Real-World Task Guidelines:
Stage I
CLB 3
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 simple social exchanges, including styles of greetings, introductions and leave-taking.
- Identifies a range of common courtesy expressions in discourse.
- Begins to identify formal and casual style and register.
Comprehending information
Understand short, simple, descriptive communication about a person, object, situation, scene, personal experience or daily routine.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Getting Things Done
Make an expanding range of simple requests related to everyday activities.
- Uses appropriate simple expressions.
- Provides some basic details.
Sharing Information
Ask for and give information about immediate needs and some feelings related to common everyday activities.
- Asks and answers simple factual questions.
- Expresses very simple immediate needs, wants and plans.
Comprehending Information
Understand the purpose, main idea, key information and some details in simple, short texts related to everyday familiar and personally relevant situations and topics.
- Gets the gist.
- Identifies key events, people, places, things (who, what, where and when).
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Gets overall meaning.
- Interprets simple graphics.
Sharing Information
Write a few sentences to describe a familiar person, object, place, situation or event.
- Uses a few connected sentences.
- Provides adequate descriptions, though a reader may have some difficulty following the message.
Reproducing Information
Copy or record a range of information from short texts for personal use. [Texts to copy are up to about 1 paragraph and have a clear layout; can include passages, directories, schedules, instructions, and dictionaries.]
- Copies or records letters, numbers, words and sentences with correct capitalization and punctuation.
- Follows standard Canadian conventions for capitalization, punctuation and other requirements of the genre.
Additional Sample Real-World Tasks and Competency Areas
Listen to a few sentences to understand the origin of National Truth and Reconciliation Day. (Comprehending Information)
In a few short, simple sentences tell a classmate about what you have learned about an Indigenous practice or cultural artefact. (Interacting with Others)
Read a short, simple paragraph about how you can support Indigenous relationships in your community. (Comprehending Information)
Write a short message of a few sentences to thank an Elder for visiting your class. (Interacting with Others)
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.
