Continuous Intake

In LINC programs, intake refers to the schedule for admitting learners to a course. For example, a single intake model, where all learners begin a course together, or a continuous intake model, where learners can begin a course at particular times of the course, or at any time during a course.   



While some LINC programs in Canada use a single-intake model, the majority use a continuous-intake model. Continuous intake means that the program runs on an ongoing basis throughout the year, excluding program breaks or holidays, and learners can start their study at various times during the year. Some continuous intake programs have new learners starting at any time while others use a managed intake approach with learners starting once a week, once a month or at another scheduled  time. It should be noted that even single-intake programs can have managed intake, where new learners can start at specific times during the course. 



Continuous intake programs involve both benefits and challenges:

• Flexibility and customization: Learners don’t have to wait as long before starting their program and they don’t need to finish a course at a specific point. When they have collected enough evidence of learning towards a CLB, they can move up to the next level. This allows learners 
to learn at their own pace. If they are learning quickly, they can progress quickly. If they need more time for learning, they can take that time. 
For instructors, the key benefit is that with continuous intake, they are more likely to keep their courses full (IRCC, 2020).

• Orientation for new learners: One of the challenges is the disruption to the class of continually orienting new learners. This has been found to hinder client progress (IRCC, 2020). If you work in a continuous-intake program, you need to be prepared to take in new learners at any point. One strategy is to have an orientation package ready for new learners that includes all the information they will need for your course. Depending on the level, an orientation package might include your contact information, the class schedule, a course outline, a needs assessment and an “About Me” task that the learner can put in their portfolio. In a program that takes in learners periodically, you can time the start of modules with the intake of new learners.
  
  

Regardless of the intake model, you need to monitor the progress of the learners in your course and be aware of which learners are getting ready to move up to a higher level course. Because there can be a marked difference between the language proficiency of a learner who has just started a benchmark and that of a learner who is nearing proficiency, many of the strategies for a multi-level class can also apply to classes with continuous intake.