Detailed Sample Task:
EAL Literacy

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

Learners may need to:

• Have keyboarding and typing skills.
• Locate, navigate and use websites.
• Use familiar apps, social media platforms and web pages.
• Read information from a screen.
• Navigate camera and microphone.
• Adjust volume on device.

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.
• Teach reading strategies such as skimming and scanning to find information on websites.
• Introduce tools and apps that can aid learners in coping with communication. barriers, such as translation, pronunciation,
text to speech, speech to text tools and so on.
• Share knowledge and strategies to ensure online safety.
• Refer learners to programs to improve their digital skills.

• 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. 
• 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.
• When discussing diversity in Canada, include Indigenous Peoples and Francophone Canadians. 

Possible Trauma triggers:

• Learners who have experienced trauma and learners who have been forced to flee their homes or countries may find it triggering to discuss having ID cards stolen. Watch out for learners who are upset or need more support. Be prepared to modify the task to something that is likely less triggering, such as replacing a lost library card, if necessary. 
• 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.  

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.