Real-World Task Guidelines:
Stage II
CLB 7
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 to confirm or clarify meaning
- Some support understanding faster conversations or abstract, idiomatic and colloquial language
- Some support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- Some 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 some 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, including simulations that allow learners take on different roles and understand different perspectives
- 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 requests, reminders, orders and pleas) in situations related to personal or general experiences.
- Follows discourse indicators signalling cause and effect, condition and result.
- Interprets requests, reminders, orders and pleas.
Getting Things Done
Understand moderately complex communication intended to influence or persuade (such as requests, reminders, orders and pleas) in situations related to personal or general experiences.
- Identifies the purpose, main ideas, factual details.
- Follows discourse indicators signalling cause and effect, condition and result.
Comprehending Information
Understand extended descriptive or narrative monologues or presentations about personal experiences, general knowledge or familiar work-related topics, even when some information is presented out of sequence.
- Identifies factual details, main ideas and supporting details.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Comprehending Instructions
Understand moderately complex directions and instructions for technical or non-technical tasks.
- Follows sequence markers, cohesive devices (connecting words, reference, parallel structure, substitution) or other linguistic clues to infer order of steps.
- Seeks clarification and confirmation if required.
Interacting With Others
Participate in routine phone calls.
- Provides information or leaves accurate messages in some detail.
- Clarifies and confirms information.
Giving Instructions
Give instructions and directions for technical and nontechnical tasks, procedures and processes.
- Uses correct sequence of steps.
- Uses clear references and provides necessary details.
Getting Things Done
Get information from moderately complex business/service texts containing assessments, evaluations and advice.
- Identifies main ideas, key details and some implied meanings.
- Scans text and makes inferences to select relevant information.
Getting Things Done
Get information from moderately complex business/service texts containing assessments, evaluations and advice.
- Identifies main ideas, key details and some implied meanings.
- Scans text and makes inferences to select relevant information.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Identifies organization of text and links between paragraphs.
- Evaluates ideas in text to draw conclusions.
Comprehending Information
Interpret information contained in moderately complex formatted texts (such as tables, graphs, diagrams and flow charts or website navigation menus).
- Follows the sequence of a narration or process.
- Evaluates ideas in text to draw conclusions.
Reproducing Information
Reduce short oral discourse to notes.
- Reduces information to important points with accurate details and no major omissions.
- Takes notes in point form from an oral presentation.
Additional Sample Real-World Tasks and Competency Areas
Listen to a webinar or presentation about how implementing EDI practices can benefit workplaces in Canada. (Comprehending Information)
Review workplace documents to give suggestions about making them more inclusive such as changing names, pronouns and scenarios.
(Getting Things Done)
Read steps to address and dismantle pay inequity in the workplace to identify how companies can act. (Comprehending Instructions)
Write an email to an external consultant requesting additional EDI training for the company. (Getting Things Done)
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: 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, coursebook 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.
