Detailed Sample Task: EAL Literacy

CLB FL-Listening
Comprehending Information

Equity, Diversity and Inclusion

Real-World Task

Listen to a short, simple sentence about equality in Canada and say or point to a picture of two groups who are protected.

Planning Context

Helpful Knowledge:

Names of several countries, including Canada

Context:

In Canada, everyone has the same rights. These are guaranteed in the Canadian Charter of Rights and Freedoms.
There are specific grounds for protection against discrimination under the Charter, including race, national or ethnic origin, colour, religion, sex, age, gender identity or expression, sexual orientation, or mental or physical disability.
This task reflects the intention to include all people in Canada in the themes. The language skills in this task could be applied to other contexts.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Present simple used in context only: is, are

Knowledge and Strategies

Textual and Functional Knowledge:

Language can give you information.

Sociolinguistic Knowledge:

Everyone in Canada has the same protected rights and freedoms.

Activities and Tasks

Sample Skill-Building Activities:

Teach learners the words man and woman. Show pictures of men and women and repeat the words. Once learners are starting to understand, show a picture and ask, man or woman? If learners are willing, do the same for the class. Point to yourself and ask, man or woman? Point to learners and ask the same. Note: this activity is focused on cisgender because of the level of the learners. If any learners indicate they identify in a way other than what you have assumed, respect that and use the appropriate term (man/woman) for them as they identify.
Learn the countries of each learner in the class. Sit in a circle and go around the circle, saying for each learner: This is (learner’s name). She/he is from (learner’s country of origin). Have learners repeat. Once they are comfortable with this, ask for volunteers who want to try to say it all on their own.
Add gender to the game: This is Farzana. She is a woman. She is from Afghanistan. Go around the circle.
With learner’s permission, take a photograph of each learner. Make up a sheet for each learner with their photograph and the flag of their country and the following text: e.g. This is Abdelazim. He is a man. He is from Ethiopia. Work with each learner. Read their story with them. Echo read the story. Choral read the story together.
Give each learner a copy of their sheet with their name removed. Have them copy their name onto the line, e.g. This is _______________. He is a man. He is from Ethiopia.
Practice the /m/ sound. Practice vocabulary words with /m/: man, woman, same. Call out familiar words to learners. Have them raise their hands if they can hear /m/.
Discuss as a class: how many countries in this class? Count the number of countries of origin together. How many women? Count them together. How many men? Count them together.
Discuss as a class and use your hands to show when things are the same: In Canada, all people have the same rights. Explain that a right is something that all people can do in Canada and give concrete examples of equal opportunities in Canada, such as to go outside, get a job, have a bank account, get a driver’s license, and so on. Men and women have the same rights. People from all countries have the same rights.
Read a very simple instructor-made story about the things men and women can do in Canada: In Canada, men and women can go outside their home. Men and women can drive a car. Men and women can go to the bank. Men and women can get a job. Use clear photographs of men and women from different cultures doing this activities.
Discuss as a class: violence is not allowed in Canada. There is no hitting people in Canada. Parents cannot hit children. Teachers cannot hit children. Husbands cannot hit wives. Wives cannot hit husbands.
Listen to a very simple dialogue between two people discussing rights in Canada: Men and women have the same rights.
Read a very simple story about rights in Canada: In Canada, all people have the same rights. In Canada, men and women have the same rights. In Canada, people from all countries have the same rights. Read the story to learners.

Sample Skill-Using Tasks:

Listen to a short, simple sentence about equality in Canada and say or point to a picture of two groups who are protected, such as people of all countries or men and women. (Same as assessment task)

Sample Assessment Tasks:

Listen to a short, simple sentence about equality in Canada and say or point to a picture of two groups who are protected, such as people of all countries or men and women.

Teaching Considerations

Cultural Considerations:

In many countries, women (all women, including transwomen) do not have the same rights as men. Try to explain equality in Canada to learners so that they really understand what their rights are. Give concrete examples, such as women can do any job, women can drive, women can vote, women can have a bank account, and so on. Also if appropriate include gender-based violence: it is illegal to hit anyone in Canada, including for a husband to hit a wife or for parents to hit children.
Laws about rights may be different in Canada than in other countries. For some learners, this may be a welcome change, but for others, it may be difficult. Learners may have different opinions about equality. Respect their right to an opinion while gently teaching them about rights and laws in Canada.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital skills.

Learners may need to:

Have keyboarding and typing skills.
Locate, navigate and use websites.
Type information to appear on screen.

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/or adapt digital materials.
Introduce websites that are relevant to the task(s).
Support learners in finding, navigating and using websites.
Show learners that the size of an image on the screen can be adjusted.

Equity, Diversity, Inclusion and Indigenization Strategies:

Teach learners that all people in Canada have the same rights. With this level, you may need to teach this simply, with actions, and more than once. Use the word same and show your hands at the same level when discussing men and women, people of different countries, people of different religions, and so on.
Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQ+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent. Consider this diversity as you choose names for characters in stories you create as well.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who have been victims of gender-based violence, forced marriage, and child marriage may be triggered by this discussion. It may also be helpful and empowering to them to understand their rights in Canada. Be very sensitive to how learners are feeling and watch for anyone who needs support.
This topic can be highly triggering, and learners may disclose experiences of violence or sexual violence. When a learner discloses an experience, it is enough to acknowledge and respond, “I am so sorry that happened to you.” You may need to gently redirect the class during or following a disclosure, and be aware that one disclosure may trigger other learners who have also experienced trauma.
When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- 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
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

If you have any monuments to a woman in your community, visit the monument, such as the statues of the Famous Five (suffragettes) in Calgary.
Discover local tributes, in libraries, museums, community centres and so on, to women, Indigenous Peoples, or others from marginalized groups, and visit these locations. Create a short story about the individuals that are being recognized.

Realia:

Flags
Photos of learners

Units and Modules:

Lessons and Activities:

Tutela: Norquest LINC Phonics Curriculum: CLB FL
The Literacy Centre of Expertise at TIES: Adults Learn to Print
The Literacy Centre of Expertise at TIES: Reading Skills Stories
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: