Real-World Task Guidelines:
Stage II
CLB 6
Equity, Diversity and Inclusion
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
Getting Things Done
Understand moderately complex communication intended to influence or persuade (such as suggestions, advice, encouragements and requests) in everyday, personally relevant situations.
- Identifies main intent, main ideas, factual details, words and expressions.
- Identifies the functions of utterances (such as suggestions, encouragement and requests).
Getting Things Done
Understand moderately complex communication intended to influence or persuade (such as suggestions, advice, encouragements and requests) in everyday, personally relevant situations.
- Identifies main intent, main ideas, factual details, words and expressions.
- Interprets facts, advice, suggestions and opinions.
Comprehending Information
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies topic-specific words, phrases and expressions.
- Identifies factual details, main ideas, supporting details and implied meanings.
Interacting With Others
Participate in routine social conversations for some everyday purposes.
- Opens, maintains and closes a conversation.
- Provides appropriate apologies and explanations.
Giving Instructions
Give sequential instructions and directions for everyday activities and processes.
- Uses correct sequence of steps.
- Uses sequencing intonation so that the listener can follow.
Comprehending Instructions
Understand moderately complex instructions and instructional texts for multi step procedures related to everyday situations, where the sequence must be inferred.
- Interprets sequence and location signals and implied meanings to infer the correct sequence.
- Follows instructions as required to complete the task.
Getting Things Done
Get information from moderately complex business/service texts containing advice, requests or detailed specifications.
- Identifies main ideas, factual details and some implied meanings.
- Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Comprehending Information
Understand moderately complex descriptive or narrative texts on familiar topics.
- Distinguishes facts from opinions.
- Identifies organization of text and links between paragraphs.
Comprehending Information
Interpret information contained in formatted texts (such as diagrams, tables, graphs or website navigation menus).
- Identifies purpose, main ideas and key details in prose or formatted texts.
- Compares facts to make choices.
Getting Things Done
Get information from moderately complex business/service texts containing advice, requests or detailed specifications.
- Identifies main ideas, factual details and some implied meanings.
- Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Reproducing Information
Reduce a page of information to an outline or summary.
- Takes notes and reduces written or oral information to important points with accurate details.
- Uses common conventions such as point form.
Additional Sample Real-World Tasks and Competency Areas
Identify steps to be taken to create an equitable workplace from an EDI webinar or training session. (Comprehending Instructions)
Give an informal presentation to co-workers or classmates about the importance of diversity in Canada. (Sharing Information)
Read an invitation to a fundraising event to support women and children in their recovery from intimate partner violence to identify details about the event, including how to respond. (Interacting With Others)
Write a short article of the contributions of the 2SLGBTQIA+ newcomers to Canadian culture and society for a community or work blog. (Sharing Information)
Additional Resources
- ATESL Best Practices Inclusion: ATESL Best Practices | ATESL
- Avenue
- AWES: Diversity and Inclusion – YouTube
- CCLB
- ISANS: LGBTQ+ in the Classroom: Creating a Comfortable Place for Everyone CLB 5+
- ISANS: Sex, Gender and Sexuality CLB 5+
- Norquest College: Diversity at Work (CLB 5+)
- Tutela Collections EDI: Tutela.ca | Collection
- Tutela: CLB 4-6 – From Gender Blindness to Transformative Action: Equality Matters
- Tutela: Domestic Violence and the Cycle of Violence (CLB 5 & 6)
- Tutela: Domestic Violence – Finding Help if you are a Victim H5P CLB 5-6
- Tutela: Relationships & Domestic Violence
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Interpret information from online sources such as statistics, graphs or charts.
- Scan online resources to find information.
- Identify safe and reliable sources of information and news.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Refer learners to programs to improve their digital skills.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Review any classroom materials you use (stories, articles, books, course book materials and so on) for whose perspectives are centred. Make a list of those excluded. Consider how their input would impact that material.
- Use diverse representations of people in all your 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 that some learners may experience changes to gender roles when they come to Canada. For some, this may be a welcome change, but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders.
- 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.
- Recognize that some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.
- 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:
- Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.
Strategies:
- Give learners advance warning of discussions of this topic.
- Learners have the right to choose if, when and what they share about themselves.
- Make space for learners to feel safe and recover from the experience of sharing their experiences.
- Giving learners the knowledge, skills and language to access resources can be empowering.
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.
