Detailed Sample Task: Stage I

CLB 3 - Speaking
Sharing Information

Education and Learning

Real-World Task

Tell a classmate about your learning goals.

Planning Context

Helpful Knowledge:

Vocabulary related to education and training.
Knowledge of educational opportunities in the local area.

Context:

Many adults in Canada have different goals for learning and building their lives. These goals may relate to gaining new job skills, continuing or upgrading their education, supporting their children at school, and so on.
Talking about learning goals helps learners think about their future and the steps they can take to achieve their goals.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Simple sentence structure and word order, subject + verb + object such as
“I want to improve my English and math skills”.
Verb structures to describe future goals, such as, will + verb such as “I will practice my speaking every day.”

Knowledge and Strategies

Textual and Functional Knowledge:

Connective words and phrases to signal chronology (first, then)
Convey intended purpose of an utterance through intonation and language.

Sociolinguistic Knowledge:

Culturally appropriate strategies to convey politeness and respect.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What is a goal? Do you have any goals? What are your goals in English? Besides English, what other goals do you have for learning? What skills would you like to improve in the future? What kind of job or career do you hope to have in Canada? What courses or training would help you reach your goals? What challenges can adults face when trying to reach their goals? What is one goal you want to achieve in the next year?
Match picture flashcards of the vocabulary items with images. Then, add an additional set of flashcards with simple definitions for each term and match these to the images and vocabulary terms.
Listen to a short instructor-made audio describing possible educational options when you complete your LINC classes. Answer a set of yes / no questions about the suggestions.
In pairs, complete a set of sentences that describe educational pathways for adults. Each sentence is missing one word from the vocabulary list. Complete the sentences by filling in the missing words.
Review the grammar rules for making simple sentences using sentence stems like, “I want to …” and “I plan to…” and practice writing sentences about future plans and goals in simple terms.
Complete exercises that practice sentence word order.
Review the grammar rules for making
and using the simple future verb tense, will. Read a gap-fill paragraph in a handout or digital document about a Newcomer’s goals for learning. Fill in the missing future verb forms to complete the sentences, such as
“I will take one course per term at College in the evening.” “I will study for my high school math test every day.” and so on.
Take jumbled sentences which include simple present and future will verbs and learning pathways for adults and put the words in the correct order. Copy the sentences into an electronic document or notebook.
Have a show and tell for learners to describe one specific goal they have for their future education in LINC or other programs.
In pairs, read the story of two adult learners who are starting out on new education pathways. Discuss the choices the learners have made and discuss which pathway is most similar to your own and why.

Sample Skill-Using Tasks:

Role play explaining to a friend or family member about your English language learning goals.

Sample Assessment Tasks:

Tell a classmate about your learning goals, including your English language learning goals and other learning goals you may have.

Teaching Considerations

Cultural Considerations:

In some cultures, people may not be used to talking about personal goals openly or planning far into the future. Goals may be family-based rather than individual. Moreover, LINC learners may be focussed on immediate survival needs (housing, work) instead of long-term plans.
Many Newcomers balance learning with family duties.
Acknowledge that goals can include family and community goals, not only individual career goals.
Learning goals are personal and may vary widely.

Digital Literacy Strategies:

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

Learners may need to:

Read information from a screen.
Navigate camera and microphone
Adjust volume on device
Use videoconferencing technology for online meetings.

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:

Learners may have less formal education or have highly educated backgrounds but with unrecognized credentials and / or informal or non-traditional work experience (e.g., family business). Instructors need to validate all types of experience and avoid assumptions about educational levels and learning goals.
Some learners may have had gender-specific roles in other countries. Learners who identify as women in particular may be entering a formal education setting for the first time as an adult or experiencing shifting roles. Avoid reinforcing stereotypes and support individual goals and empowerment.

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.
Discussing future goals can be sensitive or emotional for some learners. Gaps in education and employment due to war, migration, or family responsibilities can be triggering to discuss. Past trauma or forced career changes may impact learners.

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:

Learners write down their learning goals and publish them in a small booklet. Share these goals with another class.
Invite a guest speaker to talk about pathways to post secondary education in a wide range of options including short certificates, trades programs and other college and university options.
Create posters using images to demonstrate learning and life goals.

Realia:

College or Training Program Brochures
Community Program Flyers
A simple planner or calendar

Units and Modules:

Tutela (CCLB): Communicating with a Child’s School: CLB 3/4
Tutela: Classroom Instructions: CLB 3

Lessons and Activities:

Multimedia:

Tutela: ESL Image Bank: Education