BC TEAL 2026 Annual Conference

Premise
 
Guided by an autonomy-oriented and learner-centered approach to teaching, the presenter aims to design activities that engage learners cognitively, emotionally, and physically to support meaningful learning outcomes. Implementing the PBLA requirement of self-reflection is no exception. Within PBLA, self-reflection is both a required component and a powerful learning tool supporting learners in taking ownership of their progress and learning needs (Centre for Canadian Language Benchmarks [CCLB], 2014, 2019). However, implementing meaningful self-reflection can be particularly challenging in low-level LINC classes since adult learners may have had limited prior experience with in-class self-reflection practices (Abbott, 2019).
   
 Motivated by these challenges, the primary presenter designed a simple, structured, and engaging approach to self-reflection for lower Stage I CLB learners. Rather than treating reflection as a one-time task, the goal was to develop an ongoing process that helps learners understand both the concept of self-reflection and its importance in their learning. By breaking reflection into manageable steps and embedding it into regular classroom practice, this approach aims to make self-reflection meaningful, enjoyable, and achievable for learners at the earliest stages of language learning.
 
Outline
 
The session begins with brief interactive discussion questions to activate participants’ experiences with learner self-reflection. The primary presenter then introduces a step-by-step self-reflection model, using visuals, classroom samples, and documentation. She then shares how the model was implemented across different classes, presenting classroom evidence, learner outcomes, and adaptations from two participating LINC 2 instructors. The session continues with the second and third presenters, sharing findings with literacy/LINC 1 and LINC 1-2 classes. The final segment highlights practical digital tools and strategies for implementing the model in remote contexts.
 
Outcomes & Objectives
 
By the end of the session, participants will be able to identify practical self-reflection strategies for low-level learners, examine adaptable approaches across instructional contexts, and apply flexible tools to support learner autonomy and engagement.


 
References  
 
Abbott, M. L. (2019). Project report: Developing an interpretive argument to guide the use of portfolio-based language assessment in beginning adult English language literacy classes. P2P Canada. https://p2pcanada.ca/wp-content/blogs.dir/1/files/2019/07/Portfolio-based-Language-Assessment-in-Beginning-Adult-English-Language-Literacy-Classes.pdf
Centre for Canadian Language Benchmarks. (2014). Portfolio-
            based language assessment (PBLA): Guide for teachers and    
           programs. https://listn.tutela.ca/wp-content/uploads/PBLA_Guide_2014.pdf
Centre for Canadian Language Benchmarks. (2019). PBLA practice guidelines 2019.  https://pblapg.language.ca/wp-content/uploads/2019/02/PBLA-Practice-Guidelines-2019_978-1-897100-78-3-RA.pdf

With no funding for CLB 5 and up, there is a huge gap of services, especially for those newcomers who want to attend post-secondary institutions. Where can they practice their English, so they don’t lose the progress they made in LINC 1 to 4?  As in the past, faith communities continue to address the needs of newcomers with informal English language classes, conversation circles and social events. A sense of belonging and social connection is vital for newcomers, and ethnic faith communities have been filling that need. This interactive session will inform participants about English language services in Baha’i, Christian, Islam, Jehovah Witness and Mormon communities in metro-Vancouver.  The handout will also provide info about the free public library offerings.   
 
Some of the program facilitators have been offering newcomer language and social services for more than 30 years.  Research about Christian programs conducted in 2013 showed that 50% of the programs did not have any faith components or content (Kristjansson, 2018). Currently, a much smaller percentage of the 40+ programs in metro-Vancouver offer Bible content, which is often optional.  Preliminary survey research on the other faith groups shows a higher percentage of spiritual life content.     


Participants need not be a believer of any faith group to express the advantages and disadvantages of English classes hosted in places of worship.  The focus is on the wide variety of program structures and elements for program development. Current statistics may not be complete since programs start and close because of human resources, makeup of the newcomers in their neighborhood, etc.  However, participants will leave with a sense of the depth and width of the programs offered through places of worship. They (especially unemployed teachers) may even be inspired to start their own community-based program.  (292) words)


Reference  (41 words) 
Kristjánsson, C. (2018). Church-sponsored ESL in western Canada: Grassroots expressions of social and spiritual practice. In M. S. Wong & A. Mahboob (Eds.), Spirituality & language teaching: Religious explorations of teacher identity, pedagogy, context, and content. (pp. 172–194). Multilingual Matters.
Description for Program booklet
You need not belong to a faith community to discuss and learn how faith-based communities have served the social and linguistic needs of newcomers in metro-Vancouver.  (26 words) 

This session adult language educators will be introduced to a GenAI tool and the Government of Canada's advice on careful adoption, usage or rejection of new GenAI technologies.  Participants will walk participants through an example of story book generation Google Gemini’s storybook feature. Although the results are initially impressive, educators need to look more closely when using GenAI tools. When we are considering GenAI offerings, we should not just focusing on tool mastery. In this session, we will examine a generated story to apply the Government of Canada's FASTER principles (Fair, Accountable, Secure, Transparent, Educated, Relevant). Instructors examine cultural representation, data privacy, transparency with learners, pedagogical value and instructional fit. The session models how teachers can critically assess AI generated materials while maintaining professional judgment and learner-centered decision-making. Participants leave with a practical framework for evaluating  GenAI tools.