Real-World Task Guidelines:
Stage II
CLB 6
Indigenization
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
Comprehending Instructions
Understand moderately complex directions and instructions for technical or non-technical tasks.
- Follows a range of cohesive devices indicating order and sequence.
- Follows sequence markers or other linguistic clues to infer order of steps.
Comprehending Information
Understand short group interactions and discussions on familiar topics.
- Identifies factual details, main ideas, supporting details and implied meanings.
- Identifies discourse indicators for cause and effect.
Comprehending Information
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies factual details, main ideas, supporting details and implied meanings.
- Identifies discourse indicators for cause and effect.
Reproducing Information
Reduce short, factual oral discourse (such as live or recorded phone messages, pre-recorded public information lines, podcasts and short presentations) to notes or messages.
- Takes notes and reduces written or oral information to important points with accurate details.
- Records main ideas or key details in point form.
Comprehending Information
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Predicts what will happen next in a narration.
- Identifies discourse indicators for cause and effect.
Reproducing Information
Reduce short, factual oral discourse (such as live or recorded phone messages, pre-recorded public information lines, podcasts and short presentations) to notes or messages.
- Takes notes and reduces written or oral information to important points with accurate details.
- Records main ideas or key details in point form.
Interacting WIth Others
Participate in routine social conversations for some everyday purposes.
- Opens, maintains and closes a conversation.
- Uses and responds to small talk.
Giving Instructions
Give sequential instructions and directions for everyday activities and processes.
- Uses clear references.
- Checks to confirm understanding.
Comprehending Information
Interpret information contained in formatted texts.
- Identifies purpose, main ideas and key details in prose or formatted texts.
- Compares facts to make choices.
Comprehending Information
Understand moderately complex descriptive or narrative texts on familiar topics.
- Distinguishes facts from opinions.
- Identifies organization of text and links between paragraphs.
Reproducing Information
Reduce a page of information to an outline or summary.
- Takes notes and reduces written or oral information to important points with accurate details.
- Records details (such as names, addresses, dates, times and directions) legibly and with correct spelling, capitalization and punctuation.
Sharing Information
Give detailed presentations about sequences of events; incidents in the past, present or future; simple processes; or to describe or compare things such as people and places.
- Provides adequate detailed descriptions.
- Shows some awareness of appropriate eye contact, body language, volume and rate.
Additional Sample Real-World Tasks and Competency Areas
Listen to an Indigenous person explain Indigenous technologies such as fire management or fish weirs. (Comprehending Information)
Make a short personal pledge of reconciliation. (Getting Things Done)
Read about Indigenous contributions to Canadian society to consider which ones impact your life today. (Comprehending Information)
Email a friend to invite them to an Indigenous community event such as the Ottawa Solstice Indigenous Festival. (Interacting With Others)
Additional Resources
- AASIA Indigenous Teaching Resources: Indigenous Teaching Resources – AAISA Toolkit
- ATESL Best Practices: Indigenization | ATESL
- ATESL Resources for the Classroom for Indigenization: Resources for the Classroom | ATESL
- Avenue
- CCLB: Centre for Canadian Language Benchmarks
- Tutela: Indigenous Peoples: Indigenous Student Centres CLB 5-8
- Tutela: Indigenous Education > CLB 5 > Module 4 – Rights and Reconciliation
- Tutela: Indigenous Education > CLB 5 > Module 2 – Tsą Tsą Ke K’e
- Tutela: Indigenous Cultures – Blackfoot Pow Wow and Dances CLB 5-7
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Identify safe and reliable sources of information and news.
- Evaluate online research results.
- Interpret information from online sources such as statistics, graphs or charts.
Instructors can:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- 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.
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Use diverse representations of people in all 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 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.
- 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:
- Discussions of treatment of Indigenous people may be triggering for learners who are indigenous to their first country and have experienced trauma. Give learners advance warning of this topic and be aware that there may be learners who require support.
Strategies:
- When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma, such as the treatment of Indigenous people in residential schools. Be aware of this and be prepared to support learners as needed.
- It is important for all learners, including learners who have experienced trauma, to learn as complete a story of Canada as possible, and it may be helpful to learners to know that the Canadian government has issued official apologies to both of these groups of people. Knowing that a government can recognize when it has been wrong and can work towards reconciliation can help learners who have experienced trauma to begin to regain a sense of trust.
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.
