Competency-Based Instruction
One of the guiding principles of the CLB is that they are competency-based. This means that language learning is measured by what a learner can do with their language. The Centre for Canadian Language Benchmarks (CCLB) defines competencies as “statements of intended outcomes of learning applicable to a variety of specific contexts.” (CCLB, 2012).
In the CLB, for each of the four skills (listening, speaking, reading and writing) there are four competency areas (listed below). The CCLB defines these as broad, universally relevant purposes of language use (CCLB, 2012).
| Listening |
|---|
| Interacting with others |
| Comprehending instructions |
| Getting things done |
| Comprehending information |
| Speaking |
|---|
| Interacting with others |
| Giving instructions |
| Getting things done |
| Sharing information |
| Reading |
|---|
| Interacting with others |
| Comprehending instructions |
| Getting things done |
| Comprehending information |
| Writing |
|---|
| Interacting with others |
| Reproducing information |
| Getting things done |
| Sharing information |
For each of these competency areas, there are one or more competency statements. The competency statements are general statements of communication ability, but are context free. For example, a competency statement might state that a learner can fill in simple forms without specifying whether these are forms for attending school, applying for a job, or opening a bank account. The competencies are the general skill, and the real-world task is an example of that competency in a specific context. In LINC programs, competencies are repeated (or spiralled) in different contexts, providing repeated practice with the competency. For each competency, the CLB provides sample tasks to illustrate community, work and study contexts.
The competency statements are further defined by features of communication and indicators of ability. They can help you focus instruction on requisite language elements and gauge whether a learner has met the requirements of the competency.
What all of this means for instructors is that you can organize your teaching around real-world tasks that contextualize CLB competencies in relevant communication situations. Grammar, vocabulary, strategies and pragmatic learning is all taught within the context of these competencies and real-world tasks. The learners will have the opportunity to build skills, practice and complete tasks in all of the competency areas over time.
EAL Literacy
CLB: ESL for ALL and the CLB: ESL for ALL Support Kit discuss the CLB for EAL literacy learners. EAL literacy learners in CLB 1L to 4L work in the same competencies as their mainstream peers in CLB 1 to 4, but they need additional support in developing EAL literacy skills and completing language tasks. CLB Foundation L learners are in the level before CLB 1L and are working on foundational EAL literacy skills, such as gripping a pencil, forming shapes and letters, connecting letters to sounds and writing their own name.
Useful Resources and References
Related Essential Components
External Resources
