EAL Literacy Learners in Stage I Classes

EAL literacy learners do not have fully developed EAL literacy skills in their first language and they are developing EAL literacy for the first time 
as they learn English. According to the CCLB, there are five levels of EAL literacy learning that form a separate stream parallel to the mainstream CLB levels. These are CLB Foundation L, CLB 1L, CLB 2L, CLB 3L and CLB 4L. CLB Foundation L is the level before CLB 1L in which learners are developing foundational EAL literacy skills, such as gripping a pencil, forming lines and shapes, identifying letters and sounds and writing their names. As learners move through the EAL literacy levels, they improve their language skills and develop their EAL literacy skills. EAL literacy learners learn best when they are in dedicated EAL literacy classes that are appropriate to their level of EAL literacy and language learning. 



When an organization does not offer dedicated EAL literacy classes, EAL literacy learners may be placed in Stage I classes. While this is not ideal, it is commonplace in many organizations, especially for smaller service providers or rural areas where there are fewer learners. 



If you are teaching a Stage I class with EAL literacy learners, you are teaching a multi-level class. There are strategies you can use to meet the needs of all your learners, including differentiation of task, task length, task criteria, source text and level of scaffolding or support. In other words, EAL literacy learners can work on different tasks, modified tasks, the same task with increased support or similar tasks using a different reading text or writing activity. Listening and speaking tasks would be the same providing they aren’t tasks that also require reading and writing skills.



You will need to be aware of the development of EAL literacy skills. CLB: ESL for ALL has a continuum of EAL literacy skills and Bow Valley College has a Framework of Literacy Skills for Adult ESL Literacy Learners that outlines the development of EAL literacy skills. To progress in their learning, EAL literacy learners need direct, explicit instruction and a lot of practice in EAL literacy skill development as well as language development.They will take longer to be successful at a task than their non-literate classmates.



Supports in the classroom can include pull-out sessions for EAL literacy learners to focus on EAL literacy skills or trained volunteers or mentors to support Stage I learners. Volunteers or mentors should only work with EAL literacy learners if they are experienced in teaching EAL literacy. 



If you are teaching LINC in an online or hybrid setting, you should also consider the varied levels of digital literacy and skills of your learners. EAL literacy learners may have different levels of experience and digital literacy from the other learners in your class, and may need extra time and support to navigate the requirements of the online classroom.



When EAL literacy learners enter Stage II LINC classes, they will no longer be designated with the EAL literacy (L) needs. However, these learners may still need additional support and time to be successful in the levels in Stage II.