Themes
Instructional content in LINC programs is often organized into themes or topics that provide contexts for learning. Then theme-related modules are created based on real-world tasks, supported by skill-building activities. These curriculum guidelines provide sample themes, and sample theme-related real-world tasks. For EAL Literacy and Stage I (CLB 1-4) levels, the themes are settlement-related; for Stage II (CLB 5-8) levels, the themes are mainly employment related, with some themes related to topics (such as Global Citizenship), and others related to skills (such as Workplace Writing). Skills for Success are integrated in the curriculum guidelines to reflect the needs of Stage II learners who are employed or seeking employment.
Theme and task selection
Select themes that are most relevant to learners, either from the sample themes in these guidelines or select other themes relevant to learners in your course. You can conduct a needs assessment to determine which themes are most relevant or to choose a direction or emphasis within a theme. A theme or topic area will help you focus your selection of real-world tasks for the module. As you select or develop real-world tasks, try to make sure they address a balance of skills (listening, speaking, reading and writing) and competency areas (where appropriate).
Spiralling of task types within different themes
LINC programs should be organized so that learners encounter a variety of themes over their period of study and from one course to the next. Real-world task types can be repeated, or spiralled, within different themes, so that learners gradually become proficient with repeated practice in a variety of contexts. For example, learners can fill in a form in a module on health care, but also in modules on recreation and employment. Programs may consider rotating themes within levels and across levels.
EAL Literacy Learners
In EAL literacy courses, learning is also usually organized into relevant themes, though they are more focused to narrow the amount of vocabulary and content learning. Make sure you teach any new language or content orally first. Keep in mind that EAL literacy learners may have gaps in formal learning and background knowledge. Check your assumptions about what your learners know about a theme and develop this knowledge with them.
Helpful Hint
You would benefit from familiarity with previous sections under the “Instructional Practices” Essential Component.
