Creating Resources
The resources you use in your LINC classes form a critical part of your learners’ language learning experience. Your learning resources should reflect the themes and tasks your learners are working on, offer clear examples of language in use and offer activities that foster language learning. There are many classroom-ready materials available through Tutela and Avenue. However, there are times when you will need to create your own resources to meet your learners’ needs; for example, developing comprehension questions based on a YouTube video, government website or flyer; writing an authentic-like dialogue; or developing an online quiz. While it can seem overwhelming, following a set of principles or a checklist can save time and help ensure your resources are appropriate for learners.
The following principles for creating resources can help you build a checklist to reflect on for any learning resources you develop (adapted from Tomlinson, 2010).
- Resources need to provide real-world examples of language in use. This includes a range of text types which authentically show language being used to complete tasks that will most effectively support language learning. You can simplify and adapt authentic materials which are too complex for the level of your learners; however, your choices should be guided by the format, language and purpose of authentic texts.
- Resources need to provide the context for language examples. For example, reading an email without understanding the relationship between the writer and the reader can cause confusion and make it challenging for learners to connect form to meaning.
- Resources need to offer multiple opportunities to review the same language, which is recycled to support language learning.
- Resources need to be engaging and encourage learners to think about the texts and respond to them personally.
- Resources should reflect the span of learners’ interests and experiences.
- Resources should first engage learners in a holistic way. Before focusing on any specific forms (such as grammar, vocabulary or spelling), learners are encouraged to respond to the text personally or in general. Later on, learners can focus on specific features of a text or listening. This sequence ensures that when your learners focus on a specific language item, they already understand the context and gist of the resource.
- Resources should reflect the diversity of Canadian society, including gender, age, sexuality, race, ethnicity and faith. Images and stories should include representations of Canadians including BIPOC, 2SLGBTQIA+, and Francophone Canadians.
- Resources may be print or digital, depending on the modality of the LINC class. An in-person class may still also have digital resources.
- Resources should be supported by visuals when appropriate. For EAL literacy and Stage I learners, all listening and reading texts should be supported by visuals to facilitate learner understanding. In addition, pay close attention to the layout of resources you develop, particularly for formatted texts like tables, maps and schedules, which should be short and simple.
Digital Resources
Digital resources and technology enhanced learning in LINC classes can help empower learners as they navigate our increasingly digital society.
An LMS is a valuable tool that can be used in synchronous or asynchronous online classes or for self-directed online learning. The IRCC-funded LMS, Avenue, provides an opportunity to engage LINC learners in online learning and assessment using e-activities and digital portfolio. Instructors can use the Course Builder function on Avenue to use dozens of CLB-referenced online modules at all LINC levels. Avenue also provides the opportunity to design and build your own online resources.
New Language Solutions provides teacher training for Avenue, LearnIT2Teach. This teaches you how to use a variety of online activities, with support from a mentor. If you can do it in-person, there’s a way to do it online. Use Tutela, the Teacher Forum on Avenue or your organization’s collaborative sandbox or resources for ideas and inspiration. One of the benefits of creating activities and assessments online is the ability to create or re-create authentic digital tasks that the learner may experience in their community, workplace or school, such as filling in forms, answering questionnaires, navigating web search results, asking for advice in an online forum, and so on.
EAL Literacy Learners
When creating learning materials for EAL literacy learners, there are other considerations to take into account. These include:
- Familiar language: Choose or write texts with familiar and concrete language. EAL literacy learners are more likely to be able to read personally familiar words. Consider creating personalized materials that include images and names of the learners (with their permission).
- Familiar topic: Make sure the topic is highly familiar and personally relevant.
- Font and font size: Use clear fonts and larger font sizes (14-16 pt). Avoid stylized fonts. Consider a font that uses a hand-written ‘a’ and ‘g’.
- White space: Choose or develop materials that are visually sparse and clear, with large amounts of white space on the page.
- Wrap-around text: Consider whether learners can read wrap-around text. One sentence per line is easier to read.
- Sentence type and length: Consider single words, sentence stems, simple sentences, compound sentences, and complex sentences.
- Visual EAL literacy: The ability to interpret visual images generally develops from photographs to realistic drawings to more stylized or figurative drawings; consider the images in the material.
- Tactile materials: Lower-level EAL literacy learners benefit from manipulatives, such as magnetic letters or letter tiles, scissors, playdough (for forming shapes or letters), beads on strings (for developing tracking and finger strength, and flashcards.
Lower-level EAL literacy learners, such as FL or 1L, will need more highly-adapted materials; as learners develop their EAL literacy skills, they require less adaptation. However, EAL literacy learners should always be presented with material that is highly familiar and personally relevant.
Accessibility and Inclusion
In addition to the principles listed for creating resources, the following considerations address accessibility and inclusion in online activities and content:
- Devices learners have access to: Are they using smartphones, tablets, laptops or desktops? Can they access, view and successfully complete the activity on their devices?
- Images: Do they reflect diverse individuals, partnerships and families (BIPOC, Indigenous, Francophone, LGBTQIA2S+)? Do they include varied communities and regions of Canada? Have you used alt text to provide a description for visually impaired learners?
- Accessibility of the e-learning activities: Are they accessible for all learners? Can a screen reader recognize the content? Have you included audio instructions as well as written instructions for EAL literacy learners? Do videos have close-captioning or a transcript?
References and Copyright
Think about permissions and copyright. Consider the authentic materials you use when creating content. Where possible, use free and open-source materials such as open educational resources or cite the sources of any published materials you use or adapt.
The use of AI to create online resources needs to be considered carefully; some organizations permit the use of AI generated materials or have accounts with AI lesson generators but others may not. Check your organization’s policies around the use of AI to create online resources.
Finally, you can upload your resource to Tutela to share with the LINC community across Canada. Use the provided checklist to ensure it is PBLA aligned.
Useful Resources and References
Related Essential Components
- Themes
- Real-World Tasks (RWTs)
- Assessing Receptive Skills (Listening and Reading) using Comprehension Questions
- Adult Learning Principles
- 2SLGBTQIA+ Inclusion
- BIPOC and Anti-Racism
- Francophone Perspectives
- Gender Based Analysis (GBA) Plus and Intersectionality
- Indigenization
- Women and Gender Equality
- Avenue
- Blended Learning
- Hybrid Learning
- In-person Classroom Teaching
- Online Learning
- Digital and Media Literacy
- EAL Literacy Learners
- Portfolio Based Language Assessment (PBLA)
- Accessibility and Universal Design for Learning (UDL)
External Resources
- CLB Additional Sample Task Ideas CLB Additional Sample Task Ideas
- PBLA Checklist
- Conestoga College has a set of rubric tools: PBLA Rubric Tools
- Consider copyright when using images or creating materials; read about Creative Commons licenses here: About Creative Commons Licenses
- LearnIT2Teach’s YouTube channel LearnIT2Teach’s YouTube channel and the Webinar section on Avenue have an extensive list of webinars to guide instructors on the design and development of online resources for LINC
- ATESL Adult ESL Curriculum Framework has a section on Selecting Methods and Materials
References
- Bow Valley College. (2018). A Practical Guide to Teaching ESL Literacy.
- Tomlinson, B. (2010). Cambridge University Press. Principles for Effective Materials Development. English Language Teaching Materials: Theory and Practice. Pages 80-108.
