Best Practices for Adult ESL &
LINC Programming In Alberta
Sara Gnida
Outline
Introduction
Orientation to the Best
Practices document
Using Best Practices
Acknowledgements

ATESL would like to acknowledge the invaluable
contributions of the following in funding the project:
Alberta Employment and Immigration
&
Introduction
1992
LINC -increased
funding
ATESL
concern
about
quality
1994
Drafting of
original Best
Practice
Guidelines,
revised 2004.
Emerging
standards
and best
practice
documents
in other
jurisdictions
Time to
renew the
ATESL best
practices.
Introduction
Click for More
detail
Click for More
detail
Click for More
detail
Click for More
detail
Research of standards
documents, literature
Focus groups &
electronic
questionnaire
Literature research &
drafting
Feedback from
experts in the field
Best Practices for
Adult ESL and
LINC
programming in
Alberta
Next
Researching the literature
Original ATESL document
US
Australia
• Best Practice Guidelines for Adult ESL/LINC Programming and Instruction in
Alberta
• TESOL Standards for Adult Education ESL Programs (2003)
• NEAS: Standards and criteria for ELT centres; Standards and criteria
for accreditation of providers of the adult migrant English program
Canada
• Languages Canada quality assurance scheme: Standards and
specifications
Manitoba
• Manitoba Adult EAL Curriculum Framework Foundations
Ontario
And others
• Best practice features of quality LINC programs
• CLB documents, standards for various states, research into second
language acquisition, teaching, learning, program administration, etc.
Back
Focus Groups

Focus groups in Calgary, Edmonton, South and Central AB;
telephone interview for Northern AB

Electronic questionnaire on ATESL website

Participants represented programs of various sizes (1000+
students/semester to 25 students/semester) and focuses (from
survival/settlement/literacy focuses to EAP classes with
university credit)

Participants represented public, private, and non-profit providers.

Invited to provide input into what they considered to be best
practice in each of 8 themes: Staff, Instruction, Curriculum,
Canadian Language Benchmarks and Essential Skills,
Assessment/Learner gains, Program structure/administration,
Learner support, and Resources
Back
Research & Drafting
TESL/SLA
Literature
Focus group input

In some cases, the focus groups
identified an area that needed to
be included but didn’t provide
the content…

…In those cases, it was the
TEFL and SLA literature
that provided the substance
of what is there.

In some cases, the focus groups
provided some of the substance
of what is included…

…And the literature
expanded on that input.

…In those cases, the
literature validated the
input gathered from ESL
professionals across AB.

In some cases, the input from
the focus groups provided most
of the substance of a section…
Back
Feedback from experts in the field

Once a draft of the document was completed, it was sent
out to experts in the ESL field across Alberta, soliciting
their feedback on particular sections depending on their
areas of expertise.

The draft was reviewed by 15 people, with each theme
being reviewed by at least 2 experts, and the instruction
theme reviewed by 5.

Revisions made based on feedback.
Back
Orientation to the Document
Nine
Themes
67 Best
Practices
Orientation to the document:
The 9 themes
Mission, philosophy, goals
Finances
Administration
The Program
Planning
Marketing
Scheduling & delivery
Etc.
Orientation to the document:
The 9 themes
Learner
Support
Orientation
Communication
Support
Support services
Transition
Community
participation
Orientation to the document:
The 9 themes
Qualifications
Hiring
Orientation
The Staff
Professional development
Compensation
Ethical treatment
Evaluation
Orientation to the document:
The 9 themes
Professional
development
Canadian Language
Benchmarks
Standard frame of
reference
Inform curriculum,
materials, instruction
Resources
Orientation to the document:
The 9 themes
Articulated & flexible
Responsive to learner
needs
Curriculum
Reflects program mission,
SLA principles, etc.
Regular renewal
Orientation to the document:
The 9 themes
Learner oriented
Listening, speaking, reading,
writing
Instruction
Grammar, pronunciation,
vocabulary
Technology, culture,
autonomous learning
Orientation to the document:
The 9 themes
Placement
Ongoing
formative
feedback
Learner
Assessment
Summative
assessment
High stakes
Documentation
Orientation to the document:
The 9 themes
Location &
facilities
Resources
Classroom,
materials,
equipment
Teaching/learning
resources
Orientation to the document:
The 9 themes
Placement
ESL Literacy
Instructor
qualifications
and support
The literacy
classroom
Enhanced
support
services
Orientation to the document
Section 1:
Best
Practice
Statements
• 67 statements of best practice
organized according to the 9
themes.
Section 2:
Best
Practice
Guidelines
• Best practice statements
• Indicators for each BP
• References and further reading
for each theme.
Orientation to the document
Section 3:
• Self-reflection
Putting Best • Program self-evaluation
Practices
• Identifying effective programs
into Practice
Appendices
• Report
• References
• Evaluation tool
How
might a list of Best
Practice statements be of use
to you in your practice?
Using the Best Practices
Reference
Self
reflection
Collaboration
End
Using the Best Practices as a
Reference document
To compensate
for an area of
weakness or
gap in training
To
provide an
overview to
an unfamiliar
area
To provide
support for
someone
taking on new
responsibilities
As a resource
for new ideas
Using the Best Practices as a
Reference Document
Tami has TEFL training and
experience teaching ESL
overseas, but CLBs are
completely new to her. She’s
teaching LINC 2, and
confused about CLBs.
Tyler has never used the
CLB, but has been offered a
contract to develop a
curriculum based on the
CLB.
Neal’s organization is
offering an ESL literacy class
– and it looks like Neal is
going to be teaching the
class.
Kim, in a rural setting, has
just volunteered to teach an
evening ESL class at the
library. No TESL
background.
Val, with experience
teaching ESL and a medical
background, will be teaching
medical terminology. She’s
never taught a vocabulary
course.
Jake is on a committee
which decides on PD
opportunities for ESL
instructors.
Kim, a TOEFL prep teacher,
has a new job teaching
listening and speaking. She’s
finding the transition
difficult.
Back
Focus on your assigned scenario. What sections of the
document should they turn to? What support could they find
(i.e., what would they learn?).
Using Best Practices for
Self Reflection
Begin Broadly in Best Practice Statements
Definitely… I/we do this
Hmm…not sure about this
I’ve got to look into this
Choose a theme in Best Practice Statements to work through.
Your Goal: to identify 1-2 best practices to explore further.
Using Best Practices for
Self Reflection
Narrow your focus: Section 2: Best Practice Guidelines:

Select the best practice you wish to focus on and read through the
. indicators listed.
Definitely… I do this
Hmm…not sure about this
Back
I’m going to work on this
What did you learn?
Explore more: References and Further Reading
Using the Best Practices to Focus
Collaboration and Discussion
Talk through the indicators of
a BP with a colleague . Identify
what you are doing well, what
you are not doing, and what
needs to be improved.
Together identify actions/steps
to take.
Class Observations: Ask an
observer (supervisor, colleague)
to focus on and provide
feedback on a particular BP
when observing your class.
Staff meeting: divide into
groups and have different
groups work through the BPs
in different themes to
determine whether your
program is meeting the BP.
Instructors of a particular level
work together through the BPs
from the Instruction section to
identify strengths, weaknesses,
gaps.
Which of the above collaborative activities would work for you?
How else could you use this document in a collaborative way?
Next
Back
Collaboration/Discussion Activity

Find a partner/colleague who is teaching the same/similar course/level.

Choose ONE Best Practice to work through (perhaps in instruction theme).

Talk through the indicators of the BP with your partner. Ask Questions
such as…

So… do you do this?

How do you do this?

What other ways do you do this?

Identify what you are doing well, what you are not doing, and what needs
to be improved. Together identify actions/steps to take.

If you have time, give yourself or your program a score based
on the rubric on bottom of p.120.
Collaboration and discussion:
Scoring Best Practices (see Evaluation Tool p. 135)
No indicators checked; the BP is not at all in place.
Just one indicator or sub-indicator checked. Not fair to say
there is nothing in place, but in reality, the BP isn’t being met.
A few indicators checked. An attempt is made, but room for
much improvement; identifiable gaps.
A substantial number of indicators checked but still room for
improvement. The program is “approaching best practice.”
All indicators have been checked and additional indicators may
be in place; clearly and substantially meeting BP.
Collaboration/Discussion Activity
4-5?
1-2?
3?
• Talk through questions in #2, p.121
• Talk through questions in #4, p.121
• Talk through questions in #5, p.121
Back
What did you learn? Would this be a valuable activity to do “for
real”?
Conclusion

Purpose: to delineate a common set of expectations
regarding what constitutes best practice in adult ESL &
LINC programs in Alberta.

NOT a straightjacket!


Any statement of standard practice involves a “construction of
the teaching/learning process that will not be universally
shared” (Crabbe, 2003, p.29). i.e., there is bound to be
disagreement!
BUT a starting point for clarifying divergent beliefs and
perspectives; a catalyst for reflective practice &
collaboration.
Questions

Questions regarding the “Best Practices for Adult
ESL and LINC Programming in Alberta”
document?
sara.gnida@norquest.ca
ATESL thanks the following people who participated in focus
group interviews, provided input on the ATESL website,
and/or provided feedback on drafts of the document:
Lorene
Anderson David Graham
Carol Aubee Girard Erma Guinto
Susan Badger
Diane Hardy
Sumana Barua
Jenine Hawrelyk
Pat Boehme
Fiona Hayes
Chrystal Blume
Katalin Hegedus
Anne Capune
Tara Holmes
Anna DeLuca
Ron Horton
Leni Deisman
Mimi Hui
Tracey Derwing
Penny Hui
Carolyn Dieleman Melissa Hunt
Hailey Gale
Hana Imai
Isabel Gibbins
Elsie Johnson
Myrna Glenn
Ruth Jordan
Liz
Karra
Cynthia
Lambertson–Poon
Christine Land
Roberta Lawlor
Patti Lefebvre
Laura Lindsay
Amy Meckelborg
Cindy Messaros
Valerie Millar
Mandy Neilsen
Todd Odgers
Susan Oguchi
Audrey Olson
Donna
Paskall
Heather Plaizier
Leila Ranta
Sheri Rhodes
Ian Rogers
Hetty Roesingh
Marian Rossiter
Virginia Sauve
Shalla Shaharyan
Judy Silitto
Skipp Symes
Gayle Taylor