BC TEAL 2025 Annual Conference

Join author and curriculum developer Mary Bertucci as she shares key features and uses of her recently published EAL novel A Powwow Story. Hear about how to use this this unique resource in beginner to intermediate-level classes. The accompanying teacher's resource guide will be referenced as well. All are welcome!

Teaching in LINC requires specialized knowledge and specific training which can be overwhelming even to experienced EAL instructors. Teachers without understanding of task-based teaching, CLBs and PBLA have little time when starting a new position to grasp their program’s and students’ expectations before needing to deliver CLB-aligned lessons and PBLA assessments in class. While supports are available, such as the online CLB Bootcamp and facilitated PBLA training, these cannot always be completed before the first day of a teacher’s new class. 
 
From long experience, particularly with the high turnover of teachers due to illness, retirements, and changing of professions during and since the pandemic, and the smaller number of teachers entering the EAL field, ISSofBC has developed a model to quickly and smoothly onboard new, inexperienced and/or untrained teachers to the requirements of PBLA and teaching in LINC. The process and components ensure teachers experience success and learn by support and immersion rather than feeling confused with too much to remember. The result, according to the new hires themselves, is a much higher degree of satisfaction with teaching in the LINC program, even with all its requirements.  
 
To support the sector and hopefully grow the pool of teachers wanting to work in LINC, the ISSofBC Instructional Coordinator team would like to share its successful model with other providers. Administrator participants in this workshop will have opportunity to share their issues with onboarding new teachers and then work through how these common challenges are addressed in the ISSofBC

This workshop is designed to enhance communication skills through interactive visual storytelling and reflective activities. In the first part, participants will mark major milestones in their lives—such as graduating from school—on a timeline using simple symbols like a graduation cap. They will then exchange their timelines with peers who interpret the symbols and recount the life stories behind them, promoting collaborative discussion and authentic communication. In the second part, students complete an additional worksheet that focuses on visualizing their future by projecting significant milestones for both the near and distant future. Once again, they engage in discussions, interpreting the symbols and expanding them into rich narratives. The objectives of the session are multifaceted: to encourage self-reflection by having students identify and reflect on meaningful personal milestones; to promote independent thinking and creativity by reducing reliance on AI; to emphasize humanistic, student-centered learning that prioritizes personal growth and self-expression; to motivate students with different learning styles (e.g verbal, visual, kinesthetic); to foster peer interaction through collaborative interpretation; to reinforce practical language use, such as practicing various tenses; and to connect language learning with real-life skills like goal setting. The approach is underpinned by robust theoretical and empirical research. Robin (2008) shows that storytelling is an engaging teaching tool that boosts creativity, reflection, and communication. Similarly, Sadik (2008) explores digital storytelling as a means to enhance student engagement and learning, noting that the process of creating and sharing narratives reinforces communication skills and reflective learning—key elements in language education. Moreover, Wammes et al. (2015) demonstrate that drawing during learning significantly enhances memory recall, suggesting that learner-generated drawings improve retention of vocabulary and concepts. Complementing these findings, Van Meter and Garner (2005) provide meta-analytic evidence that student-generated drawings generally improve comprehension and retention, supporting their use to deepen linguistic processing.
 
References 
Robin, B. R. (2008). Digital Storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916
 
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506. https://doi.org/10.1007/s11423-008-9091-8
 
Van Meter, P., & Garner, J. (2005). The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis. Educational Psychology Review, 17(4), 285–325. https://doi.org/10.1007/s10648-005-8136-3
 
Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2015). The drawing effect: Evidence for reliable and robust memory benefits in free recall. Quarterly Journal of Experimental Psychology, 69(9), 1752–1776. https://doi.org/10.1080/17470218.2015.1094494

Introduction
ASCEND (Applied Skills Curriculum to Empower Newcomer Development) is a blended learning program designed to help skilled immigrants succeed in the Canadian workplace. The program provides coaching-based learning, strengthens language skills, and leverages partnerships to deliver effective programming. This session will provide an overview of these key components.
1. Co-designed with employers
ASCEND was developed with input from Canadian employers, HR experts, immigrant service organizations, and skilled newcomers working in their fields. The content is current and addresses real-life challenges participants may encounter in the workplace. It is practical and aligned with the opportunities and obstacles newcomers face as they transition into the Canadian job market.
2. Coaching principles for soft skills training
Many newcomers come to Canada with valuable professional experience and transferable soft skills, but may face challenges navigating Canadian cultural norms and professional expectations. ASCEND uses coaching principles to help participants strengthen these skills, emphasizing self-awareness and building confidence. The program includes role-playing, peer learning, and direct feedback from facilitators, creating a transformative learning experience.
3. Partnership-based delivery model
Partnerships are foundational to ASCEND. The program complements existing Service Delivery Partners in Canada who provide settlement services. This model allows newcomers to engage with trusted partners and reduces the complexity of navigating the settlement process. For those participating in the blended version, workshops offer an opportunity to build networks with fellow newcomers, providing a sense of community and shared learning.
4. Language training
To participate, newcomers must have at least a CLB 6 in English or an intermediate level of French. ASCEND includes a glossary of key terms used in each module. The program reinforces professional terminology in work-specific contexts, helping participants strengthen their language skills. Some French speakers even join the English cohorts to further develop both official language skills.
5. Case Study: VCC’s Experience