In Canada, the federally funded Language Instruction for Newcomers to Canada (LINC) program follows a task-based language teaching (TBLT) approach using the Canadian Language Benchmarks (CLB). Aligned with other communicative language approaches, TBLT de-emphasizes systematic instruction of the morpho-syntactic elements of language. Although TBLT…

The adjustment of syntactic and phraseological complexity is a key consideration in text adaptation. However, research on this topic in the context of Chinese as a second language (CSL) remains limited. Using 700 CSL reading texts graded following the newly issued Chinese Proficiency Grading Standards for International Chinese Language Education,…

In 2024, British Columbia's (BC's) English as an Additional Language articulation committee revised the alignments of the provincial EAP (English for Academic Purposes) learning outcomes with the Canadian Language Benchmarks (CLBs). The CLBs and the EAP outcomes both assess English proficiency for the purposes of post-secondary admission, program…

The Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001). Offers a comprehensive framework for learning, teaching, and assessment, promoting transparency and coherence in language education. Central to the CEFR is its action-oriented approach, which views language as situated social action and positions learners as…