is made for a Canadian Language Benchmarks placement test with the English Language Assessment Centre at 500 – 213 Notre Dame Avenue.  For more information see Winnipeg Programs (http://www.gov.mb.ca/labour/immigrate/learningenglish/1_1.html#top) 

WAIT LISTS

After the learner’s placement test, the learner will be referred to an adult EAL program.  Some programs have continuous intake and some programs have set start and finish dates for each term.   At this time, many of the programs have wait lists.  Learners are placed on the wait list for their preferred program according to the following priority:

·        Convention refugees (government and/or privately-sponsored convention refugees within their first year of arrival;

·        Newcomers to the country (here less than 6 months)

·        Individuals at CLB level 1 in listening and speaking

·        Learners not presently in a program 

Learners can be on more than one wait list. Wait times vary depending on available seats at the location and level of the preferred program. 

ATTENDANCE

Learners are expected to attend EAL classes regularly.  Regular attendance is very important for language learning progress.  Also, because there are waitlists for many classes, it is important that space in classes is not taken by absent learners.  Learners who do not attend regularly are asked to withdraw from the program.  They may reapply, but will go on a wait list and re-entry will depend on various factors, such as length of time in the program, commitment, etc.