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Hazel Arnaldo Battung, Calgary, AB (2026)

01/19/2026

Day 19: Why Adult ESL Literacy Learners Need Structure Before Freedom

Day 19 of the ESL Literacy Teaching Series focuses on Reading for Community Services, aimed at adult literacy learners at Foundation Literacy to CLB 1–2 levels. The lesson emphasizes the importance of recognizing and understanding simple signs and words encountered in daily life, such as those found in libraries, clinics, and schools. Activities include matching words to pictures and reading community service signs to build confidence and functional reading skills. The lesson ties into the PBLA framework and encourages real-world application by prompting learners to engage with their community. Tomorrow’s lesson will further develop these literacy skills....

Day 19 of the ESL Literacy Teaching Series focuses on Reading for Community Services, aimed at adult literacy learners at Foundation Literacy to CLB 1–2 levels. The lesson emphasizes the importance…

01/18/2026

Day 18: Week 3 Recap — Building Safety Through Routines and Scaffolding

This post emphasizes the critical role of routines and scaffolding in ESL Literacy teaching. Rather than focusing on new content, the week aimed to create a safe learning environment where learners feel comfortable attempting language without fear of mistakes. Routines reduce anxiety, enhance focus, and provide stability, while effective scaffolding offers intentional support that fosters independence. Indicators of growth may have included increased participation and reduced hesitation among learners. The importance of assessing these conditions is highlighted, as they allow learners to demonstrate their abilities. The post concludes with a reminder of the transformative, patient, and relational nature of literacy teaching....

This post emphasizes the critical role of routines and scaffolding in ESL Literacy teaching. Rather than focusing on new content, the week aimed to create a safe learning environment where learners…

01/17/2026

Day 17: Scaffolding at CLB 1L — What It Is (and What It Is Not)

This post addresses ESL Literacy teachers navigating the concept of scaffolding in a CLB 1L classroom. It clarifies that scaffolding isn't merely “extra help,” but vital support enabling learners to engage with challenging tasks. The aim is to foster learner independence over time. Key misunderstandings about scaffolding emphasize avoiding providing answers or rushing learners. Effective scaffolding must be tailored to various skills including listening, speaking, reading, and writing, using structured techniques. Additionally, the “Gold Standard” scaffolding sequence is outlined, along with guidelines to ensure appropriate levels of support. Scaffolding signifies a commitment to student growth and belonging....

This post addresses ESL Literacy teachers navigating the concept of scaffolding in a CLB 1L classroom. It clarifies that scaffolding isn’t merely “extra help,” but vital support enabling lear…

01/16/2026

Day 16: Routines + Scaffolding — Why These Two Always Go Together

This post addresses ESL Literacy teachers regarding the integration of routines in teaching and their role in scaffolding. Routines enable learners to predict task formats and expectations, aiding in language acquisition by reducing cognitive load. The consistency of routines allows for intentional scaffolding, transforming support from reactive to proactive. The post exemplifies this through a two-week classroom strategy, where the same routine is maintained while support is adjusted. Familiar structures enhance learners' confidence, risk-taking, and ability to identify language patterns. In essence, well-structured routines, combined with effective scaffolding, foster access, growth, and dignity in the learning process....

This post addresses ESL Literacy teachers regarding the integration of routines in teaching and their role in scaffolding. Routines enable learners to predict task formats and expectations, aiding …

01/15/2026

Day 15: Why Routines Matter So Much at CLB 1L

This post emphasizes the importance of routines for ESL Literacy teachers and their students, particularly at the CLB 1L level. Routines serve as a crucial learning strategy rather than merely classroom management tools. They help adult literacy learners, who may be anxious or unfamiliar with formal education, understand classroom dynamics and focus on learning instead of survival. Structured routines, such as consistent greetings and practice formats, foster safety, confidence, and memory through repetition. This predictability reassures learners, boosts language exposure, and strengthens participation. Overall, these routines form a solid foundation for language growth and effective teaching....

This post emphasizes the importance of routines for ESL Literacy teachers and their students, particularly at the CLB 1L level. Routines serve as a crucial learning strategy rather than merely clas…

01/14/2026

Day 14: Reading at CLB 1L — What “Reading” Really Means at the Literacy Level

This post addresses ESL Literacy teachers regarding the realistic expectations for reading among CLB 1L learners. It clarifies that at this level, reading involves fundamental skills such as recognizing letters, identifying sight words, and matching words to visuals rather than independent reading or comprehension of texts. The focus should be on building a solid foundational understanding of print, which includes concepts like letter-sound relationships and text directionality. Teachers are encouraged to provide supportive reading tasks and practice to foster confidence and meaning in literacy, reminding them that engagement with print is more important than the volume of reading....

This post addresses ESL Literacy teachers regarding the realistic expectations for reading among CLB 1L learners. It clarifies that at this level, reading involves fundamental skills such as recogn…

01/13/2026

Day 13: Encouragement for New ESL Literacy Teachers — You Are Doing More Than You Think

This post addresses new ESL Literacy teachers who grapple with self-doubt regarding their teaching efficacy and learner progress. It emphasizes that teaching literacy is emotionally challenging, as it involves working with students who may lack prior educational experiences and bear shame about their abilities. New teachers often question their pace and methods, yet these concerns stem from their commitment to their students. The post advocates for a slow, repetitive approach, reinforcing the importance of building foundational literacy skills. It encourages teachers to reflect on small successes rather than compare themselves to advanced levels, affirming that progress, though subtle, is significant....

This post addresses new ESL Literacy teachers who grapple with self-doubt regarding their teaching efficacy and learner progress. It emphasizes that teaching literacy is emotionally challenging, as…

01/12/2026

Day 12: Simple Oral Practice Routines for Literacy Learners — Confidence Through Predictability

This post addresses ESL Literacy teachers seeking to encourage speaking among learners in a pressure-free environment. It emphasizes that adult literacy learners thrive in structured, predictable settings where they can practice language safely. The key is implementing repeatable routines that reduce anxiety and build confidence through familiar phrases and supportive modeling. Five effective daily oral practice routines are suggested, focusing on brief, high-use phrases with visual aids. Additionally, strategies for engaging hesitant speakers are provided, promoting participation without pressure. Importantly, progress is marked by willingness to try speaking, rather than perfection in grammar or spontaneity....

This post addresses ESL Literacy teachers seeking to encourage speaking among learners in a pressure-free environment. It emphasizes that adult literacy learners thrive in structured, predictable s…

01/11/2026

Day 11: Speaking Expectations at CLB 1L — What Progress Really Looks Like

This post addresses ESL Literacy teachers who feel pressured to promote quick speaking in learners. It reassures them that limited speaking at CLB 1L is normal and does not indicate failure. Speaking involves confidence, safety, and risk-taking, which develop after establishing strong listening routines. Progress may begin with non-verbal responses, evolving to single words and sentence frames. Key strategies include predictable routines, teaching survival phrases, allowing choral speaking, and providing a “safe exit” for learners. Speaking evidence at this level focuses on understanding and practiced language rather than grammar perfection. Progress is quiet but meaningful and significant for learners....

This post addresses ESL Literacy teachers who feel pressured to promote quick speaking in learners. It reassures them that limited speaking at CLB 1L is normal and does not indicate failure. Speaki…

01/10/2026

Day 10: Canadian Settlement Context for Literacy Learners — Make Learning Immediately Useful

This post addresses ESL Literacy teachers aiming to enhance lessons for adult learners navigating life in Canada while acquiring English skills. It highlights the importance of connecting lessons to real-life scenarios, emphasizing that English proficiency is often a matter of survival for these learners. Settlement contexts, like recognizing signs or understanding transportation, increase engagement and confidence. The post outlines practical activities focusing on everyday experiences, utilizing visuals and simple tasks to reinforce learning. It advocates for repetition in teaching to solidify comprehension. Ultimately, teachers are reminded that fostering language acquisition also cultivates access, independence, and a supportive learning environment....

This post addresses ESL Literacy teachers aiming to enhance lessons for adult learners navigating life in Canada while acquiring English skills. It highlights the importance of connecting lessons t…

01/09/2026

Day 9: Benchmarking Realities at CLB 1L — What Evidence Really Looks Like

This post is for ESL Literacy teachers who feel pressure to “get benchmarks quickly,” collect evidence fast, or produce perfect-looking assessment samples — even when learner progress is still developing. If you’ve ever felt worried that you don’t have enough evidence yet, or unsure whether what you’re seeing “counts,” this post is for you. Why Benchmarking Feels Harder in Literacy Classes…...

This post is for ESL Literacy teachers who feel pressure to “get benchmarks quickly,” collect evidence fast, or produce perfect-looking assessment samples — even when learner progress is still deve…

Hazel Arnaldo Battung

01/19/2026

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