Detailed Sample Task: Stage I

CLB 2 - Speaking
Sharing Information

Equity, Diversity and Inclusion

Real-World Task

In 3-4 short, simple sentences talk about how to create a welcoming and inclusive class like “In our classroom, we…”.

Planning Context

Helpful Knowledge:

Some vocabulary related to the LINC classroom, such as new students / learners, first day of class, learning, different cultures and so on.
Knowledge of how to show kindness to others.

Context:

In Canada, a welcoming LINC classroom is essential because it helps Newcomers feel safe, respected, and valued as they learn in a new country. When learners feel included and supported, they are more confident to participate, take risks, and practice English.
A positive, inclusive environment also builds community, encourages cross-cultural understanding, and supports successful settlement in Canada.

Vocabulary and Grammar

Sample Vocabulary:

feelings: sad, happy, scared, nervous, lonely and so on.
everyone
welcome
include / inclusive
listen
take turns
kind
help
respect
all people / cultures / ideas

Sample Grammar:

Simple present verb to describe general truths

Knowledge and Strategies

Textual and Functional Knowledge:

Beginning ability to convey the intended purpose of an utterance through intonation and body language.
Beginning ability to use common expressions for specific purposes.

Sociolinguistic Knowledge:

Culturally appropriate non-verbal communication strategies.
Culturally appropriate strategies to convey politeness and respect.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: How did you feel on the first day of your LINC class? Were you scared? Were you sad? Were you happy? Were you nervous? How might a new LINC learner feel on the first day of class? Why might they feel nervous and scared?? How can we help new learners feel welcome? Why is it important for new learners and all learners to feel welcome in our class? What simple things can we do as a class to welcome new people?
Elicit: What are the most important parts of creating a welcoming classroom? Record the actions we can take to create a welcoming classroom on a classroom chart. Compare this with experiences in other countries around the world. Ask what topics do strangers chat about in your previous country? Create a chart / word bank for the classroom.
Learners create a set of word cards with the vocabulary words on one side and simple sentences using the word on the other. Practice activities using these cards can provide a review for each lesson focussed on different aspects like pronunciation or word meanings.
Read a simple conversation between two classmates trying to make sure their class is welcoming. There are some key vocabulary words missing. Using the word bank / classroom chart, complete the dialogue and compare the completed text with a partner. Practice reading the dialogue aloud with your partner.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Listen to a short instructor-created audio with two LINC learners meeting for the first time. One learner is new and one has been in the class a little while. Listen while the LINC learner explains how welcoming the class is. Answer three simple true / false questions about the audio. Discuss as a class appropriate body language during introductions such as smiling, nodding and making eye contact. Practice using friendly body language in a simple role play with a classmate.
Discuss the use of the simple present to describe things we see everyday, such as “We smile at new learners to make them feel welcome.” Practice making sentences in the simple present tense, using a template, about the LINC class.
Review the word order of statements about the LINC classroom such as “We take turns when speaking.” and fill in the missing verbs in simple sentences on a handout or digital document.
Practice making complete sentences about the LINC classroom by organizing word cards into simple sentences, and read the completed sentences aloud with a friend. Copy these sentences into a notebook or digital document.
Create a set of three cards each with one way you think would make your LINC classroom more welcoming. Practice reading the cards aloud to three people in the class. Each time you share your ideas, try to speak a little faster and use your cards a little less each time.
Each learner shares one idea for creating a welcoming classroom with the class.

Sample Skill-Using Tasks:

Tell your friend in two or three sentences how your LINC class is welcoming.

Sample Assessment Tasks:

In 3-4 short, simple sentences talk about how  to create a welcoming and inclusive class like  “In our classroom we …”.

Teaching Considerations

Cultural Considerations:

Explain and demonstrate that in Canada, a classroom is often collaborative and respectful, where everyone’s voice is important. Give clear examples: “We look, we listen, we smile, we take turns.”
The ideas and experiences of inclusion and equality may vary across cultures. Some learners may not be used to talking about diversity, gender, or cultural differences openly.
Learners may have experienced exclusion or discrimination before. Be mindful and avoid assumptions about backgrounds or beliefs. Reinforce the classroom as a safe and respectful space, where everyone is valued equally regardless of country, religion, gender, or ability.

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 such as online shopping websites.
Use familiar apps, social media platforms and web pages.
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 such as those found on online shopping websites.
Support learners in finding, navigating and using websites.
Share knowledge and strategies to ensure online safety.

Equity, Diversity, Inclusion and Indigenization Strategies:

Recognize and teach learners that Canada is a diverse place and has people from many different cultures. Canadian celebrations represent the different cultures of the different people in Canada.
Refugee learners may not have had a choice in leaving their countries and coming to Canada; recognize that some learners may have mixed feelings about being in Canada. Allow learners to have their own opinions and feelings about Canada.
Teach learners that all people in Canada have the right to no discrimination.
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. Consider this diversity as you choose names for characters in stories you create as well.

Trauma-informed Strategies:

Possible Trauma triggers:

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.
Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.

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:

Take a field trip to the local library. Libraries are safe, inclusive community spaces. Staff can explain multilingual services or Newcomer programs.
Take a neighbourhood walk to identify community symbols of inclusion such as accessibility ramps, welcome signs, Pride crosswalks and so on.
Invite a former LINC learner as a guest speaker to talk about their experience in LINC and what helped them to be a good learner.
Create a classroom charter about why this class is a welcoming community.
Create a class display that includes one image chosen by each learner that represents them.

Realia:

Welcome signs in different languages
Photographs of inclusive spaces

Units and Modules:

Lessons and Activities:

Tutela: Listening Assessment: A New Classmate CLB 2
Tutela: CLB 1 Understanding the Charter of Rights and Freedoms Module (May need to be adapted for your level)
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia:

YouTube: Learn Canadian English – Greetings, Introductions, and Goodbyes
Tutela: ESL Image Bank: Community