This document summarizes a presentation about using the Canadian Language Benchmarks (CLB) and the Common European Framework of Reference for Languages (CEFR) to develop learning outcomes for an English for Academic Purposes program with 7 levels. The program prepares international students for entry into a technical college. The frameworks were combined to address both social language skills and academic skills. Learning outcomes were designed to be level-specific and based on student needs. While development took time, the frameworks provide complementary guidance. Continued evaluation is needed as student needs change.

1. CLB and CEFR
Informed Creation of
Learning Outcomes
Michael Burri, British Columbia Institute of Technology
TESL Canada Conference
Kamloops BC
Thursday, October 11, 2012

2.  International
Student Entry Program (EAP
program)
 7 levels
 7-week terms
 200-250 students
 20-25 instructors
 4 skills
 Direct entry into BCIT
Program Background

3.  The
mission of the ISEP is to prepare
students for academic success in BCIT
programs through teaching excellence and
the development of critical thinking,
cross-cultural awareness, and language
proficiency.
Mission Statement

4.  To meet student needs effectively
 Beuster & Graupensperger (2007). A collaborative
curriculum change: teaming with challenges
 Project
1.
2.
3.
4.
5.
phases:
Conduct needs analysis (interviews)
Refine ISEP mission statement
Design learning outcomes
Create grammar teaching guidelines
Design rubrics
Curriculum Renewal Project
(2009)

5.  Based
on skills & attitudes needed in
regular BCIT programs
 CLB: work/settlement context – informed
lower levels
 CEFR: academic skills – informed higher
levels
 Top-down design (i.e. designed level 6
first)
 Informed by (1) needs analysis data, (2)
CLB, and (3) CEFR
Designing ISEP Learning
Outcomes

6. ISEP Levels
CLB
CEFR
Foundations
1-2
A1 / A2-
100
3
A2
200
4
B1- / A2+
300
5
B1+
400
6-7
B2-
500
7-8
B2+
600
8-9
C1
ISEP – CLB – CEFR Comparison
Chart

7. By the end of the course, students can:
 Give a clear, detailed, formal, 20-minute
presentation, supported by PowerPoint, on a
business/technology-related research topic; integrating subthemes, organisational patterns, cohesive devices, and an
appropriate conclusion
 Design and carry out a survey followed by data analysis to be
included in formal presentation
 Actively and confidently participate in seminar
discussions, negotiations and debates, even on
abstract, complex, and unfamiliar topics
 Synthesize information and formulate questions and comments in
debates, informal presentations and formal presentations
 Maintain a relatively high degree of grammatical
accuracy, self-monitor speech, with near-native discourse fluency
 Vary prosodic elements (rhythm, intonation, focal stress)
correctly to express meaning, and use linking and reduction
with some success
 Use concrete, idiomatic and conceptual language
Level 600 Speaking

8. By the end of the course, students can:
 Give a short, rehearsed 2-3 minute presentation about a place they visit on a tour of
the neighbourhood/area around BCIT
 Ask and answer simple questions (in complete sentences) and respond to simple
statements in an interview
 Give a simple description of people, family, places, objects, educational
background, working conditions, daily routines, likes/dislikes, future
needs, wants and plans, and feelings as a short series of simple phrases and
sentences linked into a list
 Link groups of words with simple connectors such as and, but, because, then to
narrate a short story or to describe something in a simple list of points
 Express and respond to simple formal and informal
requests, apologies, caution, warnings, and commands
 Initiate, maintain, and close short and simple face-to-face social exchanges
on familiar and routine matters
 Use everyday polite forms of
greeting, address, farewell, invitation, apology, and basic
agreement/disagreement
 Use simple grammatical structures correctly
 Use phrases and gestures to clarify what speaker is saying
 Produce vowels, consonants, word stress, word endings, and intonation in questions
intelligibly; apply dictionary skills to correct some basic pronunciation problems
Level 100 Speaking

9. 2
frameworks complement each other
 Combining social/professional aspects with
academic skills
 Level and skills specific learning outcomes
 Meeting learners needs
 Can do statements drive assessment
Benefits

10.  Development
was time-consuming
 Space required
 Colleagues’ assistance was essential
 Student needs continue to evolve
 Revisions needed
 Research required: e.g. tracking of former
ISEP students
Challenges