Real-World Task Guidelines:
Stage II
CLB 5
Equity, Diversity and Inclusion
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Use of a unilingual dictionary
- Support understanding faster conversations or abstract, idiomatic and colloquial language
- Support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- Explicit language instruction to convey respect, appreciation and inclusivity
- Information on resources, supports, services and programs related to the theme
Instructors may need to:
- Explain abstract, idiomatic or colloquial language and/or cultural references
- Include teaching of pragmatics, strategic competence and sociolinguistic knowledge (cultural references, non-verbal communication, sociolinguistic norms and attitudes, speech styles and registers)
- Include collaborative group and pair work to apply the learned skills and promote the development of communication skills and teamwork
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Incorporate learning of background information related to the theme
Getting Things Done
Understand the gist and some details in moderately complex communication intended to influence or persuade (such as simple advice, opinion or suggestions) in everyday personally relevant situations.
- Identifies main intent, main idea, factual details, words and expressions.
- Recognizes and interprets advice, opinions and suggestions.
Getting Things Done
Understand the gist and some details in moderately complex communication intended to influence or persuade (such as simple advice, opinion or suggestions) in everyday personally relevant situations.
- Identifies main intent, main idea, factual details, words and expressions.
- Identifies cohesive devices and discourse indicators for sequence, comparison and contrast.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Identifies key words and phrases.
- Interprets descriptions, reports and explanations.
Interacting With Others
Participate in basic social conversations for some everyday purposes.
- Extends, accepts or declines invitations.
- Encourages conversations by using eye contact, nodding, showing interest, etc.
Giving Instructions
Give instructions and directions for everyday activities and processes.
- Uses appropriate courtesy forms and structures.
- Uses appropriate expressions to sequence instructions.
Comprehending Instructions
Understand simple to moderately complex, step-by-step instructions and instructional texts for multi-step procedures related to everyday situations.
- Interprets sequence and location signals (such as first, next and before).
- Follows instructions and directions by responding with actions as required to complete task.
Getting Things Done
Get information from simple to moderately complex business or service texts.
- Gets the gist.
- Identifies key information and finds specific details.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
- Scans to locate relevant terms to access the information needed.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
- Scans to locate relevant terms to access the information needed.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
- Scans to locate relevant terms to access the information needed.
Reproducing Information
Reduce a page of information to a list of important details.
- Includes important points with accurate details.
- Conveys a clear message.
Additional Sample Real-World Tasks and Competency Areas
Listen to suggestions for making an event more accessible and inclusive. (Getting Things Done)
Tell a friend why it is important to understand human rights in the workplace. (Sharing Information)
Read an email invitation to a diversity event celebrating Black History Month or National Women’s Day at work. (Interacting With Others)
Write a paragraph for a workplace newsletter about the challenges transgender people may face at work. (Sharing Information)
Additional Resources
- ATESL Best Practices Inclusion: ATESL Best Practices | ATESL
- Avenue
- AWES: Diversity and Inclusion – YouTube
- CCLB
- ISANS: LGBTQ+ in the Classroom: Creating a Comfortable Place for Everyone CLB 5+
- ISANS: Sex, Gender and Sexuality CLB 5+
- Norquest College: Diversity at Work (CLB 5+)
- Tutela Collections EDI: Tutela.ca | Collection
- Tutela: CLB 4-6 – From Gender Blindness to Transformative Action: Equality Matters
- Tutela: Domestic Violence and the Cycle of Violence (CLB 5 & 6)
- Tutela: Domestic Violence – Finding Help if you are a Victim H5P CLB 5-6
- Tutela: Relationships & Domestic Violence
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Interpret information from online sources such as statistics, graphs or charts.
- Scan online resources to find information.
- Identify safe and reliable sources of information and news.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Refer learners to programs to improve their digital skills.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Review any classroom materials you use (stories, articles, books, coursebook materials and so on) for whose perspectives are centred. Make a list of those excluded. Consider how their input would impact that material.
- 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.
- Recognize that some learners may experience changes to gender roles when they come to Canada. For some, this may be a welcome change, but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders.
- Recognize and teach learners that Canada is a diverse place and has people from many different cultures. Canadian culture includes the cultures of all people in Canada.
- Recognize that some learners may have different views. 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.
- Teach that race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
Trauma-Informed Strategies
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.
Strategies:
- Give learners advance warning of discussions of this topic.
- Learners have the right to choose if, when and what they share about themselves.
- Make space for learners to feel safe and recover from the experience of sharing their experiences.
- Giving learners the knowledge, skills and language to access resources can be empowering.
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.
