Overview
The Canadian Language Benchmarks (CLB) 2000 provide a nationally recognized framework for describing language proficiency of adult learners of English as a second language. While the original document offers detailed descriptors for Listening, Speaking, Reading and Writing, many educators and assessors find it helpful to have concise reference tools that translate those descriptors into classroomready guidance. The Companion Tables were created for exactly that purpose.
Purpose of the Companion Tables
Companion Tables serve several complementary functions:
- Quick reference: Condense the verbose benchmark descriptors into easytoscan rows and columns.
- Alignment tool: Help teachers map lesson objectives, assessment items and rubric criteria directly to the appropriate benchmark level.
- Standardisation aid: Ensure that multiple instructors within a program use consistent language when discussing proficiency expectations.
- Curriculum planning: Support the design of sequenced units that progressively develop the skills required for each benchmark.
Structure of the Tables
Each Companion Table focuses on one of the four language domains. The common layout includes:
| Benchmark Level | Key Skill Indicator | Typical Classroom Tasks | Examples of Assessment Items |
|---|---|---|---|
| 12 | Understanding basic greetings, simple instructions | Introduce yourself; follow a onestep direction | Match pictures to spoken words; repeat short sentences |
| 34 | Describing routine activities, asking simple questions | Roleplay a shopping scenario; fill out a basic form | Write a short paragraph about daily routine; answer yes/no questions |
| 56 | Expressing opinions, summarising short texts | Debate a familiar topic; summarise a news article | Write a letter of complaint; give a 2minute oral summary |
| 78 | Analyzing complex information, producing detailed reports | Prepare a project presentation; write an argumentative essay | Interpret data from a chart; respond to a case study in writing |
| 910 | Negotiating subtleties, using idiomatic language | Facilitate a group discussion; compose a professional email | Critique a literary excerpt; produce a detailed technical report |
| 1112 | Finegrained analysis, sophisticated discourse | Lead a seminar; write a research proposal | Analyze a scholarly article; deliver a persuasive speech |
Separate tables exist for Listening, Speaking, Reading, and Writing. While the layout is identical, the content of each column reflects domainspecific expectations.
How to Use the Companion Tables in Practice
1. Planning Lessons
Identify the benchmark level of your learners (e.g., CLB 5). Locate the corresponding row in the table and note the Typical Classroom Tasks. Use these tasks as the backbone for your lesson objectives. For instance, a CLB5 speaking lesson might centre on summarising a short news article as indicated.
2. Designing Assessment
Choose an Example of Assessment Item that matches the skill you intend to evaluate. Adapt the sample item to your content area. This ensures that the assessment is directly linked to the benchmark, increasing reliability.
3. Providing Feedback
When returning work, reference the specific benchmark level and the associated Key Skill Indicator. This makes feedback transparent: Your oral summary met the CLB 5 indicator for summarising short texts, but you need to improve linking ideas with cohesive devices.
4. Reporting Progress
Use the tables to translate observed performance into benchmark language for progress reports, funding applications or program accreditation.
Illustrative Use Cases
Case Study 1 Community College ESL Program
A beginner class (CLB 2) required a clear, simple set of tasks. The instructor used the Companion Tables Typical Classroom Tasks row to create a series of greeting roleplays and picturematching listening activities. Assessment items were adapted from the table, enabling rapid scoring and clear progression tracking.
Case Study 2 Workplace Language Training
For a group of intermediate employees (CLB 6) the trainer focused on Expressing opinions and Summarising short texts. Using the table, she designed a mock meeting where participants presented a brief project update and then answered comprehension questions. The result was a measurable improvement in both speaking fluency and reading comprehension, documented against the benchmark standards.
Further Resources
- Official CLB 2000 document Government of Canada
- Companion Tables PDF (downloadable) includes printable versions for each domain
- Webinar series: Integrating CLB Benchmarks into Instruction hosted by the Canadian Teachers Federation
- Assessment design toolkit templates aligned with the Companion Tables
These resources expand on the brief overview provided here and offer practical tools for educators at all levels.
