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References and PD Resources

for Learner Support

This section includes resources that informed this section and resources (academic articles, websites, videos, tutorials, courses, etc.) for professional development and further learning on this topic.

This guide helps LINC service providers to meet IRCC objectives and support learners with complex needs, including those with physical, learning, and mental health challenges, and those with literacy barriers. The guide provides strategies for both instructors and administrators for each of the following:

  • Building Reflexivity
  • Developing awareness of and addressing learner needs
  • Empathic communication

Affiliation of Multicultural Societies and Service Agencies of BC (AMSSA). (2019). A principles-based approach to supporting LINC learners. https://www.amssa.org/wp-content/uploads/2019/04/A-Principles-based-Approach-to-Supporting-LINC-Learners-April-2019.pdf

This document provides information that welcomes learners to Canada, and specifically to Edmonton. It covers topics such as finding a home, connecting wth community groups, access to leisure activities, health and wellness, children and the K–12 system, banking, budgeting, the police, employment, and much more.

Catholic Social Services. (n.d.). Welcome to Edmonton: An orientation guidebook for newcomers to Canada. https://newcomers.cssalberta.ca/Home/fbclid/IwAR0NnAnIVeED8jCUgakBF5PgjTZRmyoEehiygR8CR7IRX9mCqEO75n0Zg2c

This is a benchmarking document designed specifically for adult ESL literacy learners. Part 1, which describes ESL Literacy Approaches and Supports, addresses the contexts and needs of ESL literacy learners.

Centre for Canadian Language Benchmarks. (2015). ESL for adult literacy learners (ALL). https://listn.tutela.ca/wp-content/uploads/ESL_Literacy_Jan_8_2015_e-version.pdf

This version of the PBLA Guidelines replaces 2014 and 2017 documents. The following sections are most relevant to Learner Support:

  • Reporting: This section includes making judgments about portfolio contents, learner progress reports, reporting periods, and a variety of reporting forms.
  • Accountability: This section includes administrator tips for supporting PBLA implementation, along with other supporting documents.

Centre for Canadian Language Benchmarks. (2019). PBLA practice guidelines. https://pblapg.language.ca/

The PBLA Practice Guidelines can also be accessed in PDF format: https://pblapg.language.ca/wp-content/uploads/2019/02/PBLA-Practice-Guidelines-2019_978-1-897100-78-3-RA.pdf

With locations in Calgary and Edmonton, this non-profit organization works to reduce electronic waste by repurposing and donating electronic equipment.

Electronic Recycling Association. https://www.electronicrecyclingassociation.ca/

This page describes qualifications for funding applications to support basic education, upgrading, and English as a Second Language (ESL). It includes a description of the following:

  • Learner Income Support for full-time students
  • Skills Investment Bursary for part-time students

Government of Alberta. (2021). Learner Income Support and Skills Investment Bursary. https://www.alberta.ca/learner-income-support-and-skills-investment-bursary.aspx

This page describes eligibility criteria for income support benefits for learners.

Government of Alberta. (2019). Income and Employment Supports policy manual. http://www.humanservices.alberta.ca/AWOnline/IS/5014.html

The link provides information about funding processes for settlement services.

Immigration, Refugees and Citizenship Canada (IRCC). (2021). Learn about funding processes for settlement services. https://www.canada.ca/en/immigration-refugees-citizenship/corporate/partners-service-providers/funding.html

The goal of this framework is to establish and promote high standards in the ELT industry, and to provide support to ELT centres in Australia. The document provides principles, drivers, examples, and action-focused questions in each of nine quality areas. The quality area most relevant to this section is Section B: The Student Experience.

NEAS Quality Assurance in Education and Training. (2019). NEAS Australia quality practice guide. https://neas.org.au/wp-content/uploads/2019/09/Quality-Practice-Guide_2019-002.pdf

This resource addresses the present needs of adult ELLs to thrive in today’s world. It helps identify the evidence-based instructional practices that provide these learners with the opportunity to engage deeply with target knowledge and skills. The resource also recognizes the literacy practices that help adult learners to gain access to more complex texts, to employ evidence, and to build proficiency in various content areas.

Vinogradov, P. E. (2016). Meeting the language needs of today’s adult English language learner: Companion learning resource. Literacy Information and Communication System. https://lincs.ed.gov/sites/default/files/LINCS_CLR-3_508.pdf

The following are additional references that informed the best practices.

Albertsen, E., & Millar, V. (Eds.). (2009). Learning for LIFE: An ESL literacy handbook. Bow Valley College. https://globalaccess.bowvalleycollege.ca/sites/default/files/Learning%20for%20Life%20-%20indexed.pdf

Canadian Centre for Victims of Torture. (2018). http://ccvt.org/

Canadian Centre for Victims of Torture. (n.d.). Torture and second language acquisition.

Centre for Canadian Language Benchmarks. (2019). PBLA practice guidelines. https://pblapg.language.ca/

Centre for Canadian Language Benchmarks. (2019). PBLA practice guidelines FAQ 2019–2020. https://pblapg.language.ca/wp-content/uploads/2021/02/FAQ-2019-2020.pdf

Eaton, S. E. (2013). The administration of English as a second language (ESL) programs in higher education: Striking the balance eetween generating revenue and serving students. In Y. Hébert & A. A. Abdi (Eds.), Critical perspectives on international education (pp. 165–180). Sense. https://doi.org/10.1007/978-94-6091-906-0_10

Government of Alberta. (2021). Supports for people with disabilities. https://www.alberta.ca/supports-for-people-with-disabilities.aspx

MWB Educational Consultants. (n.d.). Best practice features of quality LINC programs. Report prepared for the Ontario Region LINC Advisory Committee. http://atwork.settlement.org/downloads/linc/BestPract.pdf

Ogilvie, G., & Fuller, D. (2017). Restorative justice pedagogy in the ESL classroom: Creating a caring environment to support refugee students. TESL Canada Journal, 33, 86–96. https://doi.org/10.18806/tesl.v33i0.1247

Teachers of English to Speakers of Other Languages (2003). Standards for adult education ESL programs, Standards 4, 5 & 9.