Canadian Language Benchmarks (CLB)

The Canadian Language Benchmarks (CLB) are the national standard used to describe, measure and recognize learners’ knowledge and skills 
in English. They are a set of descriptive statements organized as 12 benchmarks along a continuum of language ability from basic to advanced. There are three stages of ability (basic, intermediate and advanced) in four skill areas (listening, speaking, reading and writing). The Niveaux de compétence linguistique canadiens (NCLC) is the French version.

CLB: ESL for Adult Literacy Learners (ALL) supports instructors who work with learners who are developing EAL literacy skills for the first time 
as they learn English. It should be used in conjunction with the CLB.

The CLB is based on a model of communicative language ability, which relates to the integration of language knowledge, skills and strategies 
(for example grammatical, textual, functional, and sociolinguistic knowledge, and strategic competence) in order to communicate appropriately 
in specific social contexts.

Each Canadian Language Benchmark describes different aspects of language ability and learning. These should be considered when planning instruction and assessment:

• characteristics of Speaking, Listening, Reading or Writing ability
• what a person can do in each skill
• conditions in which the abilities can be demonstrated
• examples of communication tasks for community, study and work
• indicators of task success

The CLB are used by:

• educators, assessors and curriculum developers to:
  • place learners in appropriate classes
  • guide instruction
  • provide a common framework for assessment and development of  programs, materials and resources
• learners to help them set language learning goals and monitor their progress
• the broader community to facilitate communication between language learners and other stakeholders and organizations)

Guiding Principles:

• The CLB are competency-based
• The CLB are learner-centred
• The CLB are task-based
• The CLB stress community, study and work-related tasks

(CCLB, 2012)