CC BY-NC-SA 2025 New Language Solutions Avenue Learner Standards for Technology-Enhanced Language Learning, version 1.2 4 AVENUE LEARNER STANDARDS FOR TECHNOLOGY-ENHANCED LANGUAGE LEARNING INTRODUCTION The Avenue Learner Standards for Technology-Enhanced Language Learning (TELL) framework is designed to help instructors and administrators provide lessons and course offerings that build learners’ competence with technology, primarily for language learning and use. The Learner Standards are meant to work in concert with the Avenue Instructor Standards and Avenue Program Standards. The terms “blended learning” and “online learning” are used deliberately throughout to indicate all combinations of online delivery in face-to-face, hybrid, HyFlex (i.e., including face-to-face and online learners at the same time), and remote situations. Program administrators are encouraged to localize these definitions to their own contexts with input from their staff and redefine them over time as it suits their needs. This document begins with a guiding philosophy for the standards, followed by four standards that address 1) how learners use devices and tools critically and independently, 2) how they use technology safely and ethically, 3) how they evaluate technology tools to support their learning outcomes, and 4) how they improve their communication and settlement success in Canada with the aid of technology. Each standard has several performance indicators (PIs) and sub-indicators. Some sub-indicators may need additional thought, reflection, or adaptation by literacy instructors to enhance and contextualize literacy learners’ interactions with digital technologies. Can-Do statements are added under each PI as a teaching tool for administrators and instructors and as a self-assessment tool for learners at Stage II of the Canadian Language Benchmarks. The language of the Can-Dos should be adapted as needed to learner context and level. Descriptive text is added where needed for clarification. Reflections are included for administrators and instructors, along with sample tasks for learners. Appendix A contains the Can-Do statements as a whole, while Appendix B includes a glossary of terms used within the standards, and Appendix C lists the standards and PIs. Although Appendix A could be used as a self-assessment tool for learners, the sample learner tasks are added to guide learners toward achieving the PIs outlined in the standards. Instructors are encouraged to adapt and build on these tasks when possible. Rapid developments in artificial intelligence (AI) may change how the standards are implemented. It is impossible to predict how these technologies will evolve and how they might affect learners’ language progress. Instructors, programs, and learners should be attentive to these changes and ready to think, try new technologies, and assess the degree to which AI and new tools are helpful. GUIDING PHILOSOPHY Language learning is enriched by appropriate use of technology. Knowing how to use digital tools enables learners to be more autonomous toward achieving their language goals. Administrators and instructors take leading roles to ensure that learners are able to use available technologies effectively at home, work, and school and to meet personal and settlement language goals. Help learners to: • Be curious, aware, engaged, and autonomous • Set goals and work toward them • Strive for lifelong learning
RkJQdWJsaXNoZXIy MzA1NjE=