Abstract
Teaching multilingual, multilevel language classes presents many challenges including helping students learn level-appropriate language. This learner-centred approach is complicated in a multilevel classroom where the teacher cannot always focus on each student’s needs. As a result, learner motivation and attendance are frequent problems. This article details the adaptation of the Canadian Language Benchmarks (CLB) into a badge system to help learners in a community English as a Second Language (ESL) program set and track personalized language learning goals. The authors explain the purposes of badges, including motivation and assessment, and describe how to create a CLB-based badge system for curriculum and assessment purposes. The authors also share feedback from students and instructors in the community ESL program about the badge-based curriculum.
Highlights
Teaching multilingual, multilevel language classes presents many challenges including helping students learn level-appropriate language
This article is an exploratory study investigating the potential application of the Canadian Language Benchmarks (CLB) as a badge system for adult learners in a multilevel English as a Second Language (ESL) community education course
In our adult community ESL program, we found that adapting the CLB into a badge and checklist system helped teachers better articulate their curriculum and communicate their instructional goals to students
Summary
Multilevel language classes presents many challenges including helping students learn level-appropriate language. This article is an exploratory study investigating the potential application of the Canadian Language Benchmarks (CLB) as a badge system for adult learners in a multilevel English as a Second Language (ESL) community education course This practice-based article outlines the challenges of multilevel classes and explains the benefits of a badge system for such a context. Multilevel language classes presents many challenges including helping students develop skills in a classroom environment where the teacher cannot always focus on each individual student’s needs. In such situations, students may become discouraged when portions of the class are targeted at a level too high or too low for their current proficiency level. More proficient students who attend the same class may want to practice other number skills, such as making change as a cashier
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