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Synergies: Settlement, Integration And Language Learning (Durham Continuing Education)

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SYNERGIES:

SETTLEMENT,

INTEGRATION AND

LANGUAGE LEARNING

Measuring OutcomesFindings

Action-Oriented Tasks

Overview CEFR

Overview CLB/NCLC

Delivery PlanPartnershipsBeneﬁtsOverview

Overview – The need for this project ...................................................................... 3

Beneﬁts – Why

....................................................................................................... 5

Partnerships – Who

................................................................................................ 7

Delivery Plan – How

............................................................................................. 10

Overview of the Canadian Language Benchmarks/

Niveaux de compétence linguistique canadiens

................................................... 13

Overview of the Common European Framework of Reference

............................. 15

Action-oriented Tasks in the ESL/FSL Classroom

................................................ 17

Findings – How we know this works

.................................................................... 24

Measuring Outcomes

........................................................................................... 26

Acknowledgments

............................................................................................... 29

Appendices

.......................................................................................................... 31

INSIDE

“ Newcomers complement the

skills of the domestic labour

force, bring new investments

and innovative practices, help

to open trade routes with

their countries of origin and

enhance cultural diversity.”

– TD Economics, 2012

Measuring OutcomesFindings

Action-Oriented Tasks

Overview CEFR

Overview CLB/NCLC

Delivery PlanPartnershipsBeneﬁtsOverview

OVERVIEW

“ Mastering language

ﬂuency and cross-cultural

communication quickly

is critical for immigrant

success and building strong,

two-way global connections

in our economy.”

–

Ontario Immigration

Strategy, 2014

OVERVIEW

“ …newcomers think

they have adequate

communication and

language skills but

employers do not.”

–

Maytree, 2015

THE NEED FOR THIS PROJECT

The province of Ontario continues to welcome newcomers from around the world. Newcomers

are key to growing the Canadian economy. Learning an ofﬁcial language accelerates the

settlement journey.

In 2015, a research project was conducted that tested the theory that task-based learning

using a municipal immigration information online portal could accelerate language learning

and settlement in tandem. The results were so promising that this guide was developed to

assist other communities across Ontario in developing similar learning opportunities. Task

based learning is emerging as a best practice across Ontario and Canada.

The guide is based on the Canadian Language Benchmarks (CLB)/Niveaux de compétence

lingustique canadiens (NCLC), and the Common European Framework of Reference (CEFR) in

an ESL and FSL classroom. These concepts will be further explored later in this document.

This guide outlines how to use a municipal immigration portal as a platform to develop

task-based learning tools in partnership with a language provider.

For those who want the best for everybody – this is very exciting.

Measuring OutcomesFindings

Action-Oriented Tasks

Overview CEFR

Overview CLB/NCLC

Delivery PlanPartnershipsOverview

BENEFITS

Beneﬁts

BENEFITS

This section outlines the beneﬁts of developing a local task-based learning partnership:

TO COMMUNITIES

We share in the collective responsibility of creating the kinds of

communities we want to live in. Prosperous, healthy, vibrant

communities are the result of engaged, active residents. Language

skills are critical to social, civic and ﬁnancial inclusion. When residents

can work, volunteer and participate in leisure and civic activities,

communities are stronger, safer and healthier. Communities across

Canada are experiencing a skills shortage. Newcomers arrive with

skills. Language proﬁciency is essential to ensuring those skills are

utilized, beneﬁting local economies.

TO NEWCOMERS

Newcomers to Ontario understand that language learning, settlement

and becoming job ready is a journey and will take time. Many

newcomers, understanding the necessity of language proﬁciency

to successful settlement, have acquired some English and French

language skills in advance of their arrival. Task-based learning

has the potential to accelerate the journey, promoting the further

development of language and settlement simultaneously.

TO LANGUAGE PROVIDERS

Language providers are professionals committed to helping

newcomers realize success in their new communities. Like all

professionals, language providers are eager to learn best practices,

apply emerging, leading edge strategies and add to their suite of skills

and knowledge. Language providers are always searching for ways to

make learning authentic and relevant for learners. Using a MIIO site

as part of instruction does just that.

TO MUNICIPAL IMMIGRATION INFORMATION ONLINE SITES (MIIO)

MIIO sites are purpose-built tools, designed speciﬁcally and

exclusively to assist newcomers in navigating their new communities

and accelerating their settlement journey. MIIO sites routinely share

best practices. Working in partnership with a language provider is a

natural ﬁt for both language providers and MIIO sites. A partnership

allows for greater exposure of the MIIO site with newcomers in an

environment supported by a language instructor. It also allows MIIO

sites to build upon their success by engaging in innovative practices

grounded in research.

TO LOCAL IMMIGRATION PARTNERSHIPS (LIP)

“The long term vision for LIPs is to support the development of

self – sustaining, multi-sectoral partnerships at the local community

level, so that newcomer needs are integrated seamlessly into the

community planning process, and community speciﬁc strategic

priorities are identiﬁed and action plans implemented to improve

newcomer outcomes….” (CFP: Issued by CIC August 25, 2010)

Like MIIO sites and language providers, LIPs are purpose-built

bodies designed for the expressed objective of meeting the needs of

newcomers. While the structures, roles and models of LIPs across

Ontario differ, the mandate does not. LIPs can act as a resource

to MIIO sites and language provider partners potentially facilitating:

access to data to inform grants, facilitating meetings to bring partners

together, mobilizing community service providers to participate in the

partnership, or advocating for local support for a new project.

Measuring OutcomesFindings

Action-Oriented Tasks

Overview CEFR

Overview CLB/NCLC

Delivery PlanBeneﬁtsOverview Partnerships

PARTNERSHIPS

“ Coming together is a beginning;

keeping together is progress;

working together is sucess.”

–

Henry Ford

PARTNERSHIPS

This section describes the key partners necessary for this project and outlines the synergies that can

occur as a result of their collaboration.

MUNICIPAL IMMIGRATION INFORMATION ONLINE (MIIO) PROGRAM – MUNICIPAL

IMMIGRATION PORTALS

The MIIO program was established to “increase the online capacity, resources and information

provided to immigrants by municipalities” (Grants Ontario). There are over 35 municipal immigration

portals in Ontario. Municipal immigration portals offer one-stop, community-based immigration

information, designed to welcome, support, attract and retain newcomers to their communities.

To view the municipal immigration portal in your area, visit: Ontario Immigration, Living in Ontario.

LOCAL IMMIGRATION PARTNERSHIPS (LIPS)

Local Immigration Partnership (LIPs) exist throughout Ontario, serving as mechanisms to develop

local partnerships and community-based planning around the needs of residents and newcomers.

Across Ontario, the relationships and links between municipal immigration portals and LIPs vary.

In some communities, the LIP can help facilitate the development of the partnerships required

for the Synergies project, and help promote its use. While working with the LIP can bring added

beneﬁts, it is not required.

ENGLISH AS A SECOND LANGUAGE (ESL)/FRENCH AS A SECOND LANGUAGE (FSL)

TRAINING FOR ADULT NEWCOMERS

ESL and FSL training classes for adult newcomers are offered through local school boards across

Ontario to those meeting the eligibility requirements.

To learn more about ESL/

FSL classes and to ﬁnd the

school board(s) offering

language classes in your

area, visit: Ontario Ministry of

Citizenship and Immigration,

Learn English or French.

SYNERGY FROM PARTNERSHIPS

The Oxford Dictionary deﬁnes synergy as “the positive beneﬁt that

occurs when two or more activities are combined. This means that the

resultant combination is in some way superior to the separate entities.”

The relationship between municipal immigration portals and community

ESL/FSL training classes can create a synergy to enhance language

learning, leading to the accelerated settlement and integration of

newcomers.

Of beneﬁt to the ESL/FSL classroom, municipal immigration portals

provide:

• Authentic resources and information in the host language

(e.g., public transportation schedules, local restaurant menus)

• Relevant, community-based content, set in the context of

everyday life

• Information to accomplish a task (e.g., attending a community

event, joining a recreation activity, getting a health card, voting,

registering for school)

• The platform for the development of essential skills (e.g., digital

technology)

Of beneﬁt to MIIO sites, ESL/FSL training classes provide:

• Reach to a large number of newcomers who may not be familiar

with the municipal immigration portal

• An environment that promotes the purposeful, in-depth use of

the municipal immigration portal by newcomers, supported by a

language instructor

Most importantly, the synergies created through these partnerships

have the potential to build newcomers’ language skills, conﬁdence in

speaking a new language, and knowledge of their community, thereby

accelerating settlement and integration.

PARTNERSHIPS

Measuring OutcomesFindings

Action-Oriented Tasks

Overview CEFR

Overview CLB/NCLC

Partnerships

DELIVERY

PLAN

Delivery PlanBeneﬁtsOverview

DELIVERY PLAN

There are key elements that need to come together to implement this project.

PARTNER REQUIREMENTS

A Municipal Immigration Information Online (MIIO) site requires:

• An operational portal with current, local content

• A local school board, with ESL/FSL training programs

• A community committed to the successful settlement of newcomers

A school board requires:

• An ESL/FSL training program

• A commitment to innovative thinking and evidence-based instructional practices

• Language instructors open to new learning

As leaders in the community, MIIO sites and school boards are invested in newcomer success.

Bringing these partners together to accelerate settlement through improved language skills is

an example of the types of partnerships that make Ontario strong.

For some MIIO sites and school boards, this may be an opportunity to strengthen partnerships,

in others, to create new ones. The starting point, is a conversation and a mutual desire to

improve settlement and language skills for newcomers. How this project may develop, may

look different in different communities.

FUNDING

Implementing this project is a relatively low cost project. School

boards and municipalities may decide to fund this independently.

Alternatively, external funders may be interested in funding this

type of project. Check federal and provincial funding bodies for

open calls for proposals.

Historically, projects like this align with federal and provincial

objectives, and may be eligible for funding for a variety of reasons,

such as:

• Accelerating the successful settlement and integration of

newcomers

• Reducing language proﬁciency as a barrier to successful

labour market attachment

• Building capacity in the settlement sector to meet the needs

of francophone communities

• Promoting partnerships to ﬁnd efﬁciencies and to achieve

better results

• Promoting pathways to social inclusion and civic engagement

• Complementing and improving existing programs (e.g.,

language training services, municipal immigration portals,

health promotion, community safety)

When applying for funding, partners need to determine who will

be the principal applicant, the roles and responsibilities assigned

to each, as well as who will be responsible for the administration

of funds.

ROLES AND RESPONSIBILITIES

Roles and responsibilities associated with this project will look

differently in every community.

In the case of the Region of Durham project, additional funding

was obtained. Region of Durham was the principle applicant,

responsible for administering the contract, local content and all

reporting. The Durham District School Board was responsible for

developing and administering training to existing instructors as

well as supporting instructors in the development of the learning

materials for their ESL classrooms.

DELIVERY PLAN

Measuring OutcomesFindings

Action-Oriented Tasks

Overview CEFR

OVERVIEW

OF THE

CLB/NCLC

Delivery PlanPartnershipsBeneﬁtsOverview

Overview CLB/NCLC

OVERVIEW OF THE CLB/NCLC

The Synergies project incorporates the principles of the Canadian

Language Benchmarks (CLB).

The CLB is the national standard used to describe the second

language proﬁciency of adult immigrants and prospective

immigrants for living and working in Canada. It is the framework

for learning, teaching, program planning, and assessment of

languages in Canada. The Niveaux de compétence linguistique

canadiens (NCLC) is the parallel French standard.

The CLB/NCLC consist of 12 benchmarks that are divided into

three levels: basic (1-4), intermediate (5-8), and advanced (9-

12). Each benchmark provides a description of communicative

abilities in four skill areas: listening, speaking, reading and writing.

A learner can be at different benchmarks in different skill areas.

The guiding principles state that the CLB/NCLC are (CLB, 2012):

Competency-based: Competency statements stress

what a learner can do in English. Competencies may be

understood as the demonstrable application of knowledge

and skills by individual learners.

Learner-centred: Competencies should be embedded

in tasks and contexts that are purposeful, relevant, and

meaningful to the learner, and tailored to the individual’s

abilities and learning style.

Task-based: A communicative ‘real world’ instance

of language use to accomplish a speciﬁc purpose in a

particular context.

Stress community, study and work-related tasks:

Language is used in speciﬁc social contexts with

particular individuals.

Using a municipal immigration portal to support and inform

task-based learning directly connects with the guiding principles

of the CLB/NCLC.

To learn more about the CLB/NCLC, visit

The Centre for Canadian Language Benchmarks.

Measuring OutcomesFindings

Action-Oriented Tasks

OVERVIEW

OF THE

CEFR

Overview CLB/NCLC

Delivery PlanPartnershipsBeneﬁtsOverview Overview CEFR

OVERVIEW OF THE CEFR

The Synergies project incorporates the principles of the Common

European Framework of Reference.

The Common European Framework of Reference for Languages:

Learning, Teaching and Assessment (CEFR) is a framework of

reference developed by the Council of Europe. It is used in over 160

countries throughout Europe and around the world. The CEFR is

language neutral and has been translated into 40 languages. The uses

of the framework include learning, teaching, program planning, and

assessment of languages.

The CEFR has inﬂuenced the Kindergarten to Grade 12 curricula

of ministries of education in Ontario and in several other provinces

across Canada.

The CEFR organizes language proﬁciency into six broad levels:

A1 and A2 (Basic User); B1 and B2 (Independent User); and, C1

and C2 (Proﬁcient User). Each level provides descriptions of four

communicative activities: reception, interaction, production, and

mediation – in both oral and written form.

The key concepts of the CEFR include (CEFR, 2001):

‘Can do’ Descriptors: ‘Can do’ descriptors are statements

that describe what a learner can do in the language. They

provide descriptors of language activities and language

competences.

The Action-oriented Approach: The action-oriented approach

views learners as ‘social agents’ who use language in order to

interact with others and accomplish meaningful, real-life tasks.

Tasks: “Tasks are actions that are performed strategically by

one or more people using their own speciﬁc competences to

achieve a result.”

Plurilingualism: Plurilingualism recognizes that different

languages are not kept in separate compartments in our

brains. As such, language learners build a linguistic repertoire,

developing competences and skills that come from learning

a language, but also through the synergies between the

other languages they know. In an ESL/FSL class, learners

are encouraged to draw on all their resources, including the

languages they already speak, and apply the most effective

strategies to accomplish tasks in the target language.

There are many similar principles between the Canadian Language

Benchmarks (CLB) and the CEFR. In fact, when compared to

the CEFR, the CLB was found to have strong concurrent validity

(CLB, 2011).

To learn more about the CEFR, visit The Council of

Europe: Education and Languages, Language Policy

Overview CEFR Measuring OutcomesFindings

ACTION-ORIENTED

TASKS IN THE ESL/

FSL CLASSROOM

Overview CLB/NCLC

Delivery PlanPartnershipsBeneﬁtsOverview

Action-Oriented Tasks

ACTION-ORIENTED TASKS IN

THE ESL/FSL CLASSROOM

In recent years, there has been a marked shift from learning “about” a language to

living a language. This shift in thinking is reﬂected in the action-oriented approach

(AOA), promoted in the Common European Framework of Reference (CEFR). The AOA

views learners are ‘social agents’ who use language in order to interact with others and

accomplish meaningful tasks. This approach has changed the way that language education

is taught, emphasizing oral communication and the need to build language competencies

that allow learners to function in real-life, everyday situations. This is accomplished in part

through task-based learning.

Tasks are actions performed by the learner using the learner’s competencies to achieve a

given result, such as getting a health card or planning a night out in the community.

In a classroom where task-based learning occurs, learners prepare for the task through

a series of communicative activities designed to build the learners’ competencies. Once

the learners are ready to complete the task, they would perform the task in a classroom

simulation.

Task-based learning is especially important in an ESL/FSL class for newcomers as it

provides the structure to build the competencies necessary to accomplish goals required to

settle and integrate effectively within the community, such as buying groceries and speaking

to a child’s teacher.

Task-based learning allows newcomers to prepare for, and simulate tasks in a safe and

supportive learning environment before completing those tasks in the real world.

When building an action-

oriented task, the following

checklist outlines what

elements are needed:

3Learners are ‘social

agents’ who use the target

language to carry out

tasks that have a tangible

result

3Communication is

spontaneous, purposeful,

set in the context of

everyday life

3Scenarios are authentic

and promote the use of

authentic resources and

texts

3There is a problem to be

solved, an objective to be

achieved, or a goal to be

accomplished, subject to

certain parameters and

constraints

3Learners are required

to draw upon their

competences and make

choices – to think and act

strategically

CREATING AN ACTION-ORIENTED TASK

ACTION-ORIENTED TASKS IN

THE ESL/FSL CLASSROOM

Task-based learning is not only a guiding concept of the CEFR, but is also one of the guiding principles of the Canadian Language

Benchmarks (CLB) and the Niveaux de compétence linguistique canadiens (NCLC).

To create an action-oriented task, begin with the can do

statements from the language standard being used in

the classroom (i.e., CLB/NCLC, CEFR). Cluster the can

do statements in a logical manner to maximize learning.

Reﬂect upon the needs of the learner to determine

what tasks will best support settlement and integration

within the community, focusing on relevant, purposeful,

real-life scenarios.

Visit the local municipal immigration portal to explore possible authentic resources that will help support the learning needed to perform the task.

SAMPLE ACTION-ORIENTED TASK

Presented here is a sample task for basic users, working at CLB 3/4 and

CEFR A2. The learners would work toward building their knowledge and skills

during the learning block to be able to complete the task at the end of the

period of instruction. The hyperlinks in this task bring the learners to their

municipal immigration portal (in this case the Durham Immigration Portal),

where they can access practical, real-life information from their community.

More sample tasks, like the task shown here, are available in the document

Exploring the Region of Durham Through Task-based Learning.

Clustered can

do statements

(CLB, NCLC, CEFR)

Needs of

the learner

(relevant,

purposeful,

real-life

scenarios)

Municipal

immigration

portal

– authentic

resources

Community

-connected

Action-oriented

Task

TASK

You are new to Canada and want health care. You received your Health Card and want to ﬁnd a family

doctor. Research how Health Care Connect can help you. Call Health Care Connect to speak to an

agent and share your personal information.

The Health Care Connect agent will also talk to you about:

Your medical history

Your family’s medical history

Oral Interaction Task

Speak with the Health Care Connect agent and give your personal information. Discuss your health

care needs and the needs of your family.

Writing Task

Your friend, who is also a newcomer, wants to know how to apply for an OHIP card and how to ﬁnd

a family doctor. Write an e-mail and explain the procedure. Share the conversation you had with the

Health Care Connect agent to help your friend feel more comfortable about calling.

ACTION-ORIENTED TASKS IN

THE ESL/FSL CLASSROOM

EXPLORING THE REGION OF DURHAM THROUGH

TASK-BASED LEARNING

Exploring the Region of Durham through Task-based Learning is a digital English

language learning tool that provides action-oriented tasks framed by content of the Durham

Immigration Portal. The tasks presented in this document are in keeping with the language

standards of both the Canadian Language Benchmarks (CLB) and the Common European

Framework of Reference (CEFR).

This resource was the result of a joint partnership between the Region of Durham and

the Durham District School Board. It is available publicly online and can be downloaded

from the Durham Immigration Portal. This document includes a variety of tasks at various

benchmarks/levels that can be easily modiﬁed to other municipal immigration portals.

BUILDING AN ACTION-ORIENTED LEARNING BLOCK

Now that a task has been determined, it is necessary to plan the learning block that will

support learners in completing the end task. This process is known as backward design,

as you are beginning with the end product (the task) and working backward to inform

programming.

A learning block is a unit of study whereby the learners acquire the competencies necessary to complete the task. The culmination of

the learning block is the performance and assessment of the task. For example, a learning block might be based on the task “ordering

at a restaurant.” During the learning block, learners would work toward being able to complete the task of ordering at a restaurant by

participating in a variety of communicative learning activities.

ACTION-ORIENTED TASKS IN

THE ESL/FSL CLASSROOM

In the task shown here, possible communicative activities might include:

• Reading menus from local restaurants

• Role playing

• Participating in an inside/outside circle activity to practise

greetings, leave-taking and goodwill expressions

• Calculating a tip

• Exploring international food

• Surveying the class on food preferences

• Food safety (Dine Safe)

• Practising expressions of politeness

• Participating in guided teaching using an

interactive slideshow

• Understanding a restaurant bill

Click on the hyperlinks above to view examples of the communicative

activities that were used in the Region of Durham.

Find a restaurant in Durham and take a friend there for dinner. Look at the menu and order

your meal from the waiter/waitress. You both want a drink, a starter, a main course and a

dessert. Unfortunately, you only have $30.00 each. Don’t forget about taxes and a tip! The

waiter/waitress will ask you these questions:

How are you today?

Are you ready to order?

What can I get for you?

After your meal, ask the waiter for the bill and make sure that the total cost is less than $60.00

for you and your friend.

Oral Interaction Task

Order dinner at a restaurant on a limited budget.

Writing Task

Send an email to another friend to tell him/her about your meal. Describe the restaurant and

the service and suggest that one day you eat there together.

Eating Out in Durham

ACTION-ORIENTED TASKS IN

THE ESL/FSL CLASSROOM

Various forms of assessment would occur throughout the learning

block to improve learning.

While learners are preparing for the task through various

communicative activities, assessment for learning would occur.

In this kind of assessment, learners are provided with timely,

descriptive feedback to identify where they are, and what they

need to do next to improve their performance. Instructors would

also use this information to identify gaps between where the

learners are, and where they need to be to perform the task

successfully and would adjust their programming accordingly.

Assessment as learning would also occur during the learning

block. Assessment as learning helps students to become

“independent, autonomous learners who are able to set individual

goals, monitor their own progress, determine next steps, and

reﬂect on their thinking and learning” (Growing Success, 2010).

Assessment of learning (evaluation) occurs most often towards

the end of the learning block. During this kind of assessment,

the learner demonstrates what he/she has learned/can do. The

performance of the task (e.g., ordering at a restaurant) at the end

of the learning block is an example of assessment of learning.

Click here to view the assessment of tool used in the Region of

Durham to assess the learners completing the performance task of

ordering at a restaurant.

Assessment

for learning

Assessment

as learning

Assessment

of learning

COMPETENCES

performance

task

Communicative

Activities

Communicative

Activities

Communicative

Activities

ACTION-ORIENTED TASKS IN

THE ESL/FSL CLASSROOM

TRAINING FOR INSTRUCTORS

A key element to the success of this project is training for instructors. As such, a slideshow has been developed for that purpose.

This training will:

• Outline the potential beneﬁts of replicating this project

• Highlight the Ontario Immigration Strategy

• Provide an overview of municipal immigration portals and ESL/FSL language training for adult newcomers

• Demonstrate the synergy that can exist between a municipal immigration portal and ESL/FSL language training

• Share the ﬁndings from the Region of Durham case study

that support this approach

• Provide an overview of the action-oriented approach

and task-based learning and make connections with

the CLB, NCLC, and CEFR

• Share practical tools to implement task-based learning

using a municipal immigration portal in a language class

• Hear instructor and learner voice supporting this project

The slideshow includes speaker notes to assist the person

delivering the training.

To view the slideshow, click here.

Action-Oriented Tasks

Overview CEFR Measuring OutcomesFindings

Overview CLB/NCLC

Delivery PlanPartnershipsBeneﬁtsOverview

FINDINGS

HOW WE KNOW THIS WORKS

This section provides evidence supporting the case for the

implementation of this project in other communities, providing

a local case study and the perspective of an international

expert in second language education.

LOCAL FINDINGS:

THE REGION OF DURHAM CASE STUDY

This summary provides the context in which the Region of Durham

case study was developed, including a brief description of the

Region, key partners, as well as an overview of the preliminary

resources that shaped this work. The summary describes the case

study, provides the methodology and research ﬁndings and lastly,

how this study is contributing to the international research on the

linguistic integration of newcomers.

Click here to read the summary from the Region of Durham

AN INTERNATIONAL PERSPECTIVE

DR. ENRICA PICCARDO

Dr. Piccardo’s work centres on second/foreign language education

and teacher development. Dr. Piccardo is a specialist of the

Common European Framework of Reference for Languages and

language education and is recognized internationally as an expert

in her ﬁeld. Dr. Piccardo is an Associate Professor at the Ontario

Institute for Studies in Education at the Universtiy of Toronto and

at the Université Joseph Fourier in Genoble, France.

Click here to read more from Dr. Piccardo

Findings

Action-Oriented Tasks

Overview CEFR Measuring Outcomes

Overview CLB/NCLC

Delivery PlanPartnershipsBeneﬁtsOverview

MEASURING

OUTCOMES

MEASURING OUTCOMES

Measuring outcomes is one way of ﬁnding out if the work being

done is having an impact. It provides the opportunity to reﬂect

on that work, to determine which strategies have been effective

and where there may be gaps. Measuring outcomes provides

the opportunity to have conversations, informed by data, to help

with planning and decision-making. Measuring outcomes will help

answer the question “did we make a difference?” as a result of the

work being done.

In adult ESL/FSL classrooms where municipal immigration portals are

being used to support task-based learning, data can be gathered for

many purposes, including to measure if newcomers are better off as a

result of the project.

When determining if newcomers are better off as a result of this project,

the following guiding questions might be helpful to explore:

Has this language program inﬂuenced adult newcomers’:

• Knowledge about, and engagement within the community?

• Access to essential services in the community?

• Motivation to attend language classes and to learn English/French?

• Conﬁdence levels in English/French?

MEASURING OUTCOMES

TOOLS TO COLLECT DATA

Reliable data can be collected in different ways. The most common

methods are questionnaires, interviews and focus groups, with each

method providing a different scope.

Questionnaires give a good overview of what a group of people think of,

and report on, one or more speciﬁc topic. Pre-and post-questionnaires are

helpful tools to measure impact as a result of the work that has been done.

Interviews and focus groups allow a deeper exploration of visions,

opinions, perceptions and feelings related to a topic or an experience.

Interviews can be semi-structured, which means that a series of questions

prepared in advance are proposed to the interviewee but there is space

for further, more personal, development of answers. Focus groups gather

a number of participants who share a similar proﬁle and/or a similar

experience. The group exchange during focus groups usually helps to

take the discussion to a more in-depth level.

GETTING CONSENT WHEN COLLECTING DATA

When conducting research and gathering data in classrooms, depending

on who is gathering the data and for what purpose the data is being used,

approval from the school board may be required. It is recommended to

consult the local school board policy on research to determine what the

application process might be and what steps, such as obtaining signed,

informed consent from participants, might be necessary.

In order to facilitate gathering data in your area, sample

resources have been provided from the research project

conducted at the Region of Durham. They include:

1. Consent letter for instructors

2. Consent letter for learners

3. Consent letter for MIIO staff

4. Pre and post questionnaires for instructors

(relating to training)

5. Pre and post questionnaires for learners

6. Focus group questions for learners

7. Focus group questions for instructors

8. Focus group questions for MIIO staff

9. Durham District School Board External Research

Application template

SAMPLE RESOURCES TO HELP WITH GATHERING DATA

ACKNOWLEDGMENTS

Funders

This project was made possible with funding from the Province of

Ontario, Ministry of Citizenship and Immigration.

Leaders

This collaboration was made possible by Dr. Hugh Drouin,

Commissioner, Social Services Department, Regional Municipality

of Durham, Martyn Beckett, former Director of Education, Durham

District School Board and Lisa Millar, current Director of Education,

Durham District School Board.

The vision and production of this project were made possible by the

principle writer, research co-ordinator and project facilitator, Danielle

Hunter, Durham District School Board, Enrica Piccardo, University of

Toronto, and Audrey Andrews, LIP lead and MIIO manager, Regional

Municipality of Durham.

Contributors

To the many organizations and individuals who contributed to the

vision of this project, the research, the development of the guide

and the promotion of its use – thank you.

Durham District School Board

Durham District School Board, Continuing Education

Veronica Vulic, Durham Catholic District School Board,

Continuing Education

Geoff Collins, Durham District School Board

Anne Marie Laginski, Durham District School Board,

Superintendent of Education, Family of Schools,

School Support Initiative

Paul Brown, Durham District School Board,

Continuing Education, Principal

Dikosava Gajic, Durham District School Board,

Continuing Education, Department Head of Language Programs

Marlene Wogu, Durham District School Board,

Continuing Education, ESL Instructor

Maureen O’Reilly, Durham District School Board,

Continuing Education, ESL Instructor

Prudence Bryan Smith, Durham District School Board,

Continuing Education, ESL Instructor

The adult learners at Continuing Education,

Durham District School Board

You can access

this guide at

www.durhamimmigration.ca

APPENDICES

SYNERGIES:

Settlement,

Integration

& Language

Learning

ACTION-ORIENTED

TASKS IN THE ESL/

FSL CLASSROOM

APPENDICES

Name: ______________________________________

Eating Out in Durham – Choosing a Restaurant

There are lots of great restaurants in Durham that serve food from all around the globe! Visit the Durham Immigration Portal and learn more about

many restaurants in your backyard. By clicking here, you will discover food locations across the region. Find three restaurants on the list where you

would like to eat. Find the restaurant website by doing an internet search and review the menu. Complete the following information based on your

choices. After reviewing three restaurants, select one that you would like to visit, giving three reasons why you made that choice.

Name of restaurant:

Location:

Type of food:

What I will order:

ITEM

COST

ITEM

COST

ITEM

COST

Drink:

Appetizer:

Main:

Dessert:

Total cost of meal with tax and tip:

I would like to visit _________________________________________________ (name of restaurant) because:



BACK TO LINK

Name: ______________________________________

Eating Out in Durham

You and your classmate are making plans to go out to eat. Compare the restaurant you chose with the choice of a classmate. Justify your choice

and convince your classmate that your pick is the best option.

MY CHOICE

MY CLASSMATES’ CHOICE

Name of restaurant:

Location:

Type of food:

What I will order:

What he/she will order:

ITEM

COST

ITEM

COST

Drink:

Appetizer:

Main:

Dessert:

Total cost of meal with tax and tip:

Reasons supporting my selection:

Reasons against his/her selection:

BACK TO LINK

Eating Out in Durham – Ordering at a Restaurant

Inside/Outside Circle Activity

Note to instructor:

Print off a PDF of a menu such as http://www.montanas.ca/pdf/menu_dinner.pdf

Have every student complete the chart (see attached).

Divide the class into two groups. Half the group stands in a circle facing outward while the other half forms a circle

around them facing inward. Group A will play the role of server while group B will play the role of customer. Students

exchange information until the instructor signals the outer circle to move in one direction. The students now have a new

person to role play with. Practice this activity multiple times, aiming to have the customer speak without the speaking

notes. Be sure to change the roles so that all students experience being the server and the customer.

Group A

Group B

BACK TO LINK

Name: ______________________________________

Eating Out in Durham – Ordering at a Restaurant

Inside/Outside Circle Activity

The questions below are questions that you will most likely be asked at a restaurant. Using the menu provided, prepare

your answers to the questions. Don’t forget your greetings and leave-takings! Get ready to be approached by the

restaurant staff!

Welcome to Montana’s! Do you have a reservation?

For how many people?

What can I get you to drink?

Would you like an appetizer to start?

And for your main entrée?

Can I clear your plate?

How was your meal?

Here is the dessert menu. Can I get you coffee, tea or dessert?

Here is the bill. How would you like to pay?

Thank you for visiting. Please come again.

BACK TO LINK

Name: ______________________________________

Eating Out in Durham – Dine Safe

Visit the Durham Immigration Portal to learn more about DineSafe Durham. Complete the following questions:

1. Why does the Durham Region Health Department take food safety seriously?

2. What is DineSafe Durham?

3. What does the by-law require?

4. Describe what the following inspection summary signs mean.

Green:

Yellow:

Red:

BACK TO LINK

Name: ______________________________________

Eating Out in Durham – Dine Safe

5. Review the three restaurants that you explored earlier in the learning block on the DineSafe website. Click on

“Inspection results.” Have any of the three restaurants been inspected? If so, what were the findings?

Restaurant #1: __________________________________________________________________

Findings:

Restaurant #2: __________________________________________________________________

Findings:

Restaurant #3: __________________________________________________________________

Findings:

6. Would your findings from question #5 influence whether you visited these restaurants?

7. Find a restaurant that has had the colour posting “Red – Closed.” Why was the restaurant closed?

8. What advice would you give a friend who was considering eating at the restaurant in question #7?

BACK TO LINK

EATING OUT

IN DURHAM

BACK TO LINK

PA R T 1:

M A K I N G P L A N S

T O G O O UT T O

E AT

E AT I N G O U T I N D U R H A M

BACK TO LINK

Hi! How are you doing?

Hi! It is great to see you again!

Hi! How are you doing?

Hey! What’s up!

I am well. How are you doing?

I’m fine, thank you. How are you?

Hi! It’s great to see you too!

Not much? You?

BACK TO LINK

I am hungry! Would you like to go out to eat?

I am starving! Would you like to get some food?

It’s lunch time! Would you like to get a bite to eat?

No thanks. I am not hungry

Yes! I would love to go out to eat.

That would be great! I am hungry too.

BACK TO LINK

What do you feel like?

Do you feel like _______________?

How about _____________. What do you think?

I feel like _______________. How about you?

Greek

Middle Eastern

Italian

Indian

Thai

Japanese

No. I do not like ______. What about ______.

I love _______________. And you?

Mexican

A burger

BACK TO LINK

Where would you like to go?

What restaurant?

Would you like to eat at _____________?

I would like to go to _______________

How about ______________________

No. I do not like that restaurant. How about ____

I am thinking ______________________

BACK TO LINK

When would you like to go?

I would like to go at _________. Is that okay?

How about_____________. Does that work?

No. That won’t work. How about ______?

How about ___________?

______________________ is perfect.

BACK TO LINK

Do we need a reservation?

Yes. The restaurant is very busy.

Yes. Good idea.

No. The restaurant is not busy.

How about ___________?

BACK TO LINK

Great! I will see you at __________.

See you at _____________.

Yes. See you then!

Oh no! I have to cancel. I forgot I have_______.

Looking forward to it! See you then!

BACK TO LINK

PART 2:

ORDERING AT A

RESTAURANT

E AT I N G O U T I N D U R H A M

BACK TO LINK

Hello! Welcome! Do you have a reservation this

evening?

Welcome to ________________. A table for

how many this afternoon?

Good evening! There is a wait tonight of 30

minutes. Did you want a table at the bar while you

wait? And for how many?

Hello. We do have a reservation under the name

___________________.

Hello. No we don’t have a reservation. Do you have

a table?

Hi. A table for two please, near the fireplace if

possible.

Sure. We will wait at the bar. It is for two people.

Oh no. That is too bad. We will have to come back

another time. Thanks.

Great. Follow me.

Have a seat. Your server will be here shortly.

The Hostess

The Host

BACK TO LINK

Hello! My name is _________ and I will be your

server today. The specials for today

are_________. Can I start you with a drink?

Good afternoon. My name is ___________. I will

be taking care of you today. Here are your menus.

I would like ________________ (drink) please.

Just water please.

What do you have on tap?

I will be back in a moment to take your order.Thank you.

The Server

The Waiter

The Waitress

BACK TO LINK

Are you all set to order? What can I get for you?

Do you have any questions about the menu?

I will have _____________ to start.

We will get _____________ as an appetizer to

share.

No, I don’t have any questions. I will have _______.

That sounds good. I will start with _________.

It looks like you have decided. Can I start you with

an appetizer?

The Server

The Waiter

The Waitress

BACK TO LINK

And what can I get you for your main entrée?

Great. Your order will be out shortly.

I would like __________________.

What do you have that is vegetarian? (gluten-free,

halal, etc.)

It is a hard decision! What do you recommend? Ok.

I will have ___________.

The Server

The Waiter

The Waitress

Excellent choice. And for your main?

BACK TO LINK

And here is your food. Can I get you anything else?

Bon appetit!

Great. Thank you.

Looks delicious!

Here you are. Be careful. The plate is hot.

Here you are. Would you like fresh ground pepper?

No thanks.

BACK TO LINK

I am terribly sorry. I will get you a new ______

right away.

Excuse me. There is _________________.

There will be no charge for your meal.

CLB 7 Only

BACK TO LINK

Are you finished? Can I take your plate?

Yes please. The meal was delicious!

Looks like you are all done. Would you like the rest

packed up?

Can I take your plate? How was your meal?

The meal was terrible! It was _________.

BACK TO LINK

Did you save room for dessert?

Yes please. I would like ___________.

Can I interest you in coffee, tea and dessert?

No thank you. I am too full.

BACK TO LINK

Excuse me. Can we please have the bill?

I will bring it right out.

Just the bill please

Here you are. Is that cash or credit? Can I bring

you any change?

BACK TO LINK

Thank you.

Thank you for visiting __________. We hope to

see you again soon!

You’re welcome. The food was great!

BACK TO LINK

IMAGE REFERENCES

Slide 3

http://mamiverse.com/20-random-acts-of-kindness-ideas-69459/

Slide 4

http://www.foodandnutrition.org/Stone-Soup/September-2013/How-to-Really-Tell-If-Youre-Hungry/

Slide 5

http://micromedia.vaniercollege.qc.ca/home/s0905473/multimedia/greek%20food-1.html

http://www.seriouseats.com/2014/06/best-beer-for-middle-eastern-food-falafel-kebab-mezze-hummus-

beer-pairing-advice.html

http://italian.food.com/

http://indiabistro.ca/indian-food-vancouver

http://eatthaifoods.com/

http://makizushi.ca/index.php?route=product/category&path=112_118

http://www.chem.utoronto.ca/wp/chemclub/2015/02/01/mexican-cultural-night-new-grad-recruitment-

night/

http://www.ilsono.es/en/our-menu/ox-hamburger-fries/

BACK TO LINK

IMAGE REFERENCES (CON’T)

Slide 6

http://cobalpha.niu.edu/studentvoices/index.php/keeping-cool-when-changing-schools/

http://www.restoandthecity.ca/home/menus/6105/Greek-Tycoon-Restaurant

https://www.tripadvisor.ca/LocationPhotoDirectLink-g155003-d777670-i126374745-

Teddy_s_Restaurant_Deli-Oshawa_Ontario.html

http://www.yelp.ca/biz/mcdonalds-oshawa-7

Slide 7

http://www.ikea.com/us/en/catalog/categories/departments/decoration/10759/

Slide 8

http://www.foxnews.com/leisure/2014/08/06/new-apps-let-diners-buy-and-sell-hottest-restaurant-

reservations/

Slide 9

http://mcha.jp/wp-content/uploads/2014/04/pic_beauty042_125.jpg

Slide 11

http://live-entertaining.com/hostess---live-entertaining.com.html

BACK TO LINK

IMAGE REFERENCES (CON’T)

Slide 12

https://www.shiftgig.com/404

https://billypenn.com/2015/07/18/do-you-know-how-our-menu-works-19-especially-annoying-

restaurant-phrases/

Slide 13

https://www.shiftgig.com/404

http://lincontrofl.com/dinner-antipasto/

Slide 14

https://www.shiftgig.com/404

http://lincontrofl.com/dinner-antipasto/

Slide 15

http://www.gettyimages.ca/detail/video/waitress-bringing-pie-to-family-at-pizza-stock-video-

footage/910-22

http://www.islandconnections.com/edit/adolphus.htm

BACK TO LINK

IMAGE REFERENCES (CON’T)

Slide 16

http://www.theguardian.com/lifeandstyle/wordofmouth/2009/mar/27/celebrity-chefs-restaurant-

compensation-culture

http://https://gourmetonthego.files.wordpress.com/2011/10/img_0114.jpg

http://www.foodandwine.com/fwx/how-not-get-lipstick-your-wine-glass

Slide 17

http://s3-media1.fl.yelpcdn.com/bphoto/a33luSlzgXdYztBuMsIhZA/348s.jpg

Slide 18

https://standinginnovation.files.wordpress.com/2015/05/waiter-serving-dessert.jpg?w=620

https://www.applebees.com/~/media/2012_menu_images/Menu%20C/579x441/Desserts/Desserts_Br

ownie_Bite.jpg

Slide 19

http://images.nymag.com/images/2/daily/2009/08/20090824_restaurantcheck_250x250.jpg

Slide 20

http://www.econlife.com/wp-content/uploads/2014/08/guest-check-restaurant-bill-candy.jpg

BACK TO LINK

Name: _____________________________________

Date: _____________________________________

Eating Out in Durham

Performance Task Assessment – CLB 3/4

Competency Statement

Level

Notes

LISTENING

 Can understand simple social exchanges, including

greeting, introductions and leave taking

1 2 3 4

 Can understand expressions used in a restaurant

situation

1 2 3 4

SPEAKING

 Can initiate and respond to greetings, leave-takings

in interactions

1 2 3 4

 Can initiate and respond to appropriately in short

routine exchanges about self and another person

1 2 3 4

 Can use simple questions

1 2 3 4

 Can ask for clarification, repetition if needed

1 2 3 4

 Can order a drink, a starter, a main course and a

desert from the server

1 2 3 4

 Can follow language conventions

1 2 3 4

 Can ask for the bill

1 2 3 4

 Can complete the payment

1 2 3 4

READING

 Can get basic information from a menu

1 2 3 4

 Can identify restaurant headings (e.g., Dessert)

1 2 3 4

 Can identify pricing and stay in the right price range

1 2 3 4

 Can find details on a bill (including taxes) to pay the

correct amount, including tip

1 2 3 4

WRITING

 Can write a greeting, leave-taking and short social

message

1 2 3 4

 Can write a few sentences to describe the

restaurant, the meal and the service provided

1 2 3 4

 Can follow spelling and language conventions

1 2 3 4

 Can express likes and dislikes

1 2 3 4

BACK TO LINK

Name: _____________________________________

Date: _____________________________________

Eating Out in Durham

Performance Task Assessment – CLB 7

Competency Statement

Level

Notes

LISTENING

 Can understand moderately complex social

exchanges

1 2 3 4

 Can understand moderately complex

communication intended to influence or persuade

1 2 3 4

SPEAKING

 Can open, maintain and close a short formal

conversation

1 2 3 4

 Can introduce a person formally

1 2 3 4

 Can ask follow up questions to keep the

conversation going

1 2 3 4

 Can confirm own comprehension by repeating and

paraphrasing

1 2 3 4

 Can order a drink, a starter, a main course and a

desert for yourself and a friend from the server

1 2 3 4

 Can follow language conventions

1 2 3 4

 Can ask for the bill and complete the payment

1 2 3 4

READING

 Can get information from a more complex menu

1 2 3 4

 Can comprehend more specialized vocabulary

1 2 3 4

 Can identify pricing and stay in the right price range

1 2 3 4

 Can find details on a bill (including taxes) to pay the

correct amount, including tip

1 2 3 4

WRITING

 Can convey personal messages in informal

correspondence

1 2 3 4

 Can describe the experience at the restaurant, the

difficulties ordering, the service received and the

great food that was enjoyed

1 2 3 4

 Can use moderately complex grammar and syntax

structures, and an expanded range of vocabulary

1 2 3 4

 Can use good paragraph structure with clearly

expressed main ideas and adequate supporting

details

1 2 3 4

 Paragraphs are developed and joined appropriately

1 2 3 4

BACK TO LINK

TRAINING FOR INSTRUCTORS

A key element to the success of this project is training for instructors. As such, a slideshow

(shown here) has been developed for that purpose.

This training will:

• Outline the potential benefits of implementing this project

• Highlight the Ontario Immigration Strategy

• Provide an overview of municipal immigration portals and ESL/FSL language training for

adult newcomers

• Demonstrate the synergy that can exist between a municipal immigration portal and

ESL/FSL language training

• Share the findings from the Region of Durham case study that support this approach

• Provide an overview of the action-oriented approach and task-based learning and make

connections with the CLB, NCLC, and CEFR

• Share practical tools to implement task-based learning using a municipal immigration

portal in a language class

• Hear instructor and learner voice supporting this project

BACK TO LINK

As will be seen throughout this presentation, there are many possible benefits in

implementing this project both for learners and the community, as well as for language

instructors.

Benefits to learners and the community include:

Improving the settlement and integration of newcomer families using the municipal

immigration portal

Improving English or French language learning for newcomers

Benefits to instructors include:

Building instructional strategies around task-based learning (evidence-based)

Reflecting on teaching and learning strategies

Knowing the impact of these strategies on learner proficiency and motivation

Ontario’s Immigration Strategy is setting the direction for immigration policy in the

province of Ontario. We know that the economic future of Ontario depends on the

successful integration of newcomers into the community and workplace. When

newcomers are successful, we all benefit.

Link to “A New Direction: Ontario’s Immigration Strategy”:

http://www.citizenship.gov.on.ca/english/keyinitiatives/imm_str/strategy/strategy.pdf

BACK TO LINK

As part of Ontario’s Immigration Strategy, many programs have been funded by the Ontario

Government to help newcomers successfully integrate into their communities and the

workplace, in a variety of sectors, including the Municipal Immigration Information Online

(MIIO) Program and ESL/FSL training classes for adult newcomers.

The MIIO Program was established to “increase the online capacity, resources and

information provided to immigrants by municipalities” (Grants Ontario). There are over 35

municipal immigration portals in Ontario. Municipal immigration portals offer one-stop,

community-based immigration information, designed to welcome, support, attract and

retain newcomers to their communities

ESL/FSL training classes for adult newcomers are offered through local school boards across

Ontario to those meeting the eligibility requirements.

Link to information from the Ministry of Citizenship and Immigration on ESL/FSL:

http://www.citizenship.gov.on.ca/english/keyinitiatives/language.shtml

Link to MIIO sites (Municipal Immigration Portals) in your community:

http://www.ontarioimmigration.ca/en/living/OI_HOW_LIVE_CITIES.html

The Oxford Dictionary defines Synergy as “the positive benefit that occurs when two or

more activities are combined. This means that the resultant combination is in some way

superior to the separate entities […]”

There is growing interest in how the relationship between municipal immigration portals

and community ESL/FSL language training can create a synergy that can enhance language

learning, leading to accelerated settlement and integration for newcomers.

BACK TO LINK

To test whether using an immigration portal as a platform for task-based learning in an

ESL/FSL class would enhance settlement and integration, a case study was conducted in the

Region of Durham. This case study was a joint partnership between the Regional

Municipality of Durham, the Durham District School Board, the Ontario Institute for Studies

in Education (OISE) University of Toronto and the Université Grenoble Alpes.

The research questions were:

• what is the impact of the implementation of task-based learning in the adult ESL

classroom, using the language program developed in the Region of Durham?

• how does the language program influence newcomers' knowledge and access to

services in the Region of Durham (settlement and integration)?

• is there any impact on student motivation to learn English and attend English language

classes where the learning model is task-based?

• is there any impact on confidence levels in English when a task-based learning model is

implemented?

The results of this case study were promising.

Findings included:

A perceived improvement in the learner’s level of English

An increase in learner confidence speaking English

An increase in learner confidence performing the task (ordering at a restaurant)

An increase in learner familiarity with the immigration portal

BACK TO LINK

Municipal immigration portals can play an important role in language learning, leading to

the accelerated settlement and integration of the learner.

Municipal immigration portals offer:

Authentic resources and information in the target language such as public

transportation schedules and local restaurant menus

Relevant, community-based content, set in the context of everyday life

Information to accomplish a task, such as attending a community event, joining a

recreation activity, getting a Health Card, voting, and registering for school

The development of essential skills (e.g., digital technology)

In recent years, there has been a marked shift from learning “about” a language to living a

language. This shift in thinking is reflected in the action-oriented approach (AOA),

promoted in the Common European Framework of Reference (CEFR). The AOA views

learners are ‘social agents’ who use language in order to interact with others and

accomplish meaningful tasks

BACK TO LINK

Tasks are actions performed by the learner(s) using the learner’s competences to achieve a

given result.

TBL anchors learning in the preparation and performance of a simulated task in the

classroom environment, relating classroom activities to real life experiences

TBL is especially important in an ESL/FSL class for newcomers as it provides the structure to

build the competences necessary to accomplish goals required to settle and integrate

effectively within the community, such as buying groceries and speaking to a child’s

teacher.

TBL allows learners to prepare for, and simulate tasks in a safe and supportive learning

environment before completing those tasks in the real world.

BACK TO LINK

The Canadian Language Benchmarks (CLB) is the national standard used in ESL classrooms

for adult newcomers in Ontario and across Canada. It is the framework for learning,

teaching, program planning, and assessment of languages in Canada.

The Niveaux de compétence linguistique canadiens (NCLC) is the parallel standard (not a

translation) used in FSL classrooms for adult newcomers in Ontario and across Canada.

Both of the above-mentioned standards are anchored in the action-oriented approach and

task-based learning.

The core principles of these standards are (CLB, 2012):

• Competency-based -“competency statements stress what a learner can do in English.

Competencies may be understood as the demonstrable application of knowledge and

skills by individual learners”

• Learner-centred – “competencies should be embedded in tasks and contexts that are

purposeful, relevant, and meaningful to the learner, and tailored to the individual’s

abilities and learning styles”

• Task-based – “a communicative ‘real world’ instance of language use to accomplish a

specific purpose in a particular context”

• Stress community, study and work-related tasks – “Language is used in specific social

contexts with particular individuals”

Using a municipal immigration portal to support and inform task-based learning directly links

to the guiding principles of the CLB/NCLC.

BACK TO LINK

The Common European Framework of Reference for Languages: Learning, Teaching and

Assessment (CEFR) is a framework of reference developed from over twenty years of

research. It is used in over 160 countries throughout Europe and around the world. The

CEFR is language neutral and has been translated into 40 languages.

The CEFR has influenced the K-12 Curriculum of Ministries of Education in Ontario and

across Canada.

The key concepts of the CEFR include: ‘Can do’ descriptors; the action-oriented approach;

task-based learning; and plurilingualism.

‘Can do’ descriptors are statements that describe what a learner can do in the language.

The action-oriented approach views learners are ‘social agents’ who use language in order

to interact with others and accomplish meaningful tasks.

“Tasks are actions that are performed strategically by one or more people using their own

specific competences to achieve a result” (CEFR, 2001).

Plurilingualism recognizes that different languages are not kept in a separate compartment

in our brains. As such, language learners build a linguistic repertory, developing competences

and skills that come from learning a language, but also through the synergies between the

other languages they know. For example, knowing French may be helpful in learning

Spanish. In an ESL/FSL class, learners should be encouraged to draw on all of their resources,

including the languages they already speak, and apply the most effective strategies to

accomplish tasks in the target language.

There are many similar principles between the CLB and the CEFR. In fact, when compared to

the CEFR, the CLB was found to have strong concurrent validity.

BACK TO LINK

Given that task-based learning is a guiding principle of the CLB, the language standard used

in language classes for adult newcomers across Ontario, it makes sense to draw upon the

content of the municipal immigration portals to develop and perform tasks that are

meaningful, purposeful, based on real-life situations, that use authentic resources right

from the newcomer’s community

When building an action-oriented task, the following checklist outlines what elements are

needed:

Checklist:

Learners are ‘social agents’ who use the target language to carry out tasks that have a

tangible result

Communication is spontaneous, purposeful, set in the context of everyday life

Scenarios are authentic and promote the use of authentic resources and texts

There is a problem to be solved, an objective to be achieved, or a goal to be

accomplished, subject to certain parameters and constraints

Learners are required to draw upon their competences and make choices – to think and

act strategically

BACK TO LINK

To create an action-oriented task, begin with the can do statements from the language

standard being used in the classroom (i.e., CLB/NCLC, CEFR). Cluster the can do statements

in a logical manner to maximize learning.

Reflect upon the needs of the learner to determine what tasks will best support settlement

and integration within the community, focusing on relevant, purposeful, real-life scenarios.

Visit your local municipal immigration portal to explore possible authentic resources that

will help support the learning needed to perform the task.

Shown here is a sample task for basic users, working at CLB 3/4 and CEFR A2. The learners

would work toward building their knowledge and skills during the learning block to be able

to complete the task at the end of the period of instruction.

This task is taken from the document “Exploring the Region of Durham Through Task-based

Learning.” This document will be explored later in the slideshow.

BACK TO LINK

Provide training participants with the task from the previous slide and the checklist. Allow

participants time to identify the components of this task that make it action-oriented.

Possible answers include:

Learners are social agents who use the target language to carry out tasks that have a

tangible result and often involve a product

• speaking with an agent to find a family doctor

Communication is spontaneous, purposeful, set in the context of everyday life

• Spontaneous – The performance of the task will be spontaneous conversation,

with the learner having the competences necessary to complete the task

• Purposeful – To get a family doctor

• Set in the Context of Everyday Life – Accessing health care is necessary when

arriving in a new community

Scenarios are authentic and promote the use of authentic resources and texts

• Authentic – All members of a community need to access health care

• Authentic Resources – Health Care Connect is an authentic resource that can be

accessed to find health care. Learners might also access maps

There is a problem to the solved, an objective to be achieved, or a goal to be accomplished,

subject to certain parameters and constraints

• Objective to be achieved – Accessing health care

• Parameters and restraints – Geographic parameters, possible restraints around

the type of doctor needed, based on the health care needs of the family

Learners are required to draw upon their competences and make choices – to think and act

strategically

• This task would be preformed at the end of a learning block. Learners would have

added to their competences through focussed instruction on the topic to be able to

successfully complete the task

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More sample tasks like the “getting health care” task are available in the document

“Exploring the Region of Durham Through Task-based Learning,” This document was the

result of a joint partnership between The Region of Durham and the Durham District School

Board. It is available publicly online and can be downloaded from the Durham Immigration

Portal. In this document, you will find a series of task examples at various

benchmarks/levels that can be easily modified to other municipal immigration portals. This

document also provides the CLB Competency Statements/CEFR Can Do Statements and

suggests possible learning needed (through instruction in the learning block) to complete

the task.

Link to “Exploring the Region of Durham Through Task-based Learning”:

https://www.durhamimmigration.ca/learning/Documents/Living-in-English_Discovering-

Durham.pdf

In addition to providing the competency statements/can do statements and suggesting

possible learning for the learning block, this document also provides planning sheets for

the learner to gather and organise their learning to help prepare for the task.

Link to “Exploring the Region of Durham Through Task-based Learning”:

https://www.durhamimmigration.ca/learning/Documents/Living-in-English_Discovering-

Durham.pdf

The Student Planning Sheet featured on this slide can be found on page 81 of the above-

mentioned document

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Now that a task has been created, it is necessary to plan backwards, also known as

backward design, to build a learning block, always keeping the end (the task) in mind.

A learning block is a unit of study whereby the learners acquire the competences necessary

to complete the task. The culmination of the learning block is the performance and

assessment of the task. For example, a learning block might be based on the task “ordering

at a restaurant.” During the learning block, students would work towards being able to

complete the task of ordering at a restaurant by participating in a variety of communicative

learning activities, such as reading menus, practising expressions of politeness, greetings

and leave-taking, to build their knowledge and skills.

Various forms of assessment would occur throughout the learning block to improve

learning.

While learners are preparing for the task through various communicative activities,

assessment for learning would occur. In this kind of assessment, learners are provided

with timely, descriptive feedback to identify where they are, and what they need to do next

to improve their performance. Instructors would also use this information to identify gaps

between where the learners are, and where they need to be to perform the task

successfully and would adjust their programming accordingly.

Assessment as learning would also occur during the learning block. Assessment as learning

helps students to become “independent, autonomous learners who are able to set individual

goals, monitor their own progress, determine next steps, and reflect on their thinking and

learning.” (Growing Success, 2010)

Assessment of learning (evaluation) occurs most often towards the end of the learning block.

During this kind of assessment, the learner demonstrates what he/she has learned/can do.

The performance of the task at the end of the learning block is an example of assessment of

learning.

BACK TO LINK

Provided here is a sample of a task, taken from Exploring the Region of Durham Through

Task-based Learning. With the direction of the can do statements from the CLB / NCLC

CEFR, think about what competences might be needed for the learner to complete the

task. Those competences would be developed through the course of the learning block

through a series of purposeful communicative activities. Assessment would happen

regularly through the course of the learning block to support the learner in completing the

task. Once the learner has acquired the necessary skills, the learner would be ready to

perform the task.

Possible answers might include:

Listening

• Recognition of formal and informal greetings, leave-takings, goodwill expressions

• Listen and respond to common expressions used in a restaurant

Speaking

• Greetings, leave-takings, and small talk phrases

• Appropriate polite expressions

Reading

• Locating a menu on the internet

• Getting basic information from a restaurant menu

• Identifying headlines and prices

• Finding details on a bill and paying the right amount, including tip

Writing

• Writing greetings, leave-takings and short simple messages

• Writing an email to a friend to describe a restaurant, a meal and the service received

Link to “Exploring the Region of Durham Through Task-based Learning”:

https://www.durhamimmigration.ca/learning/Documents/Living-in-English_Discovering-

Durham.pdf

BACK TO LINK

Here are examples of possible communicative activities to build the competencies

necessary to complete the task.

Sample communicative activities can be found in the Synergies project guide.

Link to “Exploring the Region of Durham Through Task-based Learning”:

https://www.durhamimmigration.ca/learning/Documents/Living-in-English_Discovering-

Durham.pdf

Here are some of the thoughts from Durham District School Board instructors who

participated in this project:

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Here are the thoughts of CLB 3/4 learners from Durham District School Board who

participated in this project:

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FINDINGS

APPENDICES

This section provides the context in which

the Region of Durham case study developed,

including a brief description of the region,

key partnerships, as well as an overview

of the preliminary resources that shaped

this work. Finally, this section will describe

the case study, providing the methodology

and research ﬁndings from the Region of

Durham and how this study is contributing

to international research on the linguistic

integration of newcomers.

CONTEXT AND KEY PARTNERSHIPS

The Region of Durham

The Region of Durham, situated 45 minutes

east of Toronto, Ontario, Canada, covers

an area of approximately 2,590 square

kilometers. Durham is home to eight

local municipalities, offering a variety of

landscapes, in both urban and rural settings.

Durham’s population of 608,125 people is

comprised of 20.7% immigrants, with that

number rising to over 30% in some of its area

municipalities (Statistics Canada, 2013).

Region of Durham

Case Study

Durham Region Strategic Plan: 2015-2019

Durham Region

Municipalities

L A K E  S I M C O E

L A K E  O N T A R I O

K E

U G

TOWNSHIP

BROCK

TOWNSHIP

UXBRIDGE

TOWNSHIP

SCUGOG

CITY

PICKERING

TOWN

AJAX

TOWN

WHITBY

CITY

OSHAWA

MUNICIPALITY

CLARINGTON

LANDAREA

2,535squarekilometres(980squaremiles)

DurhamRegionisthelargestgeographicaljurisdictionintheGreaterTorontoArea(GTA),

stretchingfromLakeOntariointhesouthtoLakeSimcoeinthenorth.

ant

Population

Languages

Spoken

(2011

Census)

New

ants

(2011

Census)

Municipality

Population

2011

ants

centage

ants

New

ants

centage

New

ants

608,125

125,840

20.7

8,945

7.1

Ajax

109,600

37,315

3,005

8.1

ock

11,340

845

7.5

4.7

Cla

ington

84,550

9,390

11.1

450

4.8

Oshawa

149,605

21,620

14.5

1,530

7.1

Picke

ing

88,720

27,430

30.9

1,605

5.9

Scugog

21,570

1,960

9.1

4.3

Uxb

idge

20,620

2,120

10.3

130

6.1

Whitby

122,020

25,160

20.6

2,100

8.3

End

table

Language

Most

Often

Spoken

Population

Urdu

3,155

Persian

(Farsi)

2,240

Tamil

2,200

Spanish

1,995

Polish

1,890

Tagalog

1,680

Italian

1,440

Arabic

1,435

Chinese,

n.o.s.

1,200

Cantonese

1,015

Portuguese

935

Languages

Spoken

Population

Italian

8,880

Spanish

7,830

Tagalog

7,540

Urdu

7,005

German

5,840

Polish

5,360

Hindi

5,125

Tamil

4,890

Greek

3,970

Arabic

3,715

Persian

(Farsi)

3,705

Region of Durham Case Study

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The Local Diversity and Immigration Partnership Council (LDIPC)

In 2005, the Canada Ontario Immigration Agreement led to the

creation of Local Immigration Partnership Councils (LIPs) in Ontario

whose mandate includes serving as mechanisms to develop local

partnerships and community-connected planning to support

newcomer settlement and integration.

Durham Region is home to one of Ontario’s ﬁrst LIPs, known locally

as the Local Diversity and Immigration Partnership Council (LDIPC).

The LDIPC includes members from diverse sectors of the community

representing agencies, school boards, faith groups, local business

and the Region. The LDIPC has four main objectives: To create a

culture of inclusion; support labour market attachment of newcomers;

engage employers in attracting and retaining a diverse workforce;

and, support the two-way integration of diverse populations.

In the region of Durham, the establishment of the LDIPC aligned

with the creation of the Durham Immigration Portal, providing

the opportunity for both bodies to work collaboratively toward

common goals.

The Durham Immigration Portal

Funded by the Ontario Ministry of Citizenship and Immigration (MCI)

through the Municipal Immigration Information Online (MIIO) Program,

the Durham Immigration Portal (www.durhamimmigration.ca) is one of

over 35 MIIO sites across Ontario.

The Durham Immigration Portal is a one-stop, community-focused

web portal designed to welcome, support, attract and retain skilled

newcomers to the region of Durham. Durham Region’s Immigration

Portal is a collaborative and community-connected initiative, with

over 80 organizations from multiple sectors such as education,

business, non-proﬁt, government and business associations taking

responsibility for content creation and for its long-term sustainability.

The Durham Immigration Portal is divided into six sections: living,

working, learning, doing business, settling, creating community, and

about. Each section provides information on the region, including

community supports and services that are available, as well as

information that promotes civic engagement.

Newcomer Language Learning Partnerships

“ One of the biggest obstacles to building a globally-connected

economy is professional language training for immigrants.

Proﬁciency in English and French is essential to living and working

in Ontario. Mastering language ﬂuency and cross-cultural

communication quickly is critical for immigrant success and building

strong, two-way global connections in our economy” (Ontario

Immigration Strategy, 2012).

Recognizing the signiﬁcant role that language learning plays in

the successful settlement and integration of newcomers, strong

relationships exist between community organizations, language

service providers and Regional staff leading diversity and immigration

work. Staff from the Region of Durham have close relationships

with both the Durham District School Board (DDSB) and the Durham

Catholic District School Board (DCDSB). These partnerships have

led to the development of jointly developed resources that aim to

enhance the settlement and integration of newcomers and build

language competences.

Region of Durham Case Study

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PRELIMINARY RESOURCES FROM THE REGION OF DURHAM

Over the past number of years, language resources have been created to extend the use of the Durham Immigration Portal from a rich source

of community information to a learning platform that provides authentic resources and the opportunity for learners to personalize their learning

based on their individual needs in the context of everyday life. It is this opportunity to experience language by “doing” that supports the

learner in building the competences necessary for purposeful communication in order to complete the tasks that are required for successful

settlement and integration within the community.

Durham Immigration Portal-based Curriculum:

English Language Learning Resources

The ﬁrst language learning resource to be developed was the Durham Immigration

Portal-based Curriculum: English Language Learning Resources. This print document

is an English language learning tool, developed in accordance with the Canadian

Language Benchmarks (CLB), which provides activities for use in community language

classes based on the local information from the Durham Immigration Portal.

Durham Immigration Portal: Exploring the Region of Durham

through Task-based Learning

The growing interest in task-based learning (TBL) and most recently the action-

oriented approach (AOA) within the Canadian context opened new opportunities to

anchor language learning into real-life practice. Durham Immigration Portal: Exploring

the Region of Durham through Task-based Learning is a digital English language

learning tool that provides action-oriented tasks framed by content of the Durham

Immigration Portal in keeping with the language standards of both the CLB and the

Common European Framework of Reference (CEFR). This resource can be used within

a classroom learning environment within the region of Durham or in other areas of the

world where English is studied to not only build language proﬁciency but also as a tool

to support intercultural awareness.

Living in English, Discovering Durham

Module One – Living in Durham: Welcome to Durham

Module Two – Working in Durham: Getting a Job in Durham

Module Three – Learning in Durham: Going to School in Durham

Module Four – Living in Durham: Getting Health Care in Durham

Module Five – Settling in Durham: Eating Out in Durham

Module Six – Settling in Durham: Emergency 911 in Durham

Exploring the Region of Durham

Through Task-based Learning

Region of Durham Case Study

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THE REGION OF DURHAM CASE STUDY – SYNERGIES:

SETTLEMENT, INTEGRATION AND LANGUAGE LEARNING

In January 2016, with funding from MCI, a case study was jointly

launched by the Region of Durham, University of Toronto, Ontario

Institute for Studies in Education (OISE) and the DDSB to explore

the possible synergy between language learning and settlement in

the region of Durham through the use of the Durham Immigration

Portal. The following research questions were investigated: Has this

speciﬁc language program inﬂuenced Canadian adult newcomers’:

i) knowledge of and access to essential services? ii) motivation to

attend English language classes and to learn English? iii) conﬁdence

in the host language?

The results were impressive with learners reporting rapid gains in

their knowledge of community information and perceived language

learning.

Methodology

This qualitative case study included three ESL instructors, the

Department Head of Language Programs, and 36 learners (twelve

CLB 3 learners, twelve CLB 4 learners, and twelve CLB 7 learners)

from Durham Continuing Education, Durham District School Board

as well as the Manager of Strategic Partnerships and Initiatives from

the Regional Municipality of Durham.

Instructors participated in four hours of professional development to

deepen their understanding of the task-based approach, the Durham

Immigration Portal, and the document Exploring the Region of

Durham through Task-based Learning. Living in English, Discovering

Durham. Next, instructors were provided eight hours of co-planning

time to develop activities to support learners in achieving the task

selected from the above mentioned document (Scenario: Ordering at

a restaurant). These activities, as well as the task, aimed to develop

linguistic competence and to improve knowledge of, and access to,

the community to promote successful settlement and integration of

newcomers through the Durham Immigration Portal. The instructors

then delivered the learning block over approximately ﬁve days,

consisting of the activities, and culminating in the performance of the

task, to their respective ESL class.

The study, which occurred over a three-month period, used a variety

of tools for data collection. Instructors completed a pre and post

questionnaire around the professional development training and also

participated in a focus group toward the end of the study. Adult

learners completed a pre- and post-questionnaire around the “in

class” learning block. A handful of adult learners also volunteered

to participate in a focus group at the end of the learning block. The

Manager of Strategic Partnerships and Initiatives from the Regional

Municipality of Durham also completed a questionnaire, aimed at

further understanding the creation and sustainability of the Durham

Immigration Portal, and identifying important factors to consider

when replicating this project in a different community. All focus

groups, were recorded, providing approximately 4 hours of video

footage.

Discussion of Results

Data from the case study revealed that learners highly appreciated

being exposed to task-based learning (TBL) and the action-oriented

Approach (AOA). Learners at CLB 3-4 / CEFR A2 presented an

average score of 8.9/10 when asked “how much did you enjoy task-

based learning?”.

Region of Durham Case Study

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As is evident in the following graph, CLB 3-4 learners reported greater perceptions of their own English skills (20% increase in the rank score),

greater comfort speaking English (18% increase in the rank score), greater perceived ability to accomplish the real-life task of ordering at a

restaurant (32% increase in the rank score) and greater familiarity with the Durham Immigration Portal (45% increase in the rank score).

Graph 1: Pre- to Post-Survey Change in Rank Score for the CLB 3 and 4 Group

Positive results, albeit less substantial, were also reported in the intermediate group, CLB 7. Learners reported greater perceptions of their

own English skills (5% increase in the rank score), greater comfort speaking English (12% increase in the rank score), greater perceived ability

to accomplish the real-life task of ordering at a restaurant (8% increase in the rank score) and greater familiarity with the Durham Immigration

Portal (48% increase in the rank score).

Region of Durham Case Study

Perceived Level of English Comfort Speaking English Ordering at a Restaurant Familiarity with the Durham Immigration Portal

Pre Post

4.80

5.00

4.90

1.50

6.80 6.80

8.10

6.00

BACK TO LINK

Graph 2: Pre- to Post-Survey Change in Rank Score for the CLB 7 Group

Instructors observed that their students enjoyed using TBL/AOA and reported increased interest in learning, improved attendance during the

intervention, as well as an increase in conﬁdence. They also declared that, overall, they enjoyed teaching this way and that lesson planning

was improved. One instructor voiced: “[…] I stayed more focused [in lesson planning], I kept coming back to the question how is this going

to help my students perform the task?” Instructors felt that the spiraling of learning through the intervention, which led to gradual release of

responsibility on their side, was helpful in solidifying learning and building conﬁdence in students. They also observed a transfer of knowledge

to other contexts and noted the beneﬁts of embedding grammar and vocabulary in context. Furthermore, they saw this approach as student-

centred, and, through this intervention, reinforced the necessity to ensure that learning encompasses practical, real-life connections that

support community integration. Finally, instructors reported that students beneﬁted from the authentic nature of the task, and their direct

application in real-life situations. The application through classroom simulations took place in a safe, supportive environment, where students

felt comfortable taking risks. Through the use of the Durham Immigration Portal, a greater awareness in the students of what their community

offers of speciﬁc interest to newcomers was also observed.

Region of Durham Case Study

Level of English Comfort Speaking English Ordering at a Restaurant Familiarity with the Durham Immigration Portal

Pre Post

6.8

6.3

7.1

2.1

7.3

7.5

7.9

6.9

BACK TO LINK

Instructors identiﬁed challenges throughout the study, including

an increase of planning time and professional development, which

currently is not allocated in their contract. The observation was also

made by instructors that TBL/AOA conﬂicted with some students’

preconceived notion of teaching, especially the more traditional

teaching of grammar. Another challenge reported related to classes

being continuous intake and exit, resulting in missed instruction.

Instructors did express that ﬂexibility and a spiral approach to

learning did help to alleviate this concern as there were other entry

points for new students to get caught up on missed learning.

The case study from the Region of Durham yielded promising

results. TBL/AOA brings together real-life tasks, strategic/

autonomous decision-making in learning, and transparency of

objectives and assessment. Targeted resources and professional

development, coupled with the availability of authentic, locally

situated and community-relevant resources available on the same

virtual space (Durham Immigration Portal) maximize the language

learning process and support action once learners (newcomers)

leave the class, which in turn helps with settlement and community

integration.

The Council of Europe - Linguistic Integration of Adult Migrants

(LIAM) Symposium

In March 2016, the Region of Durham case study was presented in

Strasbourg, France at the Linguistic Integration of Adult Migrants:

Lessons from Research symposium organised by the Language

Policy Unit of the Council of Europe. This symposium brought

together researchers from various ﬁelds to help inform the policies of

the 47 member states on the integration of adult migrants. Canada

has observer status with the Council of Europe.

The Region of Durham case study will also be part of the research

compilation by editors J. C. Beacco, D. Little, H.-J. Krumm, and

Ph. Thalgott, entitled The Linguistic Integration of Adult Migrants:

Some Lessons from Research, published by De Gruyter Mouton

in cooperation with the Council of Europe, available online and in

print in 2017.

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The work outlined in the Synergies project is deeply rooted in

authentic communication and real-life tasks, supported by local

content from a municipal immigration portal. This work, aimed at

accelerating the settlement and integration of newcomers by building

language competencies and skills, aligns with the latest development

of second language education research, including task-based learning

and the action-oriented approach. This work is also strengthened

by its use of solid pedagogical language frameworks, namely the

Canadian Language Benchmarks (CLB) / Niveaux de compétence

linguistique canadiens (NCLC), and the Common European Framework

of Reference (CEFR). This paper will provide an overview of the above-

mentioned research and language frameworks, making connections

that illustrate the value of implementing a similar project in other

regions across Ontario.

Second Language Education Research - Task-based learning (TBL)

and the action-oriented approach (AOA)

The question “How best to teach a language?” has been around for

centuries, but attention given to this issue by both educators and

researchers has increased in the last few decades. A signiﬁcant shift

occurred in the 80s when attention moved to the main purpose of

using a language, that is to say: communication. Before then, language

was seen either as an object of intellectual study or as something one

learnt mechanically and quasi-automatically through repetition.

If communication is the key, the main goal is to enable learners to

use the language in order to communicate. However, learners are

individuals who do not communicate for the sake of communication,

but rather because they have speciﬁc needs and pursue speciﬁc

goals. This shift was at the origin of the ‘communicative approach.’

In this approach, the instructor is no longer seen as someone who

simply follows rules designed by experts but as someone who draws

on principles and techniques to design learning that is adapted to the

needs of learners.

According to the communicative approach, learners must learn the

language, not just ‘about’ the language. Language cannot simply be

presented as a set of rules to be learned, nor can language learning

be reduced to mere language repetition. In order to help learners use

the language, curricula cannot be organized just around grammar

points, but have to be organized around what the learners want to

communicate and accomplish in the language, for example asking

for directions, ordering a meal in a restaurant, or purchasing a ticket.

While doing this, the learners accomplish speech acts like asking,

An International Perspective

Dr. Enrica Piccardo

BACK TO LINK

instructing and afﬁrming. Of course, there is not only one way of

doing all this and each of these speech acts can be expressed

differently. The communicative approach started to make language

instructors and learners aware that there was more to learning a

language than simply repeating or memorizing and that grammar

was only one component of communication. Learners must use the

language in meaningful ways to communicate a message (either orally

or in writing). Using the language to communicate is what provides

opportunities for modelling in the classroom and prepares learners for

communication outside the classroom.

Now, if communication has to be modelled on real-life situations, these

situations need to be somehow reproduced in the classroom context.

This is best done through authentic tasks. Tasks are not exercises.

They are not an excuse for using language forms and structures, orally

or in writing. Task-based learning (TBL) is a logical enrichment of the

communicative approach. As such, tasks have increasingly populated

textbooks and curricula as well as language standards, including the

Canadian Language Benchmarks. TBL has helped to make a clear link

between the classroom and real-life, prompting reﬂection on the role of

tasks in the language classroom and on the broader beneﬁts of their use.

The action-oriented approach promoted by the Common European

Framework of Reference (CEFR) encompasses, and goes beyond, the

communicative approach and TBL in the way that it further deﬁnes and

develops the concept of tasks. The following points summarize this:

• If language is action-based then tasks are not simple activities,

rather they put students into action. It is not just a question of

placing students in a communication situation - students become

autonomous users of the language.

• Tasks are real; they are not simply an excuse for communication,

even less for simply learning grammar or vocabulary. Tasks

recreate what people do in everyday life.

• Tasks require students to make choices. In order to achieve

speciﬁc goals, students need to think and act strategically: “What

am I expected to do? How best can I do that? What language

do I need? What do I already know that will help me? How can I

proceed? ...”

• To accomplish a task successfully means performing a set of

purposeful actions. Students do not do a series of disconnected

exercises; they perform actions that point toward a clearly

deﬁned goal.

• To accomplish a task successfully means to perform a set of

actions that are varied in nature. Actions that students do while

preparing to perform the task may be very different in nature to

the task itself, but they all contribute to reaching the goal(s).

• The steps involved in task preparation and the actions done by

the students may require more or less language. Sometimes

language skills play a central role, sometimes only a marginal one.

• Some tasks are very simple, others are more complex. More

complex tasks involve creating a series of steps that make it

possible for students to achieve the goals.

An International Perspective Dr. Enrica Piccardo

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Tasks in the action-oriented approach often involve the creation of a

product. This product may be a restaurant review, an invitation to a

social event, a blog entry, a resume, or an application for a health card.

However, it is not only the product that counts, but also the process.

How students get to the ﬁnal results, what choices they make, how

they interact with the other students, how they negotiate what needs

to be done and how they select useful materials and resources builds

competencies.

In the action-oriented approach, the path is not clearly marked and the

result is not fully predictable. Students are engaged in critical thinking

as they need to do the following:

• Judge what is needed to accomplish the task (what language and

what knowledge).

• Quickly size up the tools at their disposal “What do I know about this?

What language can I use that I feel at ease with? What can I use to

help me be successful?” and the tools that they need but do not have.

• Think about how to use all this and how to best achieve the goal(s)

Working with tasks means providing a real-life scenario and all real-

life scenarios involve constraints (time, space, money, more or less

predictable issues, etc.).

Tasks make learning tangible and meaningful. Students do not learn a

language so that maybe one day they can use it. Rather, they perform

real-life tasks and, while doing that, learn the language. The action-

oriented task breaks down the walls of the classroom and connects

it with the outside world. In the classic communicative approach, tasks

served communication; in the action-oriented approach, communication

is one means at the learner’s disposal for accomplishing the task.

Strategy, reﬂection, and critical thinking also play an important role.

In this way, students acquire an attitude and an expertise that is key

for them to thrive in society. They become effective social agents

capable of integrating in the community and pursuing their personal and

professional goals.

Obviously, this is not a straightforward process; students may

encounter difﬁculties along the way. They need to be guided through

the steps in a complex task. Instructors have an essential role to play.

They do not limit themselves to transmitting knowledge and have

students do exercises. Most of the time they are a blend of coach,

resource person, advisor, organizer, and facilitator. Certainly, they will

also have to explain content and how to use tools (for example, some

vocabulary or how to use a verb form) but they will do that in the same

way as an athletic coach would explain the function of a muscle or the

consequences of a motion. The goal is not to accumulate knowledge

or do exercises, the goal is that students perform the task, just as

for athletes the goal is to perform in the best possible way during the

competition...and eventually win the championship. On top of all the

other roles, instructors need to be good planners.

The authentic, community-based resources on a municipal immigration

portal, together with their pedagogical organization through tasks that

support and enhance the language learning process, respond perfectly

to recent shifts in language education, focussing on meaningful

communication and on real-life, practical tasks. Using content from a

municipal immigration portal to anchor tasks allows learners to interact

with essential resources in a facilitated environment. This, in turn, helps

develop the conﬁdence and competence necessary in the real world.

This is especially important for newcomers settling and

integrating

within their new community.

An International Perspective Dr. Enrica Piccardo

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Frameworks of Reference for Languages – The CLB/NCLC

and the CEFR

Not only is the approach (i.e., action-oriented) important in language

learning, but so is transparency and comparability. As global mobility

continues to increase, so does the need for tools that provide

clear and consistent description of language proﬁciency as well as

evidence-based guidelines that support language learning. These

tools can provide a common point of reference for learning, teaching,

program planning and assessment of languages.

The Synergies project incorporates the most relevant tools in the

Canadian context, the Canadian Language Benchmarks (CLB) /

Niveaux de compétence linguistique canadiens (NCLC) and the

Common European Framework of Reference for Languages (CEFR).

The former, developed in Canada, was published in 1996 and revised

in 2012. It exists in two parallel versions, in English (CLB) and in

French (NCLC). The CEFR, developed at the same time in Europe, was

published in 2001 and translated into 40 languages since. It is used

worldwide and is language neutral, meaning it does not apply to only

one particular language.

The CLB/NCLC represent all stages of learner language proﬁciency.

They consist of 12 benchmarks divided into three levels (beginner,

intermediate and advanced), with four benchmarks per level. They

cover the four language skills (listening and reading, speaking and

writing). The CLB/NCLC provide a national standard for English and

French programs in a variety of contexts. They are widely used in adult

ESL/FSL programs serving newcomers.

The CEFR also covers the entire range of language proﬁciency,

however, it is organised into six general levels (A1, A2, B1, B2, C1,

C2). These levels are expressed using global and speciﬁc scales of

descriptors. Each scale describes communicative language activities

that learners perform through meaningful, real-life tasks. These

descriptors focus on what the learners ‘can do’ in the language. Other

positive descriptor scales focus on the quality of the language (i.e.,

how well learners perform each activity). The CEFR provides principles

and support for the development of language curricula, textbooks, and

programs, as well as for assessment. The CEFR’s core objective is to

provide a common way of talking about language learning in order to

assist professionals involved in the teaching and learning of languages

in their various contexts.

As described above, the CLB/NCLC has adopted 12 rather than

6 levels like the CEFR. A ﬁner granulation of levels is important to

determine where exactly adult immigrants are in the process of their

linguistic integration. This may be, for instance, in order to see if

their language proﬁciency is adequate for their chosen career, or

to pass the citizenship test. It can also help to determine whether

language training for settlement in the host community or for seeking

employment is needed. The CEFR also recommends subdividing its

levels according to speciﬁc contexts and needs.

These frameworks are highly compatible and complementary in regard

to content and vision.

An International Perspective Dr. Enrica Piccardo

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The Synergies project draws upon the characteristics of both the

CLB/NCLC and the CEFR. Its content aligns with these frameworks

as it is task-based, it expresses levels of proﬁciency that outline

what a learner can do, it allows for ﬁne granulation and it adopts a

real-life perspective that is learner-centred. Using descriptors from

both frameworks allows instructors to provide a clear snapshot of

learners’ level at a given moment but also for learners to modulate

and describe their accomplishments in the different language skills.

The Synergies project is an example of best practice in second

language education. Anchored in the action-oriented approach

and task-based learning, the Synergies project fuses a municipal

immigration portal and ESL/FSL instruction in a way that embraces

real-life, practical language learning designed to enhance the

settlement and integration of newcomers. Through the use of the

CLB/NCLC and the CEFR, this project dovetails seamlessly into

language classes in Ontario and other locations in Canada, as well

as on an international stage. Everyone beneﬁts when newcomers

succeed. Language learning is a vital factor in this success. The

Synergies project supports language learning for newcomers and as

a result strengthens communities.

An International Perspective Dr. Enrica Piccardo

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MEASURING

OUTCOMES

APPENDICES

STATEMENT OF INFORMED CONSENT FOR PARTICIPATING INSTRUCTORS

Research Project: Settlement, Integration and Language Learning: Possible Synergies

Dear ESL Instructor,

We would like to invite you to participate in a study that will explore the use of task-based learning in the ESL classroom,

as well as how integrating community information from www.durhamimmigration.ca into learning tasks might impact

the learner’s integration into the community and acquisition of English.

This study is a partnership between The University of Toronto, Ontario Institute for Studies in Education (OISE), the

Durham District School Board (DDSB), and the Region of Durham.

We anticipate that this study will be of benefit to your professional development as this study is anchored in the most

current research in second language education pedagogy. This study will also allow for the opportunity to co-plan and

co-create task-based lessons with a mentor teacher and to receive support as needed throughout the study. Instructors

would be remunerated for their participation in meeting times scheduled by the researchers, outside of their current

classroom instruction obligations, at the regular rate stated in the Collective Agreement. This remuneration would be

paid by the DDSB in a manner to be determined. All materials developed during this study would be the property of the

DDSB and may be shared and duplicated as determined by the DDSB, without further consent.

Upon consent, instructors would participate in a professional development (PD) in-service on task-based learning, the

Durham Immigration Portal Website, and the curriculum program “Living in English, Discovering Durham: Exploring the

Region of Durham Through Task-based Learning.” Instructors would also participate in planning sessions to identify and

develop the teaching materials necessary for learners to successfully complete the task. Instructors would then

implement these lessons during their regular classroom time at Durham Continuing Education. Instructors would also

participate in a qualitative research interview before the PD session, after the PD session, as well as in a focus group at

the end of the student learning block, all of which may be video recorded. Researchers may also be present during

instruction time and may take photographs and/or video recordings during that period. It is anticipated that this study

will happen over a two month period, beginning January 2016.

We would like to assure you that you are under no obligation to participate in this study; that you may decline to answer

any questions in the interviews; and have the right to withdraw without negative consequence. Please note that

withdrawal will not, however, be possible from the focus group discussions once they have taken place, given the nature

of the format. Also, once research findings have been reported and/or published, withdrawal is not possible. This study

is not an evaluation of your performance. All content gathered as part of this study may be used for teaching and

presentation purposes, and may be published. A summary of the research will be made available to you at your request.

All information obtained during this study will be kept private and confidential. You will be assigned a code number, and

all information about you will be identified only by this code. Data will be kept in a secure cabinet and/or in password-

protected electronic files. The only people who will have access privileges to the data will be the Principal Investigator

and the members of the research team. After a period of no longer than five years, all records will be erased, and all

notes will be shredded and disposed of.

Should you have questions about this study, please contact _______________________________________________.

Name:

Phone Number:

Email:

 YES, I agree to participate in the research

 NO, I do not agree to participate in the research

Signature:

Date:

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STATEMENT OF INFORMED CONSENT FOR PARTICIPATING ADULT LEARNERS

Research Project: Settlement, Integration and Language Learning: Possible Synergies

Dear Adult Learner,

We would like to invite you to participate in a study that will explore:

 task-based learning in the ESL classroom,

 how learning about the community using www.durhamimmigration.ca may improve integration into the

community and help to learn English.

This study is a partnership between The University of Toronto, Ontario Institute for Studies in Education (OISE), the

Durham District School Board (DDSB), and the Region of Durham.

We hope that this study will help you learn more about your community and help you to learn English.

If you consent to participate in this study, you would be asked to participate as a volunteer in a written interview as well

as a video-recorded interview before the learning block in your Durham Continuing Education classroom and at the end

of the learning block. You may also be recorded throughout the study in your classroom. It is anticipated that this study

will happen over a three month period, beginning January 2016.

We would like to assure you that you are under no obligation to participate in this study; that you may decline to answer

any questions in the interviews; and have the right to withdraw without negative consequence. Please note that once

the research findings have been reported and/or published, withdrawal is not possible. All content gathered as part of

this study may be used for teaching and presentation purposes, and may be published. A summary of the research will

be made available to you at your request.

All information obtained during this study will be kept private and confidential. You will be assigned a code number, and

all information about you will be identified only by this code. Data will be kept in a secure cabinet and/or in password-

protected electronic files. The only people who will have access privileges to the data will be the Principal Investigator

and the members of the research team. After a period of no longer than five years, all records will be erased, and all

notes will be shredded and disposed of.

Should you have questions about this study, please contact _________________________________________________.

Name:

Phone Number:

Email:

 YES, I agree to participate in the research

 NO, I do not agree to participate in the research

Signature:

Date:

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STATEMENT OF INFORMED CONSENT FOR PARTICIPATING COMMUNITY MEMBERS

Research Project: Settlement, Integration and Language Learning: Possible Synergies

Dear Community Member,

We would like to invite you to participate in a study that will explore the use of task-based learning in the ESL classroom,

as well as how integrating community information from www.durhamimmigration.ca into learning tasks might impact

the learner’s integration into the community and acquisition of English.

This study is a partnership between The University of Toronto, Ontario Institute for Studies in Education (OISE), the

Durham District School Board (DDSB), and the Region of Durham.

We anticipate that this study will be of benefit to your organization as it will provide data on the use of the Durham

Immigration Portal and the curriculum program “Living in English, Discovering Durham: Exploring the Region of Durham

Through Task-based Learning” as well as study the impact community focused, task-based ESL learning has on the

integration of newcomers to the community.

Upon consent, you would be asked to volunteer in a written interview as well as a video-recorded interview relating to

the Durham Immigration Portal. This study will also include the participation of ESL Instructors at Durham Continuing

Education as well as the participation of ESL adult learners. It is anticipated that this study will happen over a three

month period, beginning in January 2016.

We would like to assure you that you are under no obligation to participate in this study; that you may decline to answer

any questions in the interviews; and have the right to withdraw without negative consequence. Please note that once

the research findings have been reported and/or published, withdrawal is not possible. All content gathered as part of

this study may be used for teaching and presentation purposes, and may be published. A summary of the research will

be made available to you at your request.

All information obtained during this study will be kept private and confidential. You will be assigned a code number, and

all information about you will be identified only by this code. Data will be kept in a secure cabinet and/or in password-

protected electronic files. The only people who will have access privileges to the data will be the Principal Investigator

and the members of the research team. After a period of no longer than five years, all records will be erased, and all

notes will be shredded and disposed of.

Should you have questions about this study, please contact _________________________________________________.

Name:

Phone Number:

Email:

 YES, I agree to participate in the research

 NO, I do not agree to participate in the research

Signature:

Date:

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PRE-TRAINING QUESTIONNAIRE – ESL INSTRUCTOR

Thank you for participating in this study. Please complete the following questionnaire:

PERSONAL INFORMATION

Last Four Digits of Phone Number: _______ _______ _______ _______

First Language (L1): _________________________________________________________________________________

Additional language(s) acquired: _______________________________________________________________________

Years of experience as an Adult Education ESL instructor: ___________________________________________________

Number of years with your current employer: ____________________________________________________________

CLB levels taught: ___________________________________________________________________________________

Number of times teaching the CLB level that will receive the intervention as part of this study: ____________________

TECHNICAL KNOWLEDGE

Highest level of education completed (circle): High School / College / University / Masters Level / Doctorate Level

ESL certifications completed: __________________________________________________________________________

On the scale below, please indicate how much you know about the Canadian Language Benchmarks (CLB):

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate how much you know about the Common European Framework of Reference for

Languages (CEFR):

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate how comfortable you are using technology in your instruction:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate how much you know about task-based learning:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate how familiar you are with the Durham Immigration Portal:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate how familiar you are with the resource “Living in English, Discovering Durham”:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

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PRE-TRAINING QUESTIONNAIRE – ESL INSTRUCTOR (PAGE 2)

Last Four Digits of Phone Number: _______ _______ _______ _______

TECHNICAL KNOWLEDGE (CONTINUED)

On the scale below, please indicate how often you use task-based learning as part of your instruction:

1 2 3 4 5 6 7 8 9 10

Never

Always

On the scale below, please indicate how often you make learning connections to the community in your instruction:

1 2 3 4 5 6 7 8 9 10

Never

Always

PERSONAL EXPECTATIONS

What do you expect from this training?

Prompts:

 How do you think this training will contribute to your professional development/professionalism?

 What motivated you to participate in this training?

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POST-TRAINING QUESTIONNAIRE – ESL INSTRUCTOR

Thank you for participating in this study. Please complete the following questionnaire after having completed the

training session:

Last Four Digits of Phone Number: _______ _______ _______ _______

TECHNICAL KNOWLEDGE

On the scale below, please indicate how much you know about the Canadian Language Benchmarks (CLB):

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate how much you know about the Common European Framework of Reference for

Languages (CEFR):

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate what you feel to be the level of similarity between the Canadian Language

Benchmarks (CLB) and the Common European Framework of Reference for Languages (CEFR):

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate how much you know about task-based learning:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate how familiar you are with the Durham Immigration Portal:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate how familiar you are with the resource “Living in English, Discovering Durham”:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

REACTION TO THE MATERIAL

What is your initial reaction to the learning project that will be piloted in your ESL class?

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POST-TRAINING QUESTIONNAIRE – ESL INSTRUCTOR (PAGE 2)

Last Four Digits of Phone Number: _______ _______ _______ _______

REACTION TO THE MATERIAL (CONTINUED)

What type of students do you feel could benefit from this learning project?

What kind/type of challenges may present themselves and how might they be solved?

What are possible advantages of this approach to learning?

What are possible disadvantages of this approach to learning?

On the scale below, please indicate how eager you are to implement this approach to learning in your class?

1 2 3 4 5 6 7 8 9 10

Limited

Eagerness

Highly

Eager

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POST-TRAINING QUESTIONNAIRE – ESL INSTRUCTOR (PAGE 3)

Last Four Digits of Phone Number: _______ _______ _______ _______

REACTION TO THE MATERIAL (CONTINUED)

What supports do you think you would need to implement this approach to learning for this project?

Do you have other questions/concerns at this time?

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PRE-QUESTIONNAIRE (PRE LEARNING BLOCK) – ESL LEARNER

(RESPONSE FORMAT MAY BE WRITTEN AND/OR ORAL DEPENDING ON LANGUAGE NEEDS)

Thank you for participating in this study. Please complete the following questionnaire:

PERSONAL INFORMATION

Last Four Digits of Phone Number: _______ _______ _______ _______

Age: _________________________________________Gender: ______________________________________________

Country of Origin: _____________________________________ Amount of Time in Canada: ______________________

First Language (L1): _________________________________________________________________________________

Additional language(s) acquired: _______________________________________________________________________

CLB Level: _________________________________________________________________________________________

Have you taken ESL classes in Canada before?  No  Yes

If yes, Please indicate what classes you have taken: ________________________________________________________

__________________________________________________________________________________________________

LEARNER PROFILE

On the scale below, please indicate how comfortable you are using technology:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, please indicate your level of English skills:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, how comfortable are you speaking English?

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, how comfortable would you be ordering at a restaurant?

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, how much do you enjoy learning English at school?

1 2 3 4 5 6 7 8 9 10

Not at all

Very much

On the scale below, indicate how familiar you are with the Durham Immigration Portal:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

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PRE-QUESTIONNAIRE (PRE LEARNING BLOCK) – ESL LEARNER PAGE 2

(RESPONSE FORMAT MAY BE WRITTEN AND/OR ORAL DEPENDING ON LANGUAGE NEEDS)

Last Four Digits of Phone Number: _______ _______ _______ _______

What are topics that you would like to learn about in class that would help you when interacting with the community?

How can we help you learn English?

What should we know about you as a learner?

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POST-QUESTIONNAIRE (POST LEARNING BLOCK) – ESL LEARNER

(RESPONSE FORMAT MAY BE WRITTEN AND/OR ORAL, VIDEO RECORDED, DEPENDING ON LANGUAGE NEEDS)

Last Four Digits of Phone Number: _______ _______ _______ _______

LEARNER PROFILE

On the scale below, please indicate your level of English skills after the learning block:

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, how comfortable are you speaking English after the learning block?

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, how comfortable would you be ordering at a restaurant?

1 2 3 4 5 6 7 8 9 10

Limited

Extensive

On the scale below, how much do you enjoy learning English at school?

1 2 3 4 5 6 7 8 9 10

Not at all

Very much

On the scale below, how familiar are you with the Durham Immigration Portal?

1 2 3 4 5 6 7 8 9 10

Not at all

Very much

On the scale below, how did you enjoy learning using a task-based approach?

1 2 3 4 5 6 7 8 9 10

Not at all

Very much

On the scale below, indicate how likely you are to use the Durham Immigration Portal on your own in the future:

1 2 3 4 5 6 7 8 9 10

Not likely

Very likely

What are the advantages of task-based learning?

What are the disadvantages of task-based learning?

What suggestions would you give to future instructors to help you learn English?

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FOCUS GROUP – ESL LEARNERS

POST-CLASSROOM INTERVENTION

RESPONSE FORMAT: ORAL INTERVIEW (VIDEO RECORDED)

Possible Questions:

● How did you enjoy this learning block? What did you like/didn’t like about it?

● Was this a helpful way to learn English? Why or why not?

● Do you feel more comfortable ordering at a restaurant? Why or why not?

● What did you learn about eating out in Durham Region?

● What did you think about the Durham Immigration Portal?

● Would you visit the Durham Immigration Portal website again on your own?

● What suggestions would you make to your instructors to help you learn English?

● What do you think is important information to have on an Immigration Portal website?

● Do you have other comments at this time?

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FOCUS GROUP – ESL INSTRUCTORS

(POST-CLASSROOM INTERVENTION)

RESPONSE FORMAT: ORAL INTERVIEW (VIDEO RECORDED)

Possible Questions:

● How did you enjoy teaching using task-based learning?

● How do you think your students enjoyed learning using this approach?

● What observations did you make in the classroom during this project?

● How did you find working with the Durham Immigration Portal?

● How do you think this project impacted learners’ integration into the community?

● How do you think this project impacted language learning?

● What challenges did you face while using the portal, if any? How did you solve them?

● What are the advantages of this approach to learning?

● What are the disadvantages of this approach to learning?

● Describe your professional growth during this project.

● What suggestions would you make to other instructors looking for replicate this study?

● Do you have other comments at this time?

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FOCUS GROUP / QUESTIONNAIRE– COMMUNITY ORGANIZATION/MIIO SITE

Thank you for participating in this study. Please respond to the following questions in writing. Prompts are included

to help guide your reflection. These questions will also form the structure of a subsequent video-recorded interview.

1) What is your name and title? For what organisation do you work?

2) How did you get to the idea of creating a portal for Newcomers?

Prompts:

● How did the idea for a Durham Immigration Portal come to be?

● What are the main objectives of the portal?

3) How did you conceptualize the portal?

Prompts:

● Who was consulted in conceptualizing the portal?

● How did you determine what elements to include in the portal?

● Who is the intended audience of the portal?

4) How did you develop the portal?

Prompts:

● How did you move forward in building the web platform?

5) How did you pilot or test the portal? Were modifications needed?

Prompt:

● What learning happened along the way?

6) How do you address the maintenance of the portal?

Prompt:

● How do you keep the content of the portal current?

7) How do you measure the outcomes?

Prompts:

● Do you have any protocols?

8) Are there any other aspects you would like to mention?

Prompts:

● Were there any struggles or “aha!” moments that you can share?

● Would you like to add anything else?

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DURHAM DISTRICT SCHOOL BOARD

EXTERNAL RESEARCH APPLICATION

Name:

Date:

Address:

Tel. (Res.):

Tel. (Bus.):

Position:

Institution or Agency:

Tel.:

Please check one:

Undergraduate Thesis Master’s Thesis

Doctoral Thesis Externally-Sponsored Project

Other:

1. Title of Research Proposal:

2. Objectives of Research:

3. Practical Benefits of Research and/or Contribution to:

a) Durham District Sch

ool Board:

Accountability and Assessment - Durham District School Board - External Research Application

110

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b) Educational Knowledge:

4. Data Collection:

a) Subjects: Students Grade Number Time Required

Grade Number Time Required

Grade Number Tim

e Required

Teachers

Other Staff

b) Facilities required:

c) Equipment required:

d) Assistance required:

e) Other resources required:

f) Other Boards involved:

g) Instruments (list all test

s, questionnaires and measures to be used and attach copies):

h) Particular schools preferred (if applicable):

Accountability and Assessment - Durham District School Board - External Research Application

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i) Other special arrangements, facilities or circumstances:

5. Method of Investigation/Study:

a) Method/Process:

b) Information required from schoo

l records:

c) Obtaining parental consent (describe):

d) Provisions for preparing subjects

e) Type of analysis:

Accountability and Assessment - Durham District School Board - External Research Application

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6. Timeline:

a) Commence Data Collection:

b) End Data Collection:

c) Expected Date of Report to External Rese

arch Committee:

7. Provision for Feedback:

a) To participants and/or participating schools:

b) To parents (if applicable):

c) To educational officials and/or school system:

d) Publication plans:

Accountability and Assessment - Durham District School Board - External Research Application

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I have received and read the Durham District School Board’s Research Procedure and agree to follow its requirements if

my application is accepted.

___________________________________________________

___

Signature of Researcher

This is to certify that the

above-described research proposal has been vetted for its academic soundness. I have given

consideration to ethical, legal and moral questions arising from the proposal.

_______________________________________________________

Contact Person (e.g. sponsoring professor, director of organization)

___________________________________________________

____

Name of Organization

RETURN TO:

Attn: Administrative Secretary

Accountability & Assessment Department

Durham District School Board

First Floor, 400 Taunton Road East

WHITBY, ON L1R 2K6

PLEASE INCLUDE SEVEN (7) COPIES PLUS THE ORIGINAL OF THE APPLICATION

INCLUDING ALL SUPPORTING DOCUMENTATION

Accountability and Assessment - Durham District School Board - External Research Application

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