The proposed research employed a mixed-method approach to investigate why the linguistic standards of the Canadian Language Benchmark (CLB) (levels 5–8) are deemed satisfactory for English as a second language (ESL) learners at the college level. An examination of the Canadian English Language Proficiency Index Program (CELPIP) identified why an ESL learner with a CLB level of 5–8 requires English support services in post-secondary education to achieve academic success in Canada. The CLB levels of six female participants were analyzed using a questionnaire in reading, writing, listening, and speaking to explore their English levels in articulating the language, pronouncing words, and understanding the meanings in alignment with course materials, assignments, and in-class tasks. Additionally, a focus group discovered a correlation between a participant’s current CLB level and the English support services. The questionnaire and focus group permitted the researcher to discern recurring patterns in their experiences using the English language at the college level.
","abstract_html":"<p>The proposed research employed a mixed-method approach to investigate why the linguistic standards of the Canadian Language Benchmark (CLB) (levels 5–8) are deemed satisfactory for English as a second language (ESL) learners at the college level. An examination of the Canadian English Language Proficiency Index Program (CELPIP) identified why an ESL learner with a CLB level of 5–8 requires English support services in post-secondary education to achieve academic success in Canada. The CLB levels of six female participants were analyzed using a questionnaire in reading, writing, listening, and speaking to explore their English levels in articulating the language, pronouncing words, and understanding the meanings in alignment with course materials, assignments, and in-class tasks. Additionally, a focus group discovered a correlation between a participant’s current CLB level and the English support services. The questionnaire and focus group permitted the researcher to discern recurring patterns in their experiences using the English language at the college level.</p>","abstract_has_math":false,"creators":["Lothian-Hendrix, Priscilla"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Brian Hamluk"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-06-01T07:00:00Z","date_published":"2021-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["English as a second language","Reading","Writing","Listening","Speaking","Canadian English Language Proficiency","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Early Childhood Education","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/583","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brian Hamluk"]},{"key":"dc:creator","label":"Author","values":["Lothian-Hendrix, Priscilla"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-06-22T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English as a second language","Reading","Writing","Listening","Speaking","Canadian English Language Proficiency","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Early Childhood Education","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/583"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The proposed research employed a mixed-method approach to investigate why the linguistic standards of the Canadian Language Benchmark (CLB) (levels 5–8) are deemed satisfactory for English as a second language (ESL) learners at the college level. An examination of the Canadian English Language Proficiency Index Program (CELPIP) identified why an ESL learner with a CLB level of 5–8 requires English support services in post-secondary education to achieve academic success in Canada. The CLB levels of six female participants were analyzed using a questionnaire in reading, writing, listening, and speaking to explore their English levels in articulating the language, pronouncing words, and understanding the meanings in alignment with course materials, assignments, and in-class tasks. Additionally, a focus group discovered a correlation between a participant’s current CLB level and the English support services. The questionnaire and focus group permitted the researcher to discern recurring patterns in their experiences using the English language at the college level.
"]},{"key":"dc:title","label":"Title","values":["Closing The English Language Proficiency Gap In Post-Secondary Education In Canada"]}]}],"canonical_facts":{"dc:contributor":["Brian Hamluk"],"dc:creator":["Lothian-Hendrix, Priscilla"],"dc:date.available":["2021-06-22T07:00:00Z"],"dc:description.abstract":["The proposed research employed a mixed-method approach to investigate why the linguistic standards of the Canadian Language Benchmark (CLB) (levels 5–8) are deemed satisfactory for English as a second language (ESL) learners at the college level. An examination of the Canadian English Language Proficiency Index Program (CELPIP) identified why an ESL learner with a CLB level of 5–8 requires English support services in post-secondary education to achieve academic success in Canada. The CLB levels of six female participants were analyzed using a questionnaire in reading, writing, listening, and speaking to explore their English levels in articulating the language, pronouncing words, and understanding the meanings in alignment with course materials, assignments, and in-class tasks. Additionally, a focus group discovered a correlation between a participant’s current CLB level and the English support services. The questionnaire and focus group permitted the researcher to discern recurring patterns in their experiences using the English language at the college level.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/583"],"dc:subject":["English as a second language","Reading","Writing","Listening","Speaking","Canadian English Language Proficiency","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Early Childhood Education","Educational Methods"],"dc:title":["Closing The English Language Proficiency Gap In Post-Secondary Education In Canada"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}