Real-World Task Guidelines:
Stage I
CLB 2
Indigenization
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Visuals and non-verbal communication
- Face to face communication
- Non-demanding, familiar contexts
Instructors may need to:
- Speak clearly at a slow rate
- Be a highly supportive listener
- Guide and encourage learners with questions and prompts
Interacting with Others
Understand greetings, introductions, requests, goodwill expressions and an expanding range of basic courtesy formulas. [Communication is very brief, 2 or 3 turns.]
- Identifies common courtesy phrases and an expanding range of expressions.
- Understands simple phrases, short, simple sentences and a few factual details.
Comprehending Instructions
Understand short, simple, common instructions, commands, requests and directions related to immediate personal needs. [Instructions/commands are simple imperative sentences.]
- Identifies words or phrases that indicate positive or negative commands or requests.
- Responds verbally (by answering questions) or with actions.
Getting Things Done
Make and respond to simple requests related to common everyday activities.
- Uses appropriate memorized expressions, simple sentences, and courtesy formulas for requests.
- Speaks in short phrases and some short sentences.
Giving Instructions
Give short, simple, common, routine instructions to a familiar person. [Instructions are short phrases or imperative sentences.]
- Uses imperative forms, memorized stock expressions, and appropriate courtesy words (such as please).
- Gives both positive and negative commands.
Comprehending Information
Understand the purpose and some basic details in very simple, short texts related to everyday, familiar, personally relevant situations and topics.
- Identifies purpose.
- Identifies numbers, a few key words and short, common expressions.
Getting Things Done
Get basic information from short, simple business or service notices.
- Scans text to find specific details.
- Recognizes layout.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Follows some spelling and punctuation conventions.
- Writes legibly.
Reproducing information
Copy a range of information, from simple lists or very short passages, for personal use or to complete short tasks. [lists have about 10 to 15 items.]
- Copies letters, numbers, words, and sentences with correct capitalization and punctuation.
- Follows standard Canadian conventions and styles when copying addresses and phone numbers.
Additional Sample Real-World Tasks and Competency Areas
Listen to information about an Indigenous music presentation at your library to find out the date and time. (Comprehending Information)
In 2 or 3 short sentences tell your classmate about an event you attended for Truth and Reconciliation Day. (Interacting with Others)
On a simple map locate the park where there will be an Indigenous festival on the upcoming weekend. (Getting Things Done)
Copy the name and territory of the local Indigenous nation in your region. (Reproducing Information)
Additional Resources
- Tutela Collections: First Peoples: LINC Curriculum with Indigenous Focus, Stage 1
- Tutela Collections: First Peoples: Indigenous History, Culture and Issues
- ISSofBC: Reconciliation Awareness LINC Lessons (RALL)
- Live & Learn: An online community for new Manitobans. Facts about Indigenous culture and history you should know.
- ATESL Best Practices: Indigenization
- Government of Canada: First Nations profiles interactive map
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have keyboarding and typing skills.
- Use familiar apps and web pages.
- Use videoconferencing technology for online meetings.
- Scan online resources to find information.
- identify authentic online sources of Indigenous images, audio, video and information.
Instructors can:
- Identify reliable online sources of Indigenous community events information.
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Ensure that your learning resources and textbook do not perpetuate stereotypes about Indigenous peoples and that you introduce and model appropriate terminology.
- The voices of Indigenous advisors and elders are the most appropriate way to share the ways of knowing, experiences, and values of Indigenous peoples in the LINC classroom. In addition to guest speakers, using recordings of Indigenous speakers can support this approach.
- Sacred objects in Indigenous cultures or beliefs are not used in any way that is disrespectful.
- Class content should recognize the experiences, and resilience of Indigenous peoples in the face of colonialism and oppression.
Trauma-Informed Strategies
Triggers:
- The experiences of Indigenous peoples in Canada since colonization have been traumatic. Having conversations in your class about residential schools, cultural genocide and contemporary issues of oppression can be triggering for your learners. Teaching an Indigenization theme will result in some difficult conversations and may revisit past trauma, oppression and discrimination your learners have experienced.
Strategies:
- Give learners advance warning of discussions of this topic.
- Allow learners choice:
- the choice to work on a different topic
- the choice to share or not share their own experiences
- the choice to work alone or to work with others
- the choice to take care of themselves
- the choice to step out of the learning environment
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.
