English Language & Literacy Instructor

Role Summary

Working with the ALSD Program Coordinator, the English Language & Literacy Instructor plans and delivers learner-centred courses as part of the AHC community-based adult literacy program. The instructor teaches courses that support adults in developing practical speaking, listening, reading and writing skills for everyday life, community participation, employment and increased independence in navigating life in Canada.

Course participants include learners ages 18 to 60+, adults of all genders, and people from diverse cultural and linguistic backgrounds with significantly different English proficiency, literacy foundations, educational histories and learning goals. Some learners have limited or interrupted formal schooling; others hold post-secondary credentials. The successful instructor will design lessons for this range rather than teach single level cohorts.

Success requires strong lesson planning, differentiated instruction, inclusive classroom leadership, patience, cultural humility, adaptability and consistent learner progress tracking.

You will thrive in this role if you can:

• simplify language without diminishing adult learners;
• teach one objective through different levels of challenge;
• combine warmth and encouragement with clear routines and boundaries; and
• remain calm, observant and flexible when learner needs shift.

• Use learner assessments to establish clear, practical and achievable learning objectives.
• Develop sequenced lesson and unit plans that support multiple English language and literacy levels within the same class.
• Differentiate instruction through modelling, visuals and realia, plain-language directions, scaffolded materials, tiered tasks, flexible grouping, repetition, guided practice activities.
• Teach speaking, listening, reading and writing while providing support for functional vocabulary, grammar, pronunciation, literacy and everyday communication.
• Use authentic Canadian contexts such as transportation, health, housing, education, employment, banking, digital services and community participation.
• Select and adapt accessible print and digital resources so foundational learners can participate meaningfully while learners with stronger skills remain challenged.

• Create a welcoming, respectful, culturally responsive and trauma-informed learning environment where adults feel safe to participate, practice and make mistakes.
• Establish clear routines, expectations and participation structures that support equitable involvement and productive use of class time.
• Facilitate interactive learning through conversation, role-play, pair and group work, problem-solving, demonstrations and hands‑on practice.
• Manage mixed-level dynamics, transitions, differing learning pace, dominant or quiet participation, attendance challenges, interpersonal skills, fairness and professionalism.
• Encourage and foster learner voice, confidence, independence and peer learning while maintaining clear instructional direction.
• Adapt delivery to space, resources and learner needs at each in‑person or online location.

• Use formative assessment methods, including observation, questioning, work samples, practical tasks and self‑assessment, to monitor progress and identify emerging needs.
• Provide timely, clear and strengths‑based feedback on learners progress and next steps.
• Adjust lesson pacing, grouping, materials and follow‑up support in response to learner performance and participation.
• Maintain accurate attendance, lesson, participation and progress records in accordance with program and funder requirements. Communicate learner successes,…