Detailed Sample Task: EAL Literacy

CLB 2L - Speaking
Giving Instructions

Equity, Diversity and Inclusion

Real-World Task

In a couple of phrases or a sentence, explain to another student how to introduce yourself
with your pronouns if you wish to.

Planning Context

Helpful Knowledge:

Subject pronouns: I, you, he, she, it, we, they
Basic personal information words
Basic greetings

Context:

Many people identify themselves
with their preferred pronouns.
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:

pronoun
object pronouns: me, you, him,
her, us, them
say
introduce
gender

Sample Grammar:

Imperative voice
Subject and object pronouns

Knowledge and Strategies

Textual and Functional Knowledge:

Instructions are usually given step by step.

Sociolinguistic Knowledge:

People prefer to be identified with
their chosen pronouns.
It is common to introduce yourself
with pronouns.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What does gender mean? Post clear photographs of men and women and elicit the words man, woman, he, and she. Teach that sometimes people prefer different pronouns, including they, and it is common to introduce yourself with the pronouns you prefer.
Teach object pronouns. Sit in a circle. Begin by reviewing subject pronouns he and she. Go around the circle and have each person introduce themselves and say where they are from. Have each learner then repeat where each person is from: e.g. He is from Somalia, she is from Eritrea, he is from Iraq. Choose an object, such as a stapler. Pass the stapler around the circle. Each time a learner passes the stapler to the next learner, they say, I give it to him/her.
Fill in the blanks with the correct subject and object pronouns, e.g. Look at a picture of a woman holding a gift and fill in the blanks: This is Fatou. ___ is from South Sudan. The gift is for ___.
Listen to a short dialogue between two people introducing themselves with their pronouns., e.g. Hi, my name is Sam. I use he/him. Hi, Sam! My name is Chris. I use she/her. Practice the dialogue as a class and then practice with a partner. Perform your dialogue for the class.
Have learners work in small groups. Invite any learner who wishes to introduce themselves to their group with their pronouns, e.g. My name is Todd. I use he/him.
Use word and picture cards to practice the vocabulary.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Read a very short, instructor-made, simple story that introduces people with their names, where they are from, and their preferred pronouns. Work with a partner to answer very simple yes/no and comprehension questions.
Use TPR (Total Physical Response) to practice giving instructions. Use TPR as a whole class and give learners instructions with common classroom actions, such as stand up, sit down, open your book, pick up your pencil, etc. Break into small groups and have learners take turns giving instructions to their group.
Work with a partner to discuss how to introduce yourself. Remind learners to use the imperative: e.g. Say your name. Say your country. Say your pronouns. Practice giving instructions to your partner.

Sample Skill-Using Tasks:

Use a prompt card to introduce someone with their pronouns, e.g. This is Tana.
She uses she/her.

Sample Assessment Tasks:

In a couple of phrases or a sentence,
explain to another student how to introduce yourself with your pronouns if you wish to.

Teaching Considerations

Cultural Considerations:

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.

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.
Read information from a screen.
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.

Equity, Diversity, Inclusion and Indigenization Strategies:

Learners may have different opinions about gender and gender expression. You can be sensitive to different views in the class, but gently teach what is legal and expected in Canada.
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:

Many learners, including learners who are BIPOC, who identify as women, and who are 2SLGBTQIA+, may experience or have experienced discrimination. They may be triggered by discussions of rights and freedoms, but they may also feel empowered to know what their rights are in Canada. Make sure that all learners understand the right to no discrimination.
Learners who are 2SLGBTQIA+ may or may not find this topic triggering; they may have experienced discrimination and may have not felt safe or continue to not feel safe to be open about their gender and sexuality. Never require learners to identify their gender or sexuality.
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:

Learn about the many different cultures in Canada, including Francophone and Indigenous cultures. Read a simple story from Francophone or Indigenous cultures and their rights in Canada,
that have been fought for.

Realia:

Clear photographs of people of different genders

Units and Modules:

Tutela (CCLB): Greetings and Introductions: CLB 1L/2L

Lessons and Activities:

LINC 2 Classroom Activities Nice to Meet You (p. 3) (Not literacy but can be adapted)
Tutela (Archway): Personal Information: Alphabetic Focus: CLB 1L/2L
Tutela: Norquest LINC Phonics Curriculum: CLB 2L
The Literacy Centre of Expertise at TIES: Reading Skills Stories
Tutela: Foundation L-CLB 2L Phonics Curriculum
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia:

Games to Learn English (pronoun practice)
Learning Chocolate (pronoun practice)