Second Language Learners and Hierarchical Forms of Citizenship ACLA 2008 Dr. Douglas Fleming Faculty of Education, University of Ottawa Faculté d ’ éducation,

Second Language Learners Second Language Learners and Hierarchical Forms of and Hierarchical Forms of

CitizenshipCitizenshipACLA 2008ACLA 2008

Dr. Douglas FlemingDr. Douglas Fleming

Faculty of Education, University of Ottawa Faculty of Education, University of Ottawa

Faculté dFaculté d’’éducation, Université déducation, Université d’’OttawaOttawa

http//members.shaw.ca/douglasfleming http//members.shaw.ca/douglasfleming

[email protected]@uottawa.ca

As Shohamy (2007) points out, As Shohamy (2007) points out, assessment instruments often take on assessment instruments often take on the character of curriculum the character of curriculum documents and implementers of documents and implementers of language policy.language policy.

This is especially true in the absence This is especially true in the absence of formal curricula. of formal curricula.

Despite claims to the contrary, I Despite claims to the contrary, I believe that such is the case here. believe that such is the case here.

Major changes to Canadian language policy and Major changes to Canadian language policy and planning have been undertaken in recent years planning have been undertaken in recent years (Fleming, 2007).(Fleming, 2007).

The creation of the The creation of the Canadian Language Canadian Language BenchmarksBenchmarks has been a major part of this has been a major part of this process. process.

The The CLBCLB’’s s official character:official character: consultation process (Pierce & Stewart, 1997);consultation process (Pierce & Stewart, 1997); ““newcomer language training is based on the newcomer language training is based on the

Canadian Language BenchmarksCanadian Language Benchmarks”” (Citizenship (Citizenship and Immigration, 2003);and Immigration, 2003);

Centre for Canadian Language Benchmarks.Centre for Canadian Language Benchmarks.

The CLB:The CLB:

covers the full range of English covers the full range of English proficiency that features stand-alone proficiency that features stand-alone descriptors for 12 levels;descriptors for 12 levels;

incorporates literacy and numeracy;incorporates literacy and numeracy;

includes proficiencies related to learning includes proficiencies related to learning strategies, socio-cultural and strategic strategies, socio-cultural and strategic competencies;competencies;

focuses on pedagogical tasks.focuses on pedagogical tasks.

Related DocumentsRelated Documents

The Canadian Language Benchmarks 2000: The Canadian Language Benchmarks 2000: Theoretical Framework (Pawlikowska-Smith, Theoretical Framework (Pawlikowska-Smith, 2002);2002);

The Canadian Language Benchmarks 2000: ESL The Canadian Language Benchmarks 2000: ESL for Literacy Learners (Johansson, et al., 2002);for Literacy Learners (Johansson, et al., 2002);

The Canadian Language Benchmarks 2000: A The Canadian Language Benchmarks 2000: A Guide to Implementation (Holmes, Kingwell, Guide to Implementation (Holmes, Kingwell, Pettis & Pidlaski, 2001);Pettis & Pidlaski, 2001);

Summative Assessment Manual - SAM (volumes 1 Summative Assessment Manual - SAM (volumes 1 and 2) (Pawlikowska-Smith, 2005);and 2) (Pawlikowska-Smith, 2005);

The Canadian Language Benchmarks 2000: Additional The Canadian Language Benchmarks 2000: Additional Sample Task Ideas (Pawlikowska-Smith, 2002);Sample Task Ideas (Pawlikowska-Smith, 2002);

Developing an Occupation-Specific Language Developing an Occupation-Specific Language Assessment Tool (CCLB, 2004);Assessment Tool (CCLB, 2004);

Integrating CLB Assessment into your ESL Classroom Integrating CLB Assessment into your ESL Classroom (Holmes, 2005);(Holmes, 2005);

The LINC 1 - 5 curriculum guidelines: A computer The LINC 1 - 5 curriculum guidelines: A computer integrated curriculum based on Canadian language integrated curriculum based on Canadian language benchmarks 2000. benchmarks 2000. Toronto Catholic District School Toronto Catholic District School Board (1997);Board (1997);

The LINC 4 & 5 curriculum guidelines. The LINC 4 & 5 curriculum guidelines. Toronto Toronto Catholic District School Board (1999);Catholic District School Board (1999);

The LINC 5- 7 Curriculum GuidelinesThe LINC 5- 7 Curriculum Guidelines. Toronto . Toronto Catholic District School Board (2007). Catholic District School Board (2007).

Although the Although the CLBCLB’’s s introduction states introduction states that it that it ““is not a curriculum guideis not a curriculum guide””, ,

the document does describe the document does describe ““what adult what adult ESL instruction should prepare adult ESL instruction should prepare adult ESL learner to doESL learner to do””. (p. V111).. (p. V111).

Extensive exemplar tasks within Extensive exemplar tasks within benchmarks.benchmarks.

Teachers are expected to organize Teachers are expected to organize learning opportunities for the successful learning opportunities for the successful completion of these tasks. completion of these tasks.

Since the dominance of the Since the dominance of the communicative approach in SLE, taskscommunicative approach in SLE, tasks have been used as criteria for linking have been used as criteria for linking assessment with the organisation of assessment with the organisation of pedagogical content (Fleming & pedagogical content (Fleming & Walter, 2004; Skehan, 2002). Walter, 2004; Skehan, 2002).

““Fluency in the communicative process Fluency in the communicative process can only develop within can only develop within task-orientated task-orientated teachingteaching,” (Johnson 1979, 200).,” (Johnson 1979, 200).

Through its task-based organization, Through its task-based organization, the CLB thus informs both:the CLB thus informs both: pedagogical content; and pedagogical content; and treatment options.treatment options.

Practioners are led to use document as a Practioners are led to use document as a curriculum guideline because the document curriculum guideline because the document provides high degree of detail regarding provides high degree of detail regarding sample tasks, (Fox and sample tasks, (Fox and Courchêne, Courchêne, 2005; 2005; Haque & Cray, 2008). Haque & Cray, 2008).

The CLB privileges particular curricular The CLB privileges particular curricular content and treatment options. content and treatment options.

An example of An example of governmentality (governmentality (Foucault, Foucault, 1978):1978): ““governedgoverned”” less through centralized, top- less through centralized, top-

down authority;down authority; ““managedmanaged”” more through strategic more through strategic

alignments of ostensibly alignments of ostensibly ““non-politicalnon-political”” micro-practices.micro-practices.

References to citizenship within the CLB are References to citizenship within the CLB are rare and vague:rare and vague:

only three found (all at the very highest levels only three found (all at the very highest levels of English language proficiency):of English language proficiency): developing opinions about current events developing opinions about current events writing letters to the editors of newspapers writing letters to the editors of newspapers participating in meetings.participating in meetings.

the word "vote" does not appear throughout;the word "vote" does not appear throughout;

rights and responsibilities almost exclusively rights and responsibilities almost exclusively related to being good consumers;related to being good consumers;

tendency to represent learners as tendency to represent learners as somewhat isolated and passive; somewhat isolated and passive;

““client, customer, patient and studenclient, customer, patient and studentt ”” (p. 95), but not as workers, family (p. 95), but not as workers, family members, participants in community members, participants in community activities, or advocates;activities, or advocates;

labor rights are almost nonexistent;labor rights are almost nonexistent;

in great contrast to the way that in great contrast to the way that citizenship is conceptualized by ESL citizenship is conceptualized by ESL students (Fleming, 2007).students (Fleming, 2007).

CLB is a CLB is a hidden curriculumhidden curriculum (Jackson, (Jackson, 1968):1968):

encapsulates a privileged body of content encapsulates a privileged body of content and methods meant to socialize learners and methods meant to socialize learners (and teachers);(and teachers);

promotes a dutiful, obedient and passive promotes a dutiful, obedient and passive engagement with the politics of the nation-engagement with the politics of the nation-state;state;

links (rarely attainable) normative English links (rarely attainable) normative English language fluency with full citizenship;language fluency with full citizenship;

promotes a promotes a ‘‘radicalizedradicalized’’ hierarchy of hierarchy of citizenship.citizenship.

Related documents contain:Related documents contain:

increasingly unapologetic references to increasingly unapologetic references to the CLBthe CLB’’s use as a document that s use as a document that informs curriculum,informs curriculum,

and the inclusion of explicit themes and and the inclusion of explicit themes and tasks that use critical-analytic and tasks that use critical-analytic and participatory models of citizenship.participatory models of citizenship.

Many sites for and multiple forms of Many sites for and multiple forms of contestation (Pennycook, 2006; Rose, contestation (Pennycook, 2006; Rose, 1996).1996).

http://members.shaw.ca/http://members.shaw.ca/douglasflemingdouglasfleming

Dr. Douglas FlemingDr. Douglas Fleming

Faculty of Education, University of Ottawa Faculty of Education, University of Ottawa

Faculté dFaculté d’’éducation, Université déducation, Université d’’Ottawa Ottawa

[email protected]@uottawa.ca

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