The ESL Literacy Network was developed by CEIIA, Bow Valley College’s Centre for Excellence in Immigrant and Intercultural Advancement. Designed for ESL Literacy practitioners, the Network provides information, resources and tools for instructors, a resource finder, PD workshops and webinars, network for professional learning, blog posts and social media links.
For administrators, there are tools for program development, including a comprehensive program development guide, and a series on innovations in programming.
Updated in 2019, this website has five sections explaining the theory behind PBLA and guidelines for implementation. PBLA Foundations provides a rationale, historical and theoretical contexts for PBLA. PBLA Portfolios explains key elements, components and expectations, plus teaching tips. PBLA Reporting discusses professional judgements, progress reports. PBLA Accountability includes administrator tips. The final section contains resources, including multilevel modules and a list of training courses.
Making It Clear presents concise guidelines for teaching pronunciation to CLB levels. (No activities provided.) It contains a list of recommended resources.
The goal of this resource (developed by BC TEAL and CLB aligned), is to support male students to discuss men's health issues and address barriers to physical and mental wellness in a safe environment.
The resource aims to draw on the knowledge and experiences of refugee men to facilitate access to health services, and address stigma around mental health issues, feelings of isolation, and cultural differences around expectations of men in home countries and Canada.
The document has four sections: Pathways to Wellness, Addressing Health Issues, Connecting to Community, Building Relationships. It includes a teacher's guide, lesson plans with clear illustrations. Lesson plan topics include: mental health, nutrition, talking to a doctor, male roles, and fatherhood.
This is a very accessible 5 minute video that connects the academic research on translanguaging with teacher practice. It emphasizes 'linguistic wealth' through harnessing all the languages in our students' repertoire. It also advocates for teacher modelling with respect to linguistic curiosity and metalinguistic awareness, and promotes the value of inter-language such as 'Spanglish'.
