Adult Literacy Fundamental English
Learner Profiles
It is expected that instructors will infuse Indigenous ways of knowing and world views into their course syllabi and will include acknowledgement of the traditional and unceded territory on which they work. Instructors are encouraged to refer to Pulling Together: A guide for Indigenization of post-secondary institutions available through OpenTextBC: https://opentextbc.ca/indigenizationfoundations/front-matter/foundations-guide-overview/
| Level | ALFE: 1-2 (Canadian Language Benchmarks 6: Listening & Speaking) (K-12, Core Competencies: 1) |
| Oral Communication | When provided with support in a safe environment, learners at this level can participate in group discussions and respond in a meaningful way when classmates and instructors communicate with them. |
| Critical Thinking | Learners at this level can work with concrete materials and actions. They can indicate their preferences. |
| Social Responsibility | With some support, learners at this level can interact with classmates and instructors and be part of a group. |
| Personal and Cultural Identity | Learners at this level are aware of themselves as different from others. With some help, they can identify some of their attributes. |
| Time and Work Management | Learners at this level will be able to work with help and independently for short periods of time on assigned tasks. They can organize work for ready access. |
| ALFE: 3-4 (CLB 7: Listening & Speaking) (K-12, Core Competencies: 2) |
|
| Oral Communication | When provided with direct support in a familiar situation, learners at this level can communicate with others in the classroom by sharing basic information about topics important to them (and listening to others do the same), planning and completing activities with others, and answering simple direct questions about themselves and their experiences. |
| Critical Thinking | Learners at this level can make simple judgments using some evidence. They can question, predict, and gather information using sensory input. They can have a purpose in mind when they explore and use what they learn. They can demonstrate or explain something about their thinking. They can help develop and use simple criteria (e.g., related to assessing their own writing). |
| Social Responsibility | In familiar and structured settings, learners at this level can interact with others in the classroom with respect, cooperation, inclusion, and kindness, including participation in classroom and group activities. They can respectfully share their own feelings and listen to others’ views. They can identify when a situation is unfair to themselves or others. They can do some problem-solving themselves, but they also know when to ask for help. They do their share in the classroom and can identify when someone else needs help. |
| Personal and Cultural Identity | Learners at this level are aware of and can identify their own individual characteristics and interests. They can describe their family, home, and/or community (people and/or place). |
| Time and Work Management | Learners at this level will be able to work independently for longer periods of time, even with some distraction in the classroom. They can move on to other tasks while waiting for help. They can organize work for ready access. |
| ALFE: 5-6 (CLB 8: Listening & Speaking) (K-12, Core Competencies: 3) |
|
| Oral Communication | In familiar situations, with some support or guidance, learners at this level can understand and share basic information about topics that are important to them by participating in different types of conversations. They listen and respond to others. They can work with others on concrete, short-term projects. They can recount experiences and activities and tell something they have learned. |
| Critical Thinking | Learners at this level can draw conclusions, make judgments, and ask new questions by using observation, experience, and imagination. They can ask and answer open-ended questions. They can participate in exploration and information gathering. They can experiment purposefully and develop options. They can help develop and use criteria (e.g., for assessing their own writing); they can describe their thinking and how it has changed. |
| Social Responsibility | Learners at this level can demonstrate respectful, inclusive behavior. They can contribute to group activities that make their community (inside or outside the classroom) a better place. They can identify actions they can take to make a difference in their community. They can consider others’ views and respectfully express a different opinion. They can identify problems and compare a range of problem-solving strategies. They can not only identify but also explain why something is unfair. They are capable of identifying when someone needs support and providing that support. They are capable of building and maintaining relationships. |
| Personal and Cultural Identity | Learners at this level can identify, describe, and represent different aspects of their identity and cultural contexts (e.g., family, communities, peer groups) through words and images. They can describe what is important to them and demonstrate pride in their identity and cultural contexts. |
| Time and Work Management | Learners at this level can manage their time and work independently for longer periods, even with some distractions in the classroom. They can transition to other tasks while waiting for help. They can organize their work for easy access. |
The BC Ministry of Education K-12 Core Competency documents (https://curriculum.gov.bc.ca/competencies) and the Canadian Language Benchmarks (https://www.language.ca/overview-of-clb-and-nclc-competency- levels/) provided a valuable framework for developing these learner profiles.
