Canadian Language Benchmarks (CLB)

In Canada, this type of standardization is reflected in the work of the Centre for Canadian Language Benchmarks (CCLB), which administers and monitors the Canadian Language Benchmarks (CLB), a national assessment tool that is widely used to describe language proficiency across the four modalities in Canada. It is used as a way of informing adult immigrants about their language levels and referring them to appropriate upgrading opportunities.
The “benchmarking” process can also be used to assess language skills required in jobs or training programs, meaning that individuals can get some sense of their readiness for different jobs or programs.


The CLBs contain four modalities are reading, writing, listening and speaking - and are measured through 12 levels.

The CLBs give us a common measure of language learning, or aptitude.

In the past, teachers tended to "do their own thing". When a student would move from to program to program, retesting was needed.

In addition, there was varying descriptions relating to measuring language understanding. Now, learners are now able to measure their understanding, and be able to set measurable, definable goals for themselves.

The CLBs are not a test and are not meant to support any ideology. Rather they strive to be learner centered, as in supportive to language students.


Good pedagogy means there is a connect between the way you assess and the way you teach.

If you teach in a task scenario, then give students multiple-choice questions, they will not perform at their best. This is why it's important to include task-based instruction in the teaching of language.

As teachers we must not "get stuck" at the linguistic levels; rather, we must address ALL of the students meta-cognitive needs.


A student being aware grammar rules is not very useful if they cannot communicate properly. When observing level of understanding, we can ask, what kind of messages can the student carry-out? Are they linguistically competent? Actionably competent?

We DO things with language, this is functional competence, sociolinguistic competence. Language and culture are also inextricably linked. If one doesn't understand the cultural references and context in a language to fully understand and communicate. Benchmark levels are task oriented. By tasks we mean "real-world" tasks. For example, making appointments, filling-out documents, etc.


Communicative competence involve an interrelation between a number of factors. Gestures, tone of voice, space, all the things that are part of communicating effectively.


5. Go to the first column for Reading. Begin by taking a look at the “General Characteristics of Learners”. What are the reading sub-skills used in the chart (first column, left-hand side). Are these the same for all proficiency levels? Why or why not?


6. Compare the characteristics of learners at different levels. How does a learner at level 1 differ from a learner at levels 4, 7 or 12? We will be using these four levels (ie. 1, 4, 7, 12) as the focus in this module, because they approximate low beginner, low intermediate, high intermediate and highly advanced learners.

(From Wikipedia)
"The Canadian Benchmarks are a 12-point scale of task-based language proficiency descriptors used to guide the teaching and assessment of ESL learners in Canada. Like the Common European Framework of Reference for Languages and the ACTFL Proficiency Guidelines, the Canadian Language Benchmarks describe ESL learners' successive levels of communicative achievement. The CLB's 12 benchmarks are divided into 3 parts: Stage I: Basic Proficiency; Stage II: Intermediate Proficiency; and Stage III: Advanced Proficiency.

Each benchmark is then described in terms of "can do" statements or "Performance Descriptors". For example, the following is the summary descriptor for Benchmark 5: Initial Intermediate Proficiency for writing.

1) Learner demonstrates initial ability in performing moderately complex writing tasks. 2) Can effectively convey an idea, opinion, feeling or experience in a single paragraph. 3) Can write short letters and notes on a familiar topic. 4) Can complete extended application forms. 5) Can take simple dictation with occasional repetitions at a slow to normal rate of speech. 6) Can reproduce in writing simple information received orally or visually. 7) Can write down everyday phone messages. 8) Can complete a short routine report (usually on a form) on a familiar topic. etc."



Generally, a benchmark 8 student is seen as (depending on area of study) likely ready for post-secondary education.



7. If you have worked with EAL speakers in the past, try to mentally place their reading skills along the continuum.




8. Compare the Benchmark 3 reading levels with Benchmark 4 reading levels. How long do you think it would take for someone to move up a whole Benchmark?




9. Go to pages 4-6 in the Companion Tables document. This is the section called “General Characteristics of the Text”. Check out the characteristics in the first column, and then compare the descriptions for Benchmark 1, 4, 7 and 12.
10. Choose a few of the documents you have gathered, and try to determine what level of reading task would be required for someone to understand the document in its entirety. What makes a document more or less complex, in your opinion?