Real-World Task Guidelines:
Stage II
CLB 7
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 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 to 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
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.
- Responds with actions to directions and instructions.
Comprehending Information
Understand short group interactions, discussions and meetings on generally familiar topics.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
- Identifies facts and opinions.
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.
- Makes inferences.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Reproducing Information
Reduce short oral discourse (such as live or recorded phone messages, pre-recorded public information, podcasts or short presentations) to notes
- Takes notes in point form from an oral presentation.
- Conveys the essential information.
Interacting WIth Others
Participate in less routine social conversations for many everyday purposes.
- Opens and maintains a short formal conversation, closing with 3 customary steps (pre-closing, closing, leave-taking).
- Asks follow-up questions to keep the conversation going.
Giving Instructions
Give instructions and directions for technical and non-technical tasks, procedures and processes.
- Uses clear references and provides necessary details.
- Checks to confirm understanding.
Comprehending Information
Interpret information contained in moderately complex formatted texts.
- Interprets information contained in moderately complex formatted texts.
- Evaluates ideas in text to draw conclusions.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Evaluates ideas in text to draw conclusions.
- Identifies organization of text and links between paragraphs.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Distinguishes facts from opinions.
- Evaluates ideas in text to draw conclusions.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Records main ideas or key details in point form.
- Records details such as names, addresses, dates and directions with correct spelling.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Records main ideas or key details in point form.
- Records details such as names, addresses, dates and directions with correct spelling.
Sharing Information
Give presentations about moderately complex processes, to tell stories (including future scenarios), or to describe, compare and contrast in detail 2 events, jobs or procedures.
- Provides clear and detailed descriptions and comparisons. Shows developing awareness of appropriate eye contact, body language, volume and rate.
Additional Sample Real-World Tasks and Competency Areas
Listen to suggestions from an Indigenous activist about needed policy and law change in Canada. (Getting Things Done)
Explain to a friend why appropriate terminology and naming traditions for Indigenous people is necessary and important. (Sharing Information)
Explore an online interactive map showing Indigenous peoples, languages and treaties to learn more about which People populated the area in which you live. (Comprehending Information)
Write a Pledge of Reconciliation for the classroom or workplace. (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: Centre for Canadian Language Benchmarks
- 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 alllearning 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.
