Placement
and
Progression

The National LINC Placement and Progression Guidelines (NLPPG) provides guidance for placing and progressing learners in LINC courses based on their CLB profiles. These guidelines ensure a consistent interpretation of CLB assessment results for all LINC learners across Canada.

The initial placement of learners in a LINC class is based on the results of their Canadian Language Benchmarks Placement Test (CLBPT), which measures proficiency in listening, speaking, reading and writing. Based on these results, learners are assigned CLB levels for each skill on the CLB scale of communicative competence. The placement benchmarks in each skill can range from pre-benchmark (Pre-CLB) to CLB 8. These results comprise the learners’ CLB profile. Based on these profiles, learners are placed in LINC programs.

If the learner’s CLB profile is consistent (that is, CLB levels for all skills vary by a maximum of one level), the learner is placed in a LINC course where they will focus on the CLB levels following the level they have demonstrated or achieved. When placing a learner in an integrated skill course, more weight is typically given to listening and speaking CLB profiles. Here are a few examples:

• Example 1: If a learner has assessment results of CLB 3 in each of the four skills (listening 3, speaking 3, reading 3, writing 3), 
    they are placed in a LINC 4 course.
• Example 2: If a learner has CLB levels of listening 4, speaking 3, reading 3, writing 3, they are placed in a LINC 4 course.
• Example 3: If a learner has CLB assessment scores of listening 4, speaking 4, reading 4, writing 4, the student will be placed in a LINC 5 course.

If a learner has an irregular CLB profile (CLB levels for different skills vary by 2 or more levels), skill-specific courses may be beneficial. If these are not available, the assessor holistically evaluates where to place the learner, considering other factors such as learner’s goals, prior learning and their length of stay in Canada. In general, placement or progression should always be aimed at a level where the learner will be challenged but not overwhelmed. The guidelines for progressing learners into a new course are the same as the guidelines for initial placement.

Keep in mind that assessment results may not be accurate for learners with learning disabilities; physical disabilities including vision, hearing and speech impairment; and learners who are neurodivergent. Learners who are literate but who are not familiar with the Roman alphabet may score lower on reading and writing assessments.