Detailed Sample Task: Stage I

CLB 4 - Speaking
Getting Things Done

Equity, Diversity and Inclusion

Real-World Task

Collaborate to create an inclusive class charter with a list of 5-7 items.

Planning Context

Helpful Knowledge:

Some basic vocabulary related to learning and education such as studying, homework, making mistakes, and so on.
Knowledge of the things you can do to create a supportive and welcoming classroom that supports the learning of yourself and others.

Context:

A classroom charter is a simple agreement that the instructor and learners create together at the beginning of a course. It describes how everyone in the class wants to feel, how they will treat each other, and what kind of learning environment they want to build. Instead of being a list of rules made only by the instructor, it is co-created, so learners have a voice and feel some ownership.
There is still discrimination in Canada,
but many people are working to
change it.
This task reflects the intention to include all people in Canada in the themes.
The language skills in this task could be applied to other contexts.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Sentence structure using adjectives, subject + linking verb + subject complement.
Present simple verb tense to describe general truth or shared expectations.

Knowledge and Strategies

Textual and Functional Knowledge:

A speaker may give examples to explain their ideas.

Sociolinguistic Knowledge:

Culturally appropriate strategies to convey politeness
Strategies to ensure understanding,
such as confirming information.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What are some ways that you learn? What kind of classroom environment helps you learn? What ways can other classmates help you to learn? What are some things that disrupt you when you are trying to learn? What are some ways to welcome new learners to our class? What made you feel good when you first joined the LINC program? What fears and worries did you have about learning English?
Discuss as a class: If you have been in another LINC class before this one, what did you notice about classrooms and learning in Canada? What differences are there in your experience in Canadian classrooms and other classrooms you have studied in?
Have you ever had a classroom charter in a LINC or other classroom? How did it work?
Match picture flashcards showing different vocabulary items with images. Then, add an additional set of flashcards with simple definitions for each term and match these definition cards to the images and vocabulary terms.
Create a mini word bank from the vocabulary word list on a classroom bulletin board to use for later activities related to education and learning.
Listen to an instructor-made dialogue where two LINC cleaners are describing how welcoming their classroom is and why this is important to them. Answer some true / false questions about listening. Now look at a transcript of the conversation. Circle all of the verbs in the dialogue and highlight all of the adjectives the speakers use. Practice reading the dialogue
Review the grammar rules for sentence structure using adjectives as a subject complement, subject + linking verb + subject complement, such as “We are respectful.” Learners work in groups to create sentences using the adjectives from the vocabulary list to describe an inclusive classroom.
Create flash cards with three ideas you would suggest to create a welcoming classroom. In small groups share your ideas and listen as your classmates share their ideas. Select three ideas to share with the whole class.
Review the grammar rules for using the present simple to describe general truth
or shared expectations. Complete a handout or digital document with missing verbs to describe ways to welcome new learners to the class. Look at several classroom charter examples from different settings and highlight the use of the simple present verbs.
Play an audio with short phrases, each describing different classroom behaviours. Learners work in small groups to decide if each behaviour would be welcoming and inclusive to learners or not.

Sample Skill-Using Tasks:

Give a short presentation on five ways to create an inclusive, welcoming classroom.

Sample Assessment Tasks:

In small groups, collaborate to create an inclusive class charter with a list of 5-7 items. Present your poster to the class.

Teaching Considerations

Cultural Considerations:

Many learners are adjusting not only to a new language but also to a new school culture. Expectations that seem obvious to local learners such as participating in discussions, asking questions, or working in groups may not be immediately clear or comfortable for them.
A classroom charter makes those expectations visible and shared,
in a way that feels respectful rather than imposed.
Learners come from different educational backgrounds, and their ideas about respect, participation, and authority can vary.
A classroom charter creates space to align those differences and build a common understanding of how this particular class will work.
Canadians are generally welcoming and friendly to new people. Many people respect different cultures and backgrounds. In Canada, it is usual to include others and treat people equally. People often help Newcomers feel comfortable in their community. Overall, Canada is known as a place where most people try to be kind and inclusive.

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.
Read information from a screen.
Navigate camera and microphone
Adjust volume on device

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.
Teach reading strategies such as skimming and scanning to find information on websites.
Introduce tools and apps that can aid learners in coping with communication barriers, such as translation, pronunciation, text to speech, speech to text tools and so on.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills.

Equity, Diversity, Inclusion and Indigenization Strategies:

A charter is an especially useful tool for building psychological safety. Newcomers may be hesitant to speak because they are worried about making mistakes or being judged. When the class has agreed, for example, to be patient, to listen, and to support each other, it sets a tone where risk-taking feels safer. This approach directly supports language development, because learners need to take risks to learn.
Some learners may have different views on EDI topics such as gender identity, sexual orientation and religious freedom. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.

Trauma-informed Strategies:

Possible Trauma triggers:

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.
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.

Strategies:

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.
Never require learners to share their own stories or experiences of racism and discrimination if they do not want to.
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:

Invite a guest speaker (instructor or learner) from another LINC class to talk about their classroom charter, how it helps in the classroom and the process for how they created it.
Create a book about creating a welcoming and inclusive classroom with your learners. Have each learner write a few sentences about themselves, where they are from, and what language(s) they speak. Work together as a class to write an introduction about inclusion. With permission, include photographs of learners on their pages.

Realia:

Pictures and flashcards of people learning in different ways.
Classroom objects, such as cue cards, sticky notes, timers, and so on.
Visual agendas / calendar templates
Sample classroom charters available in digital format

Units and Modules:

Lessons and Activities:

Tutela: CLB 3 Module – Classroom Instructions (not the correct level but can be adapted)
Tutela: Learning Strategies – Around Me Part 1 CLB 3 H5P (not the correct level but can be adapted)

Multimedia:

Tutela: ESL Image Bank: Education