The Canadian Benchmarks are a 12-point scale of task-based language proficiency descriptors used to guide the teaching and assessment of ESL learners in Canada. Like the Common European Framework of Reference for Languages

Common European Framework of Reference for Languages

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries...

 and the ACTFL Proficiency Guidelines

ACTFL Proficiency Guidelines

The ACTFL Proficiency Guidelines were created by the American Council on the Teaching of Foreign Languages in order to provide a means of assessing the proficiency of a foreign language speaker....

, the Canadian Language Benchmarks describe ESL learners' successive levels of communicative achievement.
The CLB's 12 benchmarks are divided into 3 parts: Stage I: Basic Proficiency; Stage II: Intermediate Proficiency; and Stage III: Advanced Proficiency.

Each benchmark is then described in terms of "can do" statements or "Performance Descriptors". For example, the following is the summary descriptor for Benchmark 5: Initial Intermediate Proficiency for writing.

1) Learner demonstrates initial ability in performing moderately complex writing tasks.
2) Can effectively convey an idea, opinion, feeling or experience in a single paragraph.
3) Can write short letters and notes on a familiar topic.
4) Can complete extended application forms.
5) Can take simple dictation with occasional repetitions at a slow to normal rate of speech.
6) Can reproduce in writing simple information received orally or visually.
7) Can write down everyday phone messages.
8) Can complete a short routine report (usually on a form) on a familiar topic. etc.

Because such descriptor systems focus on the successful completion of communicative tasks, rather than on a strict emphasis on correct linguistic forms, they have quickly gained in popularity among proponents of task-based language learning

Task-based language learning

Task-based language learning , also known as task-based language teaching or task-based instruction focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling...

(TBLL).

History

The CLB grew out of a federal government initiative undertaken in 1992, to support the language learning needs of immigrants to the country. In 1993, Citizenship and Immigration Canada established the National Working Group on Language Benchmarks. In November 1996, the group published the Canadian Language Benchmarks (Working Document). This working group was eventually to become the Board of Directors of the Centre for Canadian Language Benchmarks. The CCLB received its charter as a non-profit agency in March 1998. In 2000, the Canadian Language Benchmarks 2000, by Grazyna Pawlikowska-Smith, was published. It was the culmination of years of work by dozens of experts, and has since steadily grown in popularity with students, teachers and institutions.

External links

Canadian Language Benchmarks home: http://www.language.ca/

Online Self-Assessment CLB-OSA: http://www.clb-osa.ca/

Common European Framework home: http://www.coe.int/

American Council on Teaching Foreign Languages home: http://www.actfl.org/