Detailed Sample Task: EAL Literacy

CLB 2L-Listening
Comprehending
Information

Indigenization

Real-World Task

Listen to an Elder describe an object from their culture, like a drum, pipe or herb.

Planning Context

Helpful Knowledge:

It is important in Canada to learn about Indigenous Peoples.
Objects can have specific purposes and meanings in a culture.
Elders are respected figures in Indigenous cultures

Context:

Indigenous Peoples are the first Peoples in Canada. There are many different  Indigenous Peoples, cultures and  languages in Canada. Indigenous Peoples live throughout Canada. Indigenous Peoples have distinct cultural practices.
Learning about Indigenous Peoples  is a respectful practice.

Vocabulary and Grammar

Sample Vocabulary:

Indigenous
Specific local Indigenous groups, like Mi’kmaq, Tsuu T’ina, Iroquois and so on
Culture
Land
Believe
Sacred
Name of object, like drum, pipe or herb
1 or 2 specific words related to the object

Sample Grammar:

Pronouns: I, you, he, she, we, they
Possessive adjectives: my, your, his,  her, their

Knowledge and Strategies

Textual and Functional Knowledge:

No specific requirements for this task.

Sociolinguistic Knowledge:

Showing respect by listening politely
Asking appropriate questions

Activities and Tasks

Sample Skill-Building Activities:

Work with vocabulary word cards with images and words. Tap the correct card when the instructor calls out a word.
Play Bingo vocabulary word cards on an instructor-made grid; have learners organize cards in any order on the grid and place a bingo chip when a word is called out.
Look at provincial map as a class and name the Indigenous groups that live in different areas of the province.
Discuss the role of Elders in Indigenous culture and compare to own culture.
Look at pictures or examples of objects that are important in local Indigenous culture, learn their names and listen to why they are important.
Name objects that are important in your culture.
From a short, simple instructor-made story on the topic, have learners listen as the instructor reads, following with their finger. Have learners repeat after the instructor to match intonation and fluency. Finally, have learners read the story as a group, and then individually.

Sample Skill-Using Tasks:

Create a “Me-Bag”, or a bag with three objects that are important to you. Show your partner or class your Me-Bag and name each of the items.
Listen to a partner describe an object from their culture.

Sample Assessment Tasks:

Listen to the Elder describe an object from their culture. Complete a short (no more than 5 questions) assessment task with images and short-answer questions that checks the gist and some details of what the Elder shared. The instructor can read the questions aloud if necessary; the focus of the task should be listening, not the reading.

Teaching Considerations

Cultural Considerations:

Learning about Indigenous culture is a part of Truth and Reconciliation and is the responsibility of everyone in Canada.
There are many different Indigenous Peoples in Canada, and each one has a distinct culture. Focus on the local Indigenous Peoples for your area.
You may find that there are many similarities between Indigenous cultures and the cultures of literacy learners, such as oral traditions, respect for Elders and connection with the land.
If you do not feel comfortable teaching about Indigenous culture, there are resources that can help you educate yourself before you teach learners.

Digital Literacy Strategies:

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

Learners may need to:

Look at a website.
Read information from a screen.

Instructors can:

Introduce websites that are relevant to the task(s).
Show learners how to send and receive text messages.
Show learners how to find a website.

Equity, Diversity and Inclusion:

Instructors can:

Use diverse representations of people in all learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.

Trauma-informed Strategies:

Possible Trauma Triggers:

Discussions of experiences of Indigenous people such as residential schools may be triggering for learners who have experienced trauma.
Many literacy learners may find that they have had similar experiences to Indigenous Peoples and have similar aspects to their cultures. They may find descriptions of racism triggering.
Give learners advance warning of this topic and be aware that there may be learners who require support.

Strategies:

Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions; learners who have experienced trauma often benefit from having routine.
Recognize and respect learners’ right to choose if, when and what they share about themselves and their routines.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Visit a local Indigenous Cultural Centre.
Write a group thank-you letter to the Elder.
Write words to complete a short letter to the Elder that describes an object that is important in your culture.
Learn about other objects that are important in local Indigenous culture.
Attend an Indigenous cultural event, such as a dance, ceremony or musical event.

Realia:

Actual objects that are important to local Indigenous culture, such as sweetgrass, a drum, pipe, herb, moccasins and so on.

Units and Modules:

Lessons and Activities:

Indigenous Voices in the Classroom

Multimedia: