Detailed Sample Task: EAL Literacy

CLB 2L - Reading
Comprehending Instructions

Employment - Finding a Job

Real-World Task

Read 2-4 clear, simple instructions for what to do in a job interview.

Planning Context

Helpful Knowledge:

Some familiarity with ways to look for and get a job.
Some simple words related to job interviews.

Context:

Job interviews play a key role in recruitment and hiring processes. Interviews give employers insight into a candidate’s skills, personality and other attributes. In addition to being prepared to answer questions, there are several social and cultural norms and expectations that one must be aware of in order to have a successful interview.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Basic words and expressions related to jobs and interviews.
Imperative verbs.

Knowledge and Strategies

Textual and Functional Knowledge:

Scanning to find key words and simple details.
Using background knowledge about interviews for comprehension.
Recognize basic syntax such as word order.

Sociolinguistic Knowledge:

Activities and Tasks

Sample Skill-Building Activities:

Discuss different ways to look for a job and identify common steps in the hiring process.
Show a picture of a job interview and elicit background knowledge and experiences with job interviews.
Look at pictures of different actions during an interview and categorize them as “DOs” or “DON’Ts.” Pictures could include actions such as arriving late, shaking hands, wearing inappropriate clothing and so on.
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.
Review the “DO” pictures and have learners match key words and phrases with each picture (orally first and then  in written form).
Read 2 to 4 instructions for what to do during an interview and circle the imperative verbs. Underline other key words and phrases. Answer questions about the instructions with verbal responses.

Sample Skill-Using Tasks:

Match instructions with visuals and identify those that are good tips for  a job interview.
Read 2 to 4 ways to get ready for an interview and answer Yes/ No Questions.

Sample Assessment Tasks:

Read 2 to 4 clear, simple instructions for what to do in a job interview and answer questions.

Teaching Considerations

Cultural Considerations:

Job interviews are part of the usual process for getting a job. There may be some jobs that don’t require a job interview, such as roles with small companies or if you’re being hired by someone who knows you.
There are several social and cultural norms and expectations that one must be aware of in order to have a successful interview.
Facilitate discussion on the differences and similarities in the job search process between Canada and learners’ previous experiences.

Digital Literacy Strategies:

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

Learners may need to:

Read parts of a website.
Read information from a screen.
Use videoconferencing technology for online meetings.
Navigate and use online learning management systems (LMS) such as Avenue.

Instructors can:

Introduce web pages that are relevant to the task.
Teach reading strategies such as skimming and scanning to find information on websites.

Equity, Diversity, Inclusion and Indigenization Strategies:

Instructors can:

Use diverse representations of people in all your 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:

Learners who have experienced trauma can be triggered by people in positions of authority; make sure learners understand their rights in the workplace and give strategies for making polite requests.
Questioning can be triggering for learners who have experienced trauma; be careful with the tone of questions in any kind of mock job interview situation and make sure learners understand the purpose of the activities.

Strategies

Giving learners the knowledge, skills and language to access resources can be empowering.
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:

Present information about how to prepare for and what to do in a job interview in a variety of formats such as level appropriate videos, audio-recordings, role-plays, texts and so on.
Have learners identify work related goals. Provide resources for learners to get additional assistance with employment needs.
Provide simple scripts for learners to practice answering simple job interview questions.
Visit an employment resource centre to help learners become aware  of services that are available to them.

Realia:

Simplified, adapted or teacher-made tips sheets for what to do and not to in an interview
Local websites and printed promotional materials for newcomer employment services that are available and appropriate for your  learners to access free of charge

Units and Modules:

(may need to be adjusted for the appropriate level or for literacy needs  of learners)

Tutela:

Avenue Course Builder:

Lessons and Activities:

Literacy Centre of Expertise: Interactive Stories: Donna’s Job
Bow Valley College: ESL Literacy Readers: Pooja Finds a Job

Multimedia:

AWES Videos: Newcomers and the Workplace

Instructor Resources and References:

AWES Videos: Newcomers and the Workplace
- Alis Website
- Settlement.org