Developing Targeted Technology Standards for Avenue language instructors, programs, and learners: an initiative of New Language Solutions

Allan, J., Healey, D., Hubbard, P., Kessler, G., McBride, R., Rajabi, S., and Sturm, M. (2024) Developing Targeted Technology Standards for Avenue language instructors, programs, and learners: an initiative of New Language Solutions. TESL Ontario Contact Magazine, 50 (1) 16-30.

Authors of this report in TESL Ontario’s Spring 2024 Contact magazine provide insight to New Language Solutions’ (NLS) approach to developing technology standards specifically targeted to instructors in Canada’s settlement language sector and that will be integrated into NLS’s online teacher training and leadership training. It describes the ongoing activities related to the standards that are intended to create a culture of continuous improvement around technology in learning environments. This includes regular reviews and updates of the standards as needed.

The report gives examples of the collaborative, online process the team used to trim the language in the standards and the performance indicators so they are as direct and clear as possible. The report links to a request form for the full set of standards but it also gives a brief overview of the seven standards along with a fuller example of “Standard 4, about digital literacy and digital citizenship for yourself and your learners.”.

The report outlines the evaluation process the standards followed, lays out the plan that will integrate the standards in instructor training and microcredentials, with the aim of sector-wide, consistent, deep understanding of the standards; and emphasizes ongoing initiatives that will generate data about the impact of the standards on programs.

A list of references is followed by a sample vignette that describes an instructor’s thoughts and experiences as she incorporates the standards into her instruction.

Strengthening Language Instruction for Newcomers to Canada: Learning from Experiences in Saskatoon

Nadia Maqbool. “Strengthening Language Instruction for Newcomers to Canada: Learning from Experiences in Saskatoon” M.Ed. Thesis. University of Saskatchewan, 2022.

This M.Ed. thesis from the University of Saskatchewan documents a very recent study examining the learning needs of new ESL LINC instructors as they begin their teaching careers.

The research questions focussed on what is expected of these instructors in their workplaces, the challenges they encounter and the supports they need. Using a qualitative research methodology, the researcher surveyed new ESL LINC instructors in Saskatoon to arrive at a clearer understanding of their experiences, and to identify potential actions to improve the overall orientation, training, and ongoing professional development process for ESL LINC instructors.

In general, these instructors indicated a need for more support and guidance in understanding the LINC system, the CLB and PBLA, and a need for more robust technical support in LINC programs, and enhanced support in the effective use of technology for online, blended, and remote teaching and learning.

Participants identified concerns about their unfamiliarity with digital technologies, lack of experience in online teaching, and the ongoing challenges of confronting technical issues in virtual classrooms. In addition, participants expressed concerns about the challenges of online and blended learning environments in working with learners at CLB Levels 1-4, and concurrent issues in supporting learners who may not have sufficient familiarity with digital technologies and have ongoing needs for technical supports.

Based on participant responses, the study includes recommendations for practices that could enhance the experience of new ESL LINC instructors, including assigning mentors to new instructors, providing clear instructions on online and blended learning, and a thorough orientation to software and applications in use in LINC classrooms.

Retrievable from : https://harvest.usask.ca/handle/10388/13827

Evaluation of Language Training Services

Research and Evaluation Branch. Immigration, Refugees and Citizenship Canada. December 2020.

This article cited below from the Toronto Star about learners’ and instructors’ perceptions of Portfolio based language assessment (PBLA) used in LINC classes led us to the latest evaluation of the Federal government’s Evaluation of Language Training Services (December 2020) . The evaluation report provides a number of recommendations and responses from IRCC. PBLA is examined in detail in Theme 2, Program Improvements for Fostering Success.

Retrievable from:

https://www.thestar.com/news/canada/2021/08/05/its-a-system-meant-to-help-newcomers-to-canada-learn-english-but-critics-say-it-prioritizes-testing-at-students-expense.html

Retrievable from:

https://www.canada.ca/content/dam/ircc/documents/pdf/english/corporate/reports-statistics/evaluations/E4-2018_LanguageTrain_Eng.pdf