Detailed Sample Task: EAL Literacy
CLB FL - Listening
Comprehending Information
Education and Learning
Real-World Task
Listen to 2-3 words from your class guidelines about inclusion like respect and culture.
Planning Context
Helpful Knowledge:
- Basic classroom vocabulary.
- There are expectations and guidelines for how people are treated in a class in Canada.
- All people in Canada have the same rights.
Context:
- Inclusion is important and is expected in education in Canada. Learners have the right to a fair, respectful, inclusive learning environment and need to be aware of their rights and the expectations for how they treat others.
Vocabulary and Grammar
Sample Vocabulary:
- respect
- culture
- class
- learn
- listen
- all
- people
Sample Grammar:
- No grammar required for this task.
Knowledge and Strategies
Textual and Functional Knowledge:
- Lists can be made of single words.
- There is often a sentence to introduce a list.
Sociolinguistic Knowledge:
- All people in a classroom have the right to respect, inclusion and fair treatment.
Activities and Tasks
Sample Skill-Building Activities:
- As a class, in very simple terms, talk about how everyone in the class is welcome and has the same rights. Repeat this discussion many times.
- Model respectful, inclusive behaviour to all learners in the class by welcoming each one in the same way as they enter the class.
- Model respectful, inclusive behaviour to all learners by bringing in treats (such as candies) and dividing them equally. Count out the same number for each learner and explain that in Canada, each learner gets the same.
- Read a very simple story out loud to the learners about equality in Canada with clear photographs of people of different genders and skin colours. Practice the story with listening, repetition activities and reading, both as a class and individually.
- Listen to letter sounds and match them to letters.
- Explain the concepts behind the vocabulary words in very simple terms. For example, respect can be shown with obvious body language and possibly shaking someone’s hand/ bowing and so on. Say this word and practice the gestures. Culture can most concretely be connected to our clothing or food. Look at the clothing of a learner from one culture (for example, Eritrea) and their food for lunch. Say culture. Look at the clothing and food from a learner from another very distinct culture (for example, Colombia or China). Say culture. Repeat with many examples.
- Practice the vocabulary words orally; call them out and have learners respond with gestures that represent these ideas.
Sample Skill-Using Tasks:
- Listen to the instructor going over class guidelines for inclusion in very short, simple sentences accompanied by pictures and hand gestures.
Sample Assessment Tasks:
- Listen to 2 to 3 words from your class guidelines about inclusion like respect and culture and indicate comprehension through words or gestures.
Teaching Considerations
Cultural Considerations:
- Inclusion is an important consideration in Canadian culture and is expected in educational settings. Learners will need to know their rights and also the expectations for their behaviour and how they treat others. Learners may not be familiar with concepts of inclusion and may come from places where different groups of people (for example, women, people from different tribes, people of different cultures or skin colours, people who are 2SLGBTQIA+) are routinely oppressed and discriminated against. Gently help learners to understand the concept of inclusion in Canada and how it applies to them.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline knowledge and digital skills.
Learners may need to:
- Look at a website.
- Read information from a screen.
Instructors can:
- Introduce websites that are relevant to the task(s).
Equity, Diversity, Inclusion and Indigenization 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.
Trauma-informed Strategies:
Possible Trauma Triggers:
- Learners may have experienced racism, misogyny, homophobia or other forms of discrimination, and discussions of these may be triggering.
- Give learners advance warning of this topic and be aware that there may be learners who require support.
Strategies
- Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions; learners who have experienced trauma often benefit from having routine.
- Recognize and respect learners’ right to choose if, when and what they share about themselves and their routines.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Visit a cultural event or festival.
- Invite a guest speaker who is able to talk to Foundation L learners at an appropriate level to talk about their culture.
- Invite learners to share something about their culture, such as a piece of clothing, a type of food, a word or a dance.
- Discuss as a class how you would like to treat people and write those words on a poster.
Realia:
- Letter tiles
- Clothing or food from different cultures
Units and Modules:
Lessons and Activities:
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
