Detailed Sample Task: Stage I

CLB FL - Listening
Interacting with Others

Indigenization

Real-World Task

Listen to an Elder say their name and where they are from.

Planning Context

Helpful Knowledge:

There are Indigenous Peoples in Canada.

Context:

Indigenous Peoples were the first peoples in Canada.
Indigenous Peoples live everywhere in Canada. Indigenous Peoples in Canada have many different cultures and languages.
Elders are respected older teacher figures in Indigenous cultures.

Vocabulary and Grammar

Sample Vocabulary:

Indigenous
land
culture
Canada
Elder
specific name of Indigenous territory where you live

Sample Grammar:

Present simple: is

Knowledge and Strategies

Textual and Functional Knowledge:

People often say where they are from when they introduce themselves.

Sociolinguistic Knowledge:

Elders are respected figures.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Who are Indigenous Peoples? Where do they live? What languages do they speak (some speak English, French, and Indigenous languages)? If discussions are not possible, use images to showcase Indigenous Peoples and where they live in Canada and in your own province.
As a class, look at videos of Indigenous Peoples from your local area speaking, singing, dancing, or drumming.
Using picture cards, practice vocabulary words. Use TPR (Total Physical Response) and have learners point to pictures.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Ask each learner in the class what country they are from. Write “Indigenous” on the board and ask what country Indigenous Peoples are from (Canada and other countries too). Ask each learner what language they speak. Ask them what language Indigenous Peoples speak (English, French, and Indigenous languages).
Read a story about Indigenous culture such as one from Canadian Indigenous Content.
Post a multi-generational photograph of Indigenous people on the board. Elicit from learners the word child, boy, or girl, and man or woman. Point to the older figure in the picture and teach the word Elder. Explain Elders are older teachers and are respected.
Look at Indigenous lands and cultures in your local area. Practice saying the name of a local Indigenous People.
As a class, look at a map of your province or territory. Elicit from learners the name of your province or territory. Find your community and elicit the name of your community. Teach learners the name of one Indigenous People in your local area and practice saying the name of your community and the Indigenous territory where you live, e.g. Halifax is in Mi’kmaq territory.
Read a very simple instructor-made story illustrated with photographs about an Elder, e.g. David is Canadian. David is Indigenous. David is Tahltan First Nation. David is a grandfather. David is an Elder. David teaches his People. Read the story to learners several times over several days.
Introduce yourself to a classmate and say where you are from. Listen to your classmates introduce themselves.

Sample Skill-Using Tasks:

Listen to an Elder say their name and where they are from. Answer a question orally to demonstrate understanding. Use a different name from the assessment task. (Very similar to assessment task; only one of the two may be used in the portfolio.)

Sample Assessment Tasks:

Listen to an Elder say their name and where they are from. Answer a question orally to demonstrate understanding.

Teaching Considerations

Cultural Considerations:

Indigenous Peoples have traditional territory in different parts of Canada.
Indigenous cultures are an important part of Canadian culture.

Digital Literacy Strategies:

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.
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.

Equity, Diversity, Inclusion and Indigenization Strategies:

It is optimal to ask an Indigenous person to share their Indigenous stories and knowledge; however, at CLB FL this may present some challenges for learners. The communication for CLB FL is expected to be spoken at a slow rate and short. The communication should use words, short phrases and very simple sentences.
Ensure that the images and cultural representations of Indigenous peoples are diverse and free from stereotypes and biases.
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:

Newcomers who come from Indigenous groups in their home countries may be triggered by considerations of the experiences of Indigenous peoples in Canada.
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:

Watch a video of or visit an Indigenous cultural event, like a powwow.
Invite an Elder to visit the class.
As a class, prepare a simple Indigenous recipe, like bannock.

Realia:

Images of Indigenous Peoples and cultural objects
When treated with respect and brought by an Indigenous guest speaker, Indigenous cultural objects

Units and Modules:

Tutela: Gawiin Bimikawesiwin: Assimilative Policies CLB 1L/2L (Not the right level but can be adapted)
Tutela: Kichi-Asotamatowin: Land and Treaties CLB 1L/2L (Not the right level but can be adapted)

Lessons and Activities:

The Literacy Centre of Expertise at TIES: Canadian Indigenous Content
The Literacy Centre of Expertise at TIES: Adults Learn to Print
The Literacy Centre of Expertise at TIES: Reading Skills Stories
Tutela: Norquest LINC Phonics Curriculum: CLB FL
Tutela: Foundation L-CLB 2L Phonics Curriculum
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia