Skip to main content

ESL Acronyms

These are some English Language Programs that are being offered in Winnipeg.


IELTS – International English Language Testing System

IELTS is an international standardized test of English language proficiency for non-native English language speakers. It is a test developed by the world’s leading experts in language assessment on four key English language skills: listening, reading, writing and speaking. It is designed to assess the language ability of people who aim to study and work in, immigrate to and integrate into an English-speaking environment.

WELARC – Winnipeg English Language Assessment and Referral Centre

WELARC help newcomers to Canada improve their communication skills in English or French.  They provide referrals to English or French classes where a person can work on improving their language skills for work; education and life in Canada. 

CCLB – Centre for Canadian Language Benchmarks

CCLB is the national standard setting body for the Canadian Language Benchmarks (CLB).  The CCLB supports and promotes the use of these national standards in educational, training, community and workplace settings.  The CLB and NCLC (Niveaux de Competence Linguistique Canadiens) are recognized as the official Canadian standards for describing, measuring and recognizing the language proficiency of adult immigrants and prospective immigrants in both English and French.  They provide a common language for the entire immigrant-serving community.

CELBAN – Canadian English Language Benchmark Assessment for Nurses

CELBAN is an occupational-specific language test that assesses proficiency within real-world health care scenarios.  It evaluates proficiency in listening, writing, reading and speaking and is recognized as proof of language proficiency by all Canadian nursing regulators. 

EDGE ESL

EDGE ESL program is funded by IRCC – Immigration Refugees and Citizenship Canada.  EDGE ESL is a part-time LINC-Language Instruction for Newcomers to Canada program that follows the Canadian Language Benchmarks guidelines.  The program provides English classes to newcomer adults.  It is designed to help adults learn and improve their English in the skill areas of Listening, Speaking, Reading and Writing. EDGE ESL is ideal for newcomers with preschool-age children and for those who are working part-time or shift work and cannot attend full-time English classes. 

EDGE Literacy

EDGE Literacy is funded by the Manitoba Government, Department of Education and Training, Adult Learning and Literacy.  It provides academic upgrading to adults over the age of 19.  It is a part-time program designed to help adults learn and improve their academic level and literacy, specifically in the areas of Mathematics and English.  EDGE Literacy teaches the Stages curriculum as laid out by Manitoba Adult Learning and Literacy. 

EAW – English at Work

EAW provides onsite job-specific English language training for employees who need stronger English language and essential skills to succeed and advance in the workplace.  English at Work is coordinated by Enhanced English Skills for Employment and funded by Immigration, Refugee and Citizenship Canada (IRCC).  

EESE – Enhanced English Skills for Employment

EESE serves immigrants who have education and experience in professional and skilled occupations in business, management or trades.  Our courses and workshops help clients reduce language and cultural barriers in the workplace.  Courses include: listening skills, presentation skills, speaking skills, reading skills, and writing skills.  They also offer workshops that include: workplace meeting skills, workplace survival skills and test taking skills.

Comments

Post a Comment

Popular posts from this blog

Reading for Second Language Learners

It is a basic understanding that someone who can read has already mastered its awareness of phonemes. To be able to read a word, the reader must be able to identify the sound of each phoneme and understand the phonology that makes up a word. The word then must be comprehensible for the reader to make sense and interpret its meaning. Knowing the word will eventually make meaning according to how the reader understands or interprets its syntax. Depending on the reader's background, experience, vocabulary knowledge, and educational attainment, the reader decides on its explication.   It is noted that a significant number of immigrants arriving in various nonnative countries and cultures are non literate in their native languages. (Brown, pp. 395) This is a major challenge in teaching L2 learners. Imagine all the issues that affect teaching when a teacher tries to do a Bottom-Up Processing approach with a Top-Down Processing Learning approach. The teacher will try to offer the most bas...
Post a Comment
Read more

TESL 0100 - Unit 4: How Language are Learned Opinion to Statements

How Language are Learned 1.       Languages are learned mainly through imitation. §   Indeed, languages are learned mainly through imitation.   The Principle of Automaticity explains how children learn foreign languages when they are living in the cultural and linguistic environment of the language.    It is also a fact that we all learned our first language through imitation.   Our parents thought us how to speak by asking us to imitate them. We all started as imitators before we subconsciously learned all words by listening and being in the environment of that language. Second language learners are also the same.   In my country, most kids learn English by watching English cartoons; mimic them through singing and understanding the conversation by answering questions through the audio-video activities. Imitation I should say is the first step and the best way to learn a language.       2. ...
Post a Comment
Read more

TESL 110: Unit 4 Lesson Planning

  Unit 4: Lesson Planning Learning these lesson types enlightened me on which I am most comfortable in practice. Present-Practice-Produce (PPP) type of lesson plan is where I see myself practicing the most. I now see the importance of a Task-Based lesson plan which I would want to try and incorporate in my class. I see it as beneficial because it focuses on fluency, and it is learner-centered whereas I currently practice the teacher-centered (PPP) lesson type. It can be challenging as it is difficult to monitor and unpredictable to teach in sequence for learning but because it is based on the learner's needs, it is quite promising to produce results. In my current practice, I assess my student’s needs based on their writing skills and then prepare the PPP practice. I look forward to trying out both skill-based and task-based approaches for my ELA lessons moving forward. I also had an idea to group my learners into each type of lesson plan. Task-based and skill-based lessons can...
Post a Comment
Read more