Numeracy

While LINC instruction in Canada is focused on language learning, not mathematical learning, numeracy and financial literacy are still important considerations for teaching learners at all LINC levels, from EAL Literacy to CLB 8. 



Numeracy is the ability to use mathematical or number-related knowledge and apply strategies to solve problems in real-world contexts. Financial literacy is a key part of numeracy, and involves the knowledge, skills and confidence to make responsible financial decisions (Task Force on Financial Literacy, 2010). Both numeracy and financial literacy involve an understanding of numerical concepts as well as of the language to express that understanding. Numeracy and financial literacy are relevant aspects of several common LINC themes, such as employment, housing, banking, shopping, and consumer matters.



For any theme or real-world task you address in your class, consider the numerical or financial-related language, concepts and background knowledge learners need in order to perform the task effectively. For example, for the task “identify information on a pay stub,” learners may need to read money amounts, identify mandatory deductions, understand rates for overtime pay and deduction rates for CPP or income tax.



Incorporating numeracy and financial literacy instruction is different in mainstream classes than in EAL literacy classes. In mainstream classes, learners often already have numeracy skills. They understand numeracy concepts and mathematical processes, but may lack the English to express them. Instructors should still be aware of the numeracy-related components to tasks and check whether learners have the background knowledge, skills and language to complete the task. This may include, where relevant to the task or theme, the language for identifying, expressing, describing, and comparing numbers, operations, money, measurements, time, and data. 



These numeracy-related language components range in complexity. A simple example is recognizing that numbers may be written slightly differently, for example, a comma may be used in numbers instead of a decimal in some countries. A more complex example is the ability to describe trends illustrated in an inflation chart or to compare Canada’s progressive income taxation system with a flat, uniform taxation system 
of another country. Here are a few examples at different CLB levels:

• A CLB 2 task confirming an appointment might require understanding time formats (2:00 pm or 14:00) and date formats (dd/mm/yy or YYYY-MM-DD).

• A CLB 4 task around grocery shopping might require expressing prices (dollars and cents) or calculating discounts (percentages).

• A CLB 7 task interpreting statistical information might require analyzing, comparing and expressing the information found in charts
and graphs.