Coordinator tip

Another resource that can help tutors find a starting point for instruction is the Canadian Language Benchmarks (CLB). The CLB is divided into three stages. The Global Performance Descriptors at the beginning of each stage give an idea of the skills learners need in order to handle the tasks at the different benchmark levels. Tutors may also find the Can Do Checklists from the CLB useful.


Option 2 Role technique using handout and discussion

Why choose this option?

The role technique works well with more experienced learners.

Materials and equipment

Handout 11.9: Role Technique
Flip chart and markers

Preparation

Decide if this is the session during which you will talk about any formal assessments that your program uses. If you decide to talk about them now, plan where this discussion would fit in the session. Pull out samples, plan training activities around these assessment techniques and increase the expected time for the unit.
Find an ESL learner profile for an example or use the one included in this activity, below.
Copy handout.

STEP-BY-STEP PROCESS

  1. Distribute the Role Technique handout. Introduce it as an initial step in figuring out what an intermediate or advanced learner might need to know.
  2. Read through the instructions with tutors.
  3. Read a learner profile to your tutors, either one you’ve chosen or the one below.

Sample learner profile

  • Maria is from a large city in Peru. She married a Canadian doctor (who only speaks English) after two years in a long-distance relationship.
  • She has lived in a small Alberta town for the last year. During that time she has made some friends at church and has finished supervising a move into their new home. She still has landscaping to plan.
  • She is now a homemaker. She doesn’t know if she will ever be able to return to her nursing profession.
  • Right now she is pregnant and excited about becoming a mother.
  • She still misses her family, although she is very involved with her husband’s family. She also misses speaking in Spanish.
  • She is an intermediate communicator in English.
  1. Ask tutors to tell you what roles this person has. Don’t go into the communication tasks yet. Make a role diagram like the sample, using just the roles, with tutors’ input.
  2. Pick one of the roles and ask tutors to elaborate on the communication tasks that would be part of that role. Add those ideas to the diagram.
  3. If you wish to go further, you could then focus on one task and ask what speaking, listening, reading and writing skills might be involved with it.