DIRECTIONS FORWARD

Transcription

1 CONTENTS SECTION PAGE 2 POLICY/PROGRAM DIRECTIONS FORWARD Yves Saint-Germain TESL Ontario Conference The Evolving Landscape of Language Training in Ontario Toronto, ON Friday, November 9, 2012

2 2 Overview of Presentation This presentation will explain on-going changes in three areas in the context of your work and reflect on how they may affect you as teachers and administrators. These areas are: Policy/Program changes (What we do) Performance Measurement (How we tell our story) E-learning for teachers and students (How you work)

3 3 POLICY/PROGRAM PROGRAM Selection: Federal Skilled Worker Program CIC has implemented changes to required language levels at Selection. The Federal Skilled Worker Program (FSWP) (or points system) is designed to select people with the ability to adapt quickly to the labour market by assessing each applicant s essential and transferable skills such as their official language (OL) ability, education and work experience. Changes are set to come into force in 2013: Official language proficiency will raise from 24 to 28 points out of a possible total of 100, with maximum points for fluency in one OL increased from 16 to 24 points and additional 4 points possible for proficiency in a second OL. Applicants would be required to have a minimum CLB/NCLC 7 to qualify for the program

4 4 POLICY/PROGRAM PROGRAM Selection: Federal Skilled Worker Program The Canadian Experience Class (CEC) program allows applicants who have worked in a skilled occupation in Canada and have official language proficiency, to remain in Canada permanently. Changes will require applicants in managerial and professional occupations are expected to have CLB/NCLC 7 and those in technical occupations to obtain a CLB/NCLC 5 in each of the four skills. How will this change the composition of our language program? Will there be less students because they are able to move quickly into the job market? Will new students seek higher level classes to do bridging? Will it change the composition of the classes as newcomers arrive with different backgrounds? Will their spouses and dependents need lower or higherlevel training?

5 5 POLICY/PROGRAM PROGRAM Settlement: Program Transition The Government of Canada will be resuming management of federally-funded settlement programs in Manitoba by April 2013 and British Columbia by April 2014 and working on new partnership models with all provinces including Ontario Where the program is being transitioned, CIC is committed to: oa smooth transition to minimize disruption for newcomers and service providers oensuring access to quality programs and services in all regions okeeping stakeholders well informed regarding the transition process and operational procedures oensuring that program changes are clearly articulated and implemented appropriately olearning from provincial innovations Due to these changes, there will be: more teachers in CIC programs, bringing new perspectives and approaches to LINC new endeavours to share best practices and tools across the whole country

6 6 POLICY/PROGRAM PROGRAM Settlement: National Call for Proposals

7 7 POLICY/PROGRAM PROGRAM Settlement: National Call for Proposals CIC recently completed first National Call for Proposals process, setting out national and regional priorities for service delivery Of the 523 applicants, 318 are from Ontario Second tier evaluations should be completed and results communicated by December If you are in the development business oyou will be able to develop programs in other jurisdictions oshould start to look for partners across the country

8 8 POLICY/PROGRAM PROGRAM Settlement: Engaging Stakeholders CIC is committed to engaging stakeholders by establishing a new advisory/consultation body The group will be a mechanism for policy consultation, collaboration and planning between the settlement language training sector and CIC. Eventually, a national language training council would seek to oprovide regular opportunities for information sharing on issues, challenges and approaches related to language training for immigrants in Canada oenable meaningful input from the Settlement Language Training Sector in the areas of language training policy, client needs, planning and program development ofoster common standards of practice while recognizing local and regional needs This will provide a bigger and clearer voice for teachers with CIC

9 9 POLICY/PROGRAM Settlement: Canadian Language Benchmarks & Niveaux de compétence linguistique canadiens Revised versions of the Canadian Language Benchmarks and Niveaux de compétence linguistique canadiens will be released this year and include: increased navigability and greater clarity of performance descriptors and of the distinctions between levels. guidelines for practitioners on addressing grammar and pronunciation in a communicative language classroom are included. changes ensure the user friendliness of the standards for a wide range of stakeholders, appropriate to support community, academic and employment applications. Orientation to the Revised CLB (CC-FAS) and CLB Support Kit (CC-FAT) sessions are being held today until 3:40 pm.

10 10 POLICY/PROGRAM PROGRAM Citizenship: New Regulations and Role of Language Certificates Basic knowledge of an official language is essential for integration into Canadian society. Since 1947, citizenship applicants have been required to demonstrate adequate knowledge of either English or French. CIC has introduced regulatory amendments which affect the way the language requirement is assessed. They will come into force November 1, 2012 and: oclarify that the language level required for citizenship is equivalent to CLB/NCLC 4 in speaking and listening. orequire citizenship applicants to provide objective proof of their language ability with their citizenship application. Among other possibilities, applicants will be able to use evidence of their LINC studies as objective proof of meeting language requirements. Certificates of completion of every CLB level for each skill will be available to all LINC students, as well as students in certain provincial language programs.

11 11 POLICY/PROGRAM PROGRAM Citizenship: Possible Affects of Language Certificates Certificates at completion of every CLB level will support the citizenship process and strengthen the Settlement Program, by: oproviding incentives for learners to complete language training orecognizing efforts to improve the standard and consistency of assessment within the programs The introduction of language certificates may: oincrease uptake of newcomers seeking to attain CLB 4 in Speaking and Listening for citizenship purposes oincrease pressure by students to be passed oincrease pressure to teach citizenship concepts However, olanguage programs will continue to be based on teaching English for settlement, in all its aspects osome citizenship material is already incorporated into the LINC Curriculum Guidelines oother citizenship material is available at Tutela.ca, a resource to be discussed later in this presentation othe roles of the teacher and citizenship judge are not changing

12 12 MEASURMENT CLB Milestones Test In 2009, CIC commissioned the development of a new standardized test designed independently of language training programs to measure and certify English language proficiency from CLB 3- to 9+. Once fully developed and piloted, the Milestones Test will be well suited for use in CIC s routine evaluations of its language training programs, and will allow for comparison between the effectiveness of different training models. In time, Milestones results could also be used for high-stakes purposes, such as demonstration of language ability when applying for citizenship, or work or school. CIC currently has two prototype test versions, a validation study report, assessor training materials and recommendations for test implementation. The Department is now pursuing the development of two additional versions and a pilot project in Fall 2012 to test administration procedures.

13 13 MEASURMENT CLB Milestones Test The CLB test may have an impact on the program as a whole, by offering oa credential independent from education oa place for you to send students who need a credential to get their foot in the door

14 14 MEASURMENT Portfolio-Based Language Assessment (PBLA) Portfolio-Based Language Assessment (PBLA) is an in-class language assessment protocol directly aligned to the CLB framework, which: Brings teachers to a common standard of practice; provides a standardized approach to measure student advancement; supports better learning results for students Builds on the European Language Portfolio and Manitoba s Collaborative Language Portfolio Assessment Engages teachers and students in dialogue to tell the story of the student s journey in learning English and meeting their personal goals Motivates teachers and students to collaboratively set language learning goals, compile numerous examples of language proficiency and learning in a variety of contexts over time, analyze the data, and reflect on progress Incorporating PBLA in LINC and ESL (FQM) will be held from 1:00-2:40 pm today.

15 15 LearnIT2teach A strong start: LearnIT2teach LearnIT2teach provides Ontario LINC teachers with the technology tools they need to implement blended learning in their programs Offers four free stages of mentored teacher training on how to integrate free e-learning materials and courseware into classroom training As of January 2012, over 800 instructors had received training The model has proven successful in Ontario and is ready for national rollout LearnIT2teach workshops are being held throughout the conference. Check your program for sessions this afternoon and tomorrow. LearnIT2teach may impact teachers and classrooms by expanding the role of technology: oin the classroom oin peer-to-peer sharing

16 16 TESL Ontario Launch

17 17 Overview Over 1000 resources uploaded and shared Over 1250 users 124 discussions in 24 user groups 3 community coordinators fostering a bottom-up, community led approach

18 18 Why Join the Tutela.ca Community? Joining Tutela.ca will allow you to: Freely access and contribute to a huge library of teaching resources (such as lesson plans, classroom materials, CLBbased curriculum guidelines, reusable learning objects, etc.) Connect with ESL/FSL professionals across Canada Broadcast your work Videoconference with colleagues Use discussion forums to find solutions to teaching challenges Review and critique new materials as they become available Access job listings and events calendars

19 19 How do I get involved? Learn to use the Tutela.ca online repository and ESL community with project developers, Citadel Rock Attend (FQF) Learn to use the Tutela.Ca ESL Repository/ Community interactive workshop led by Nelson Ko today from 1:00 2:40 pm (FQF) Visit our Tutela.ca booth at T51 Go to Tutela.ca and create an account!

20 20 Contacts Yves Saint-Germain Director Information, Language and Community Program Policy Division Integration Branch Citizenship and Immigration Canada Robert Pinet Policy Analyst Information, Language and Community Program Policy Division Integration Branch Citizenship and Immigration Canada

21 21 Portrait of Canada s Managed Migration Settlement Program Modernized Approach LINC Statistics Contacts

22 22 Canada, a Leader in Managed Migration ANNEX Different Classes/Categories for Permanent/Temporary Residents Foreign nationals may enter Canada under the following classes/categories, either as permanent or temporary residents: Temporary Residents Visitors Temporary Foreign Workers International Students Permanent Residents Economic Class: o Federal Skilled Workers program o Quebec-Selected Skilled Workers o Canadian Experience Class o Business Immigration program o Provincial and territorial Nominee program o Live-in Caregivers Family Class: o Spouses, partners and children o Parents and grandparents Protected Persons: o Government-Assisted Refugees o Privately Sponsored Refugees o Protected Persons In-Canada o Dependants Abroad of Protected Persons In-Canada Humanitarian and Compassionate/Public Policy Canadian Experience Class Skilled Workers Immigration to Canada in 2011 Provincial Nominees The Economic Class Live-in Caregiver Business Immigrants Business Immigrants (11,641) Skilled Workers (88,786) Canadian Experience Class (6,027) Provincial Nominees (38,420) Live-in Caregivers (11,247) Family Class (56,446 admissions) Reuniting families through sponsorship Protected Persons Class (27,872 admissions) Refugee resettlement Providing asylum Humanitarian (and other) (8,306 admissions) Admitted for humanitarian and compassionate grounds or public policy Source: Citizenship and Immigration Canada, RDM, Facts and Figures 2011 Data

23 23 Settlement Program Modernized Approach CIC s modernized approach to settlement programming is intended to better respond to newcomer needs in support of improved settlement and longer-term integration outcomes. Its is focused on outcomes in the following areas: Orientation; Language and Skills; Labour Market Access; Welcoming Communities; and Policy and Program Development. ANNEX In 2008 moved from a suite of programs......to a single Program using a suite of services that can be combined to achieve outcomes Expected Results Activity Streams Language Instruction for Newcomers to Canada (LINC) Immigrant Settlement and Adaptation Program (ISAP) Host Program A. Orientation Newcomers make informed decisions about their settlement and understand life in Canada B. Language/Skills Newcomers have language/skills needed to function in Canada C. Labour Market Access Newcomers obtain the required assistance to find employment commensurate with their skills and education D. Community Connections Newcomers receive help to establish social and professional networks so they are engaged and feel welcomed in their communities E. Policy and Program Development To ensure effective delivery and achieve comparable settlement outcomes across Canada Needs Assessment and Referrals Determine eligibility, assess needs, and refer newcomers to other services Information and Awareness Services Provide pre- and post-arrival information Language Learning and Skills Development Language and skills development training Employment-related Services Search, gain, and retain employment Community Connections Establish a social and professional network Support Services Help to access settlement services

24 24 LINC Statistics LINC/CLIC Students by Immigration Category (2010/2011) LINC/CLIC students All new Permanent Residents (PRs) (2010) ANNEX 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 36.4% Family Class 23% 24.4% 13.1% Economic Class: Principal Applicants 38.5% 23.8% 23% Economic Class: Spouses and Dependants Refugees 10.4% 3.7% Other/Not Stated 3.7% LINC/CLIC Students by Language Training Format (2010/2011) 70% 60% 50% 40% 30% 20% 10% 0% 45.6% Full-time (25 or more hours per week of instruction) 58.1% Part-time (Less than 25 hours per week of instruction) 3.4% Distance (online)

25 25 LINC Statistics 25% 20% 22% LINC/CLIC Students by Country of Birth (2009) ANNEX 15% 10% 5% 0% 10.4% 9.3% 8% 7% LINC/CLIC students All new PRs 6% 5% 4.5% 1.5% 1.6% 1.5% 0.5% China India Colombia Iraq Sri Lanka Afghanistan LINC/CLIC Students by Education Level ( ) LINC/CLIC students All new PRs (2010) 35% 30% 25% 20% 15% 10% 5% 0% 19.2% 33.1% 20.6% 12.5% 7.6% 5.2% 18% 12.6% 0-9 years years 13+ years Trade Certificate and Non-University Diploma 25% 24.4% Bachelor's Degree 12.3% 9% Graduate Degree

26 26 LINC Statistics ANNEX 60% 50% 40% 30% 20% 10% 0% LINC/CLIC Students by Training Level ( ) 5.7% 39.8% 55.2% 31.4% ESL/FSL Literacy LINC/CLIC 1-2 LINC/CLIC 3-4 LINC/CLIC 5-7 and higher level, workfocused classes LINC/CLIC Services by Region ( ) LINC/CLIC students All new PRs where LINC is offered (2010) 140, , ,000 80,000 60,000 40,000 20, ,114 49,970 40,257 11,631 1,972 7, Atlantic Ontario Prairies Territories

27 27 LINC Statistics Institutional Partners Across Canada (2009) Ontario (2011) ANNEX 15.5% 13.5% 30% 7% 71% 63% Colleges and Universities Community Organizations School Boards While the majority of LINC service providers across Canada are community-based, the distribution varies by region. The Prairies, for example, are more likely to have private and community college SPOs, while Ontario has a higher number of community agency providers.