Pre-Benchmark

Pre-benchmark learners, also known as pre-CLB, have not yet demonstrated the level of communicative ability associated with most or all of the descriptors for CLB 1 in a given skill. 

A pre-benchmark designation in any skill means that the learner has little to no English language ability. The learner may have some rudimentary English language ability, but not enough to demonstrate it in proficiency tests or to have achieved CLB 1. That learner should be placed in a course that is working towards completing CLB 1 for that skill.

It is important to note that a pre-CLB designation is different from a EAL literacy designation. A pre-CLB learner may be literate in their first language(s) but have no familiarity with English or the Roman alphabet. EAL literacy learners, in contrast, have low to no EAL literacy skills in any language. However, EAL literacy learners could receive a placement score between pre-CLB and CLB 4. As with language ability, EAL literacy ability spans a wide range. When possible, placement assessors will document details of the learner’s previous education and whether the learner is literate in their first language, and add an L designation to the placement CLB score to indicate EAL literacy needs. EAL literacy learners are developing EAL literacy skills for the first time as they learn English and benefit from being placed in dedicated EAL literacy classes. 

If you are teaching pre-CLB learners, familiarize yourself with the CLB 1 descriptors in the CLB document. Review the Profiles of Ability, Competency Statements, Features of Communication, Indicators of Ability and Sample Tasks and consider ways in which the goals and tasks of CLB 1 need to be adapted for your learners. This helps you identify appropriate real-world tasks and language elements that learners need to work on to complete the tasks successfully. In addition, consider the following when working with pre-CLB learners:

• They may find some CLB 1 tasks too difficult and may need to work on more foundational skills before attempting them.
• They need to learn and practice strategies for coping with language barriers in the real world. For example, expressing a lack of understanding (verbally or nonverbally), stating (in English) the language they speak and using digital translation tools.
• They benefit from realistic images to accompany any text.
• They benefit from a total physical response (TPR) approach in the classroom, where gestures, facial expressions, objects and miming are used to illustrate the meaning of words or concepts.
• They need a lot of repetition and practice.
• They may have EAL literacy needs that were not identified during placement testing.
• Just like all learners, they may have varied levels of digital skills.

In general, pre-CLB learners need to achieve the basic building blocks of the English language. In addition to the alphabet and numbers, learners can practice useful expressions and chunks of language needed for daily living. They can work on recognizing new words and phrases they are likely to encounter and begin to copy or write simple words and phrases independently. 

If you are teaching LINC in an online or hybrid setting, another consideration for pre-CLB classes is the varied levels of digital literacy and skills. Consider learners’ digital literacy skills when planning online activities and tasks. Learners may require guidance and support joining online classrooms, logging in to online learning activities and reading any text or following instructions within the online activities. 

It is common for learners to enter LINC classes with variations in their placement benchmarks. Learners who are assigned a pre-CLB in one skill may or may not have pre-CLB designations in the other three skills. For strategies on teaching these learners, see multi-level classes.