I get asked this question a few times every year. My answer is always the same, “We don’t have one”. It’s true, we don’t have one. We have the Curriculum Guidelines, a badly named book that provides class activities of varying quality for different CLB levels. We also have CLB criteria for assessments, and, of course, PBLA, another assessment tool, but nothing to tell us how to achieve these outcomes such as what grammar to teach or what pronunciation to focus on at specific levels. That would be really helpful, especially if you are a new teacher or switching levels.
“You have to get your SBA’s, SUA’s, T’s and A’s in order to have an organized portfolio, Sridatt,” said the Lead Instructor of Portfolio Based Language Assessment (PBLA) implementation. “You also have to get,” continued the official, “peer evaluations [PE’s], learner reflections [LR’s], and inventory checklists [IC’s], all in order to have a good, organised portfolio.” The order and presentation of the portfolio, not the teaching of the language itself, seems paramount. I welcome myself to the new world of English as a second language teaching, even though my new teaching practices are not aligned with my educational philosophy.
By the time the individual was finished, I was beginning to see a sort of preoccupation over skill building activities (SBA’s), skill using activities (SUA’s) tasks (T’s) and assessments (A’s). When the individual was gone, it didn’t take much reflection to conclude that Portfolio Based Language Assessment (PBLA) seems to be a faulty assembly line approach to education. Continue reading →
One of the best things teachers can do for their students is to help them learn to help themselves. To promote learner autonomy, we need to build students’ self-confidence and give them strategies for teaching themselves. Some of the ways we can do this include the following. Continue reading →