Detailed Sample Task: EAL Literacy

FL - Writing

Indigenization

Real-World Task

Copy 2 or 3 highly familiar words connected to Indigenous cultures like First Nations, Indigenous, land, and culture.

Planning Context

Helpful Knowledge:

Straight lines and curves
Letter formation: lowercase and capital letters

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.
Singing, dancing, and drumming are part of Indigenous cultures in Canada.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Plural forms with -s
Capitals for proper nouns

Knowledge and Strategies

Textual and Functional Knowledge:

Some words have capital letters.
It is easiest to copy directly beneath the text you are copying.

Sociolinguistic Knowledge:

Using the correct name for someone’s culture is a sign of respect.

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)?
As a class, look at videos of Indigenous Peoples from your local area speaking, singing, dancing, or drumming.
Look at Indigenous lands and cultures in your local area.
Using picture cards, practice vocabulary words. Use TPR (Total Physical Response) to have learners point to pictures.
Ask and answer: 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).
Using sand trays, practice tracing straight lines, circles, and curves.
Working on one letter at a time and adding a new letter every few days, practice making a letter and saying its sound.
Copy familiar words such as own name, children’s names, and name of own street/road.
Use finger to trace the letters in 2 to 3 now familiar vocabulary words.
Use a pencil to trace the letters in 2 to 3 now familiar vocabulary words.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.

Sample Skill-Using Tasks:

Copy 2 to 3 familiar words connected to Indigenous cultures underneath a photograph of the word.

Sample Assessment Tasks:

Copy 2 to 3 familiar words connected to Indigenous cultures.

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 short phrases and simple sentences.
Ensure that the images and cultural representations of Indigenous peoples are diverse and free from stereotypes and biases.
Raise learner awareness of the need for using appropriate language when discussing and addressing Indigenous peoples.
Use authentic Indigenous content, sources and materials whenever possible to support discussion and learning.
Discuss the harms of stereotypes and generalization on other equity-seeking groups.
Look at Indigenous lands and cultures in your local areas.
Celebrate Indigenous cultures.

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.
Teaching an Indigenization theme will result in some difficult conversations and may revisit past trauma, oppression and discrimination your learners have experienced.
When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma, such as the treatment of Indigenous people in residential schools. Be aware of this and be prepared to support learners as needed. However, it is important for all learners, including learners who have experienced trauma, to learn as complete a story of Canada as possible, and it may be helpful to learners to know that the Canadian government has issued an official apology and made a commitment to work towards reconciliation. Knowing that a government can recognize when it has been wrong and can work towards reconciliation can help learners who have experienced trauma to begin to regain a sense of trust.
Acknowledge that you are learning too, and avoid speaking for Indigenous peoples.
Use resources and voices from Indigenous communities when possible (e.g., guest speakers, videos, or approved materials).
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