Specific Teaching Context
This technology-driven thematic module titled “Surviving the First Week at Canadian Workplace” aims to promote learner centered and mostly task-based eclectic approach to adult language learning in blended LINC Level 7 (Exit CLB 8) classes by following the principles of integration, recycling, spiraling, sequencing, and scaffolding as outlined in LINC Curriculum Guidelines (2007).

LINC Program: The LINC (Language Instruction for Newcomers to Canada) program, initiated and funded by the government of Canada, aims to provide language instruction to adult immigrants and refugees in order to facilitate their social, cultural and economic integration into Canadian society. The LINC programs across Canada do not follow prescribed syllabus or text books, but instead the Service Providing Organizations (SPOs) try to follow LINC Curriculum Guidelines targeting integrated people as envisioned by Freire (1975). The guidelines leave room for “an unwritten curriculum” (Cervatiuc and Ricento, 2012), where the instructors need to demonstrate expertise in terms of ESL curriculum design, CLBs, communicative competencies, and principled eclecticism. This blended thematic module embraces Cervatiuc and Ricento’s (2012) recommendations to engage in participatory transformation approach in the LINC program, and reflects the instructor’s educational ideologies and curriculum meta-orientations.
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LINC Learners: LINC learners are placed in appropriate classes (LINC levels pre-benchmark to 7) through placement tests. It is expected that students who complete LINC Level 7 (with exit CLB 8) have adequate language proficiency to take up jobs or join post-secondary education in Canada. A typical LINC class has around 16 adult immigrant learners from diverse backgrounds including South Asia, the Middle East, Africa, Europe and South America. Most of the learners have had formal but traditional education in their own countries, and have learned English mostly through rote grammar-translation methods. Hence, in this thematic unit, ample emphasis has been placed on basic interpersonal communication skills as cognitive academic language proficiency (Cummins, 1984) for social, educational, cultural and economic integration of LINC learners. Moreover, learners have to develop basic technology using skills to survive in social, educational and workplace contexts.

Instructor’s Role: A unique consideration in this module is that the learners' needs keep changing depending on whether set goals are met or not. Since the online component provides the opportunity for individual learners to accelerate their pace of learning, instructors will have to reassess learning goals from time to time. In this evolving process, “[T]he transaction curriculum meta-orientation, reflected in instruction and self-perceived teaching roles, is preferable to the passive transmission model, as it promotes problem solving, discovery learning, negotiation of meaning, group work, and dialogue” (Cervatiuc and Ricento, 2012, p.29).
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End of context >> Go to Description of the Module