Real-World Task Guidelines:
Stage I
CLB 1
Indigenization
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Visuals and non-verbal communication
- Face to face communication
- Non-demanding, familiar contexts
Instructors may need to:
- Speak clearly at a slow rate
- Be a highly supportive listener
- Guide and encourage learners with questions and prompts
Interacting with Others
Understand individual greetings, introductions and goodwill expressions. [Communication is very brief, 1 or 2 short turns.]
- Identifies individual, familiar words and short phrases used in common courtesy formulas.
- Understands simple phrases and a few factual details.
Comprehending Instructions
Understand very short, simple instructions, commands and requests related to immediate personal needs. [Instructions/commands are about 2 to 5 words.]
- Identifies words or phrases that indicate positive or negative commands or requests.
- Indicates comprehension with appropriate verbal and non-verbal responses.
Getting Things Done
Make and respond to simple requests related to immediate personal needs (such as asking for assistance, or for the time, a price or an amount).
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses simple expressions of time.
Sharing information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Speaks in isolated words or strings of 2 to 3 words, with no evidence of connected discourse.
Comprehending Information
- Recognize names, numbers and some basic details in very simple, short texts related to everyday situations and immediate needs.
- Identifies numbers, letters, a few key words and short expressions.
Getting Things Done
Get information from very short, simple, common formatted texts (such as simple sections of forms, maps, diagrams, sales receipts, or common universal traffic signs and civic symbols).
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Identifies an address.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Writes a few personal and familiar details.
- Writes legibly.
Reproducing information
Copy numbers, letters, words, short phrases or sentences from simple lists or very short passages, for personal use or to complete short tasks. [lists have about 5 to 10 items.]
- Copies letters, numbers, words and short sentences, including capitalization and punctuation.
- Copies text legibly; reader may still have difficulties decoding some letters and numbers.
Additional Sample Real-World Tasks and Competency Areas
Listen to information about a National Truth and Reconciliation Day event to find the day. (Comprehending Information)
Use 1 or 2 simple expressions to convey sympathy to someone who has undergone a hardship (“I’m sorry to hear that” or “That’s too bad”). (Interacting with Others)
Locate a First Nations, Metis or Inuit territory name on an interactive map of your area. (Getting Things Done)
Copy a territorial name to complete a short and very simple land acknowledgment for your region in Canada. (Reproducing Information)
Additional Resources
- Tutela Collections: First Peoples: LINC Curriculum with Indigenous Focus, Stage 1
- Tutela Collections: First Peoples: Indigenous History, Culture and Issues
- ISSofBC: Reconciliation Awareness LINC Lessons (RALL)
- Live & Learn: An online community for new Manitobans. Facts about Indigenous culture and history you should know.
- ATESL Best Practices: Indigenization
- Government of Canada: First Nations profiles interactive map
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.
- Use familiar apps and web pages.
- Use videoconferencing technology for online meetings.
- Scan online resources to find information.
- Identify authentic online sources of Indigenous images, audio, video and information.
Instructors can:
- Identify reliable online sources of Indigenous community events information.
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Ensure that your learning resources and textbook do not perpetuate stereotypes about Indigenous peoples and that you introduce and model appropriate terminology.
- The voices of Indigenous advisors and elders are the most appropriate way to share the ways of knowing, experiences, and values of Indigenous peoples in the LINC classroom. In addition to guest speakers, using recordings of Indigenous speakers can support this approach.
- Sacred objects in Indigenous cultures or beliefs are not used in any way that is disrespectful.
- Class content should recognize the experiences, and resilience of Indigenous peoples in the face of colonialism and oppression.
Trauma-Informed Strategies
Triggers:
- The experiences of Indigenous peoples in Canada since colonization have been traumatic. Having conversations in your class about residential schools, cultural genocide and contemporary issues of oppression can be triggering for your learners. Teaching an Indigenization theme will result in some difficult conversations and may revisit past trauma, oppression and discrimination your learners have experienced.
Strategies:
- Give learners advance warning of discussions of this topic.
- 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
Sample Real World Tasks
This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks.
These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson plan, module plan or curriculum.
