Section 9: EAL/ESL Literacy Learners in Class

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  • There are many advantages to dedicated, single-level literacy classes that can focus on the learning needs of learners at that particular level.
  • Many programs have mixed-level literacy classes, and there are strategies for teaching a mixed-level class.
  • Many programs include literacy learners mixed with non-literacy learners. This can be challenging for the instructor and the learners, but there are strategies and approaches to support literacy learners in this situation.
  • It is possible to teach EAL/ESL literacy in online, hybrid, and high-flex classes, and while there are some important considerations, there are advantages to online for some learners.
EAL/ESL Literacy Learners in Class

9.1 Dedicated single-level and mixed-level EAL/ESL literacy classes

Some LINC programs in Canada offer dedicated EAL/ESL literacy classes. Of these programs, some have single-level classes while others have mixed-level classes. There are many advantages to a single-level, dedicated EAL/ESL literacy class. These classes are able to focus on the literacy and language skills for that particular level. Instruction can move at the pace of the learners, and effective instructional approaches can be the focus of the class, such as LEA (Language Experience Approach), hands-on approaches, movement, music, and explicit instruction in literacy skills and strategies.

Mixed-level, dedicated EAL/ESL literacy classes can also be very effective learning environments as long as the program takes into account the different literacy and language levels of the learners in a mixed-level class. While it is more complex for the instructor to teach two or more literacy levels in the same class, there are some advantages and some strategies for effective mixed-level instruction.

Advantages to a mixed-level class include:

  • Mixed-level classes are usually better suited to meeting the needs of learners who have a wider range of benchmarks, e.g. a learner with 331L1L might do better in a mixed CLB 1L/2L class.
  • Mixed-level classes allow for cross-level partner work, in which the higher-level learner benefits from learning to mentor, and the lower-level learner benefits from working with someone at a slightly higher level.
  • Mixed-level classes are usually better suited to learners who are either struggling (and can work alongside the lower-level learners) or who are moving quickly (and can begin to work alongside the higher-level learners).
  • Mixed-level classes can allow for first-language support of lower-level learners by higher-level learners who speak the same language.

Strategies for a mixed-level class include:

  • Have all levels work on the same theme.
  • Use the same skill-building activities whenever possible.
  • Use telescoping vocabulary (where all learners learn the same base vocabulary, but the higher level learners have a longer list).
  • Use telescoping tasks (where the higher level completes a longer version of the same task).
  • Use the same reading/listening with extended comprehension questions for the higher level.
  • Assign independent or group work to one level and work intensively with the other level and then switch.
  • Differentiate when needed.
  • Use both same-level and mixed-level pairings for pair work.

 

9.2 EAL/ESL literacy learners in non-literacy classes

In many LINC programs in Canada, where there are no dedicated literacy classes, literacy learners are placed in non-literacy classes alongside non-literacy learners. While this is not an ideal learning situation for the literacy learners, there are strategies to make this instruction effective:

  • Routinely assign independent work to the non-literacy learners and work intensively with the literacy learners on literacy skill development.
  • Make use of volunteers if available to work with one part of the class while the instructor works with the other. Unless the volunteer has experience with literacy learners, it is usually most effective for the volunteer to work with the non-literacy learners while the instructor works with the literacy learners.
  • Blend a mixture of instructional approaches and include effective approaches for literacy for the entire class, such as hands-on activities, music, movement, whole-part-whole, and LEA (Language Experience Approach). Non-literacy learners will still benefit from these approaches.
  • Make use of parallel resources. The CCLB have non-literacy and literacy versions of many of their multi-level modules, so all learners can work on the same themes, but the tasks are differentiated and supported differently.
  • Make sure literacy learners have appropriate levels of scaffolding and support for tasks.

9.3 EAL/ESL literacy in online, hybrid, or high-flex classes

Many LINC programs in Canda offer EAL/ESL literacy in online, hybrid, or high-flex classes:
  1. Online: This is a fully online class that usually makes use of an online meeting platform and an LMS (Learning Management System). The learners and instructor only meet online.
  2. Hybrid: This is a class that meets both in-person and online, using an online meeting platform and sometimes using an LMS.
  3. High-flex: This is a class that is simultaneously taught to learners in a classroom and online. There are different approaches to high-flex learning:
    • Learners follow a schedule of when they are online and when they are in person, so each learner spends some time online and some time in person.
    • Some learners are always in person while some learners are always online.
    • Learners can choose when they are in person and when they are online.
Teaching EAL/ESL literacy online, either wholly or in part, can be challenging, but there are times when this kind of programming is necessary and even beneficial to learners:
  1. Online programming allows learners to access education who might not otherwise be able to:
    • Parents with babies or young children
    • Rural learners
    • Learners with mobility and/or transportation issues
  2. Online programming allows programs to provide instruction when they don’t have enough physical space for all learners.


There are some considerations for teaching EAL/ESL literacy online, either wholly or in part:

  1. Access to technology: Learners need access to a computer and stable internet. Many programs leverage whatever devices their learners have, including cell phones, but a computer is recommended for online learning. Learners will also need access to whatever platform or LMS is being used for online meetings and transmitting documents and videos.
  1. Digital literacy: There is a significant digital literacy barrier to EAL/ESL literacy learners learning online. For more information on digital literacy, see ISS of BC Resource on Digital Literacy. When learning online, at a minimum learners need to:

    • Input a username and password
    • Find and click on links
    • Manage their camera and microphone
    • Adjust the volume
    • Read information from a screen
    They may also have to:
    • Open a document or follow a link
    • Type
    Depending on their level, experience with technology, and age, this can be a substantial challenge for EAL/ESL literacy learners. Like all learning, digital literacy should be scaffolded and taught over time, with plenty of recycling and repetition; however, learners also need these skills before they can access their online learning. There are different strategies for helping learners build the essential digital literacy skills for accessing online learning:

    • Make use of someone in the learner’s home to help get them online
    • Teach digital literacy in-person for hybrid or high-flex classes
    • Provide level-appropriate digital literacy instruction before attending online classes
    • Choose which activities to do online and which to do in person for hybrid classes
    • Once learners are able to access a video call, slowly teach further digital skills.
    • Use the same format and routine as much as possible.


  2. Learning environment: The learning environment for online learners should be as appropriate to literacy learners as possible. Keep interfaces as simple and clear as possible with only essential text on the screen. Minimize on screen reading for instructions. Use clear photographs and share the instructor screen when needed.
  1. Effective teaching approaches online: When teaching EAL/ESL literacy learners online, still use effective teaching approaches for literacy like music, movement, and hands-on learning. This can be challenging, especially for hands-on learning, but it’s possible to make use of the items in the learner’s home, such as food packaging and other realia a learner can bring to the camera.