Real-World Task Guidelines:
Stage I
CLB 4
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 short social exchanges containing introductions, casual small talk and leave-taking.
- Identifies formal and casual style and register.
- Identifies specific factual details and some implied meanings.
Comprehending information
Understand short descriptive or narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
Getting Things Done
Make and respond to a range of requests and offers (such as getting assistance, and asking for, offering, accepting or rejecting goods or services.)
- Asks questions and makes requests and suggestions politely and appropriately.
- Elicits or provides details as needed.
Sharing Information
Ask for and give information about needs and feelings related to common everyday activities.
- Asks and answers simple factual questions.
- Expresses feelings, needs, preferences, satisfaction or dissatisfaction.
Sharing Information
Ask for and give information about needs and feelings related to common everyday activities.
- Asks and answers simple factual questions.
- Expresses feelings, needs, preferences, satisfaction or dissatisfaction.
Comprehending Information
Understand the purpose, main idea, key information and specific details in simple, short texts related to everyday familiar and personally relevant situations and topics.
- Gets the overall meaning.
- Identifies meanings of connective words between sentences in a narrative sequence.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Identifies type and purpose.
- Finds main ideas, specific information and key details.
Reproducing information
Copy or record an expanded range of information from short texts for personal use. [Texts to copy are up to about 2 paragraphs and have a clear layout; can include passages, directories, schedules, instructions, directions, dictionaries and manuals; and may come from more than one source.]
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text with no major omissions and only occasional copying mistakes.
Reproducing information
Copy or record an expanded range of information from short texts for personal use. [Texts to copy are up to about 2 paragraphs and have a clear layout; can include passages, directories, schedules, instructions, directions, dictionaries and manuals; and may come from more than one source.]
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text with no major omissions and only occasional copying mistakes.
Additional Sample Real-World Tasks and Competency Areas
Listen to a short presentation to understand the origin of National Truth and Reconciliation Day. (Comprehending Information)
Tell a classmate a few sentences about your local Indigenous nation. (Interacting with Others)
Follow short, simple instructions from an Indigenous person to participate in a smudging ceremony. (Comprehending Instructions)
Write a message to thank an Indigenous musician for performing at your community festival. (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.
