Real-World Task Guidelines:
Stage II
CLB 5
Indigenization
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Use of a unilingual dictionary
- Support understanding faster conversations or abstract, idiomatic and colloquial language
- Support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- Explicit language instruction to convey respect, appreciation and inclusivity
- Information on resources, supports, services and programs related to the theme
Instructors may need to:
- Explain abstract, idiomatic or colloquial language and/ or cultural references
- Include teaching of pragmatics, strategic competence and sociolinguistic knowledge (cultural references, non-verbal communication, sociolinguistic norms and attitudes, speech styles and registers)
- Include collaborative group and pair work to apply the learned skills and promote the development of communication skills and teamwork
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Incorporate learning of background information related to the theme
Comprehending Instructions
Understand simple to moderately complex directions and instructions for generally familiar and relevant procedures.
- Follows a range of basic cohesive devices indicating order and sequence.
- Seeks clarification and confirmation if required.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Gets the gist.
- Identifies key words and phrases.
Comprehending Information
Understand information about familiar or relevant topics.
- Identifies opinions.
- Interprets descriptions, reports and explanations.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Gets the gist.
- Identifies key words and phrases.
Reproducing Information
Reduce short, factual, oral discourse (such as live or recorded phone messages or pre-recorded public information lines) to notes or messages.
- Includes important points with accurate details.
- Records details (such as names, addresses, numbers, dates, times and directions) legibly, with correct spelling and other standard conventions of capitalization and punctuation.
Interacting With Others
Participate in basic social conversations for some everyday purposes.
- Opens and maintains a conversation.
- Responds to small talk.
Giving Instructions
Give instructions and directions for everyday activities and processes.
- Uses appropriate courtesy forms and structures.
- Uses appropriate expressions to sequence instructions.
Sharing Information
Give presentations about sequences of events; incidents in the past, present or future; or to describe scenes, pictures or daily routines.
- Presents information using connected discourse.
- Provides adequate descriptions.
Comprehending Information
Interpret information contained in formatted texts.
- Scans to locate relevant terms to access the information needed.
- Locates 2 relevant pieces of information in reference sources.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
Additional Sample Real-World Tasks and Competency Areas
Listen to suggestions from an Indigenous person about making classrooms more inclusive. (Getting Things Done)
Give a friend instructions on how to find a Friendship Centre. (Giving Instructions)
Read a community newsletter with an invitation to an Indigenous event. (Interacting With Others)
Write a description of an Indigenous community event after attending or watching a video. (Sharing Information)
Additional Resources
- AASIA Indigenous Teaching Resources: Indigenous Teaching Resources – AAISA Toolkit
- ATESL Best Practices: Indigenization | ATESL
- ATESL Resources for the Classroom for Indigenization: Resources for the Classroom | ATESL
- Avenue
- CCLB
- Tutela: Indigenous Peoples: Indigenous Student Centres CLB 5-8
- Tutela: Indigenous Education > CLB 5 > Module 4 – Rights and Reconciliation
- Tutela: Indigenous Education > CLB 5 > Module 2 – Tsą Tsą Ke K’e
- Tutela: Indigenous Cultures – Blackfoot Pow Wow and Dances CLB 5-7
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Identify safe and reliable sources of information and news.
- Evaluate online research results.
- Interpret information from online sources such as statistics, graphs or charts.
Instructors can:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Use diverse representations of people in all learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
- Recognize and teach learners that Canada is a diverse place and has people from many different cultures. Canadian culture includes the cultures of all people in Canada.
- Teach that race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
Trauma-Informed Strategies
Triggers:
- Discussions of treatment of Indigenous people may be triggering for learners who are indigenous to their first country and have experienced trauma. Give learners advance warning of this topic and be aware that there may be learners who require support.
Strategies:
- When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma, such as the treatment of Indigenous people in residential schools. Be aware of this and be prepared to support learners as needed.
- It is important for all learners, including learners who have experienced trauma, to learn as complete a story of Canada as possible, and it may be helpful to learners to know that the Canadian government has issued official apologies to both of these groups of people. Knowing that a government can recognize when it has been wrong and can work towards reconciliation can help learners who have experienced trauma to begin to regain a sense of trust.
Sample Real World Tasks
This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks.
These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson plan, module plan or curriculum.
