Detailed Sample Task: Stage II
CLB 6 - Listening Comprehending Instructions
Indigenization
Real-World Task
Watch a video about a more complex Indigenous process, such as beading or steps for a dance, to understand the process.
Planning Context
Helpful Knowledge:
- Awareness of the concept of Indigenous peoples and some knowledge of Indigenous peoples of Canada.
- Some knowledge of the histories of Indigenous Peoples in Canada before and after contact.
- Proper names for Indigenous peoples and communities (Mohawk, Mi’kmaq, Haida, Waswanipi and so on).
Context:
- Indigenous artistry can differ from the ways some learners have experienced artistry in their own communities and in Canada. Understanding Indigenous artistry can help learners when they are interacting with authentic Indigenous content. Only Indigenous creators can legitimately teach Indigenous processes, and should be asked and approached respectfully.
Vocabulary and Grammar
Sample Vocabulary:
- artisan
- technique
- heritage
- resilience
- healing
- ancestral
- pass down
- reclaim
- spiritual
- symbolism
- ceremony
- tradition
- motif/ design
- craftsmanship
- regalia
- powwow
Sample Grammar:
- Imperatives to give instructions for a process.
- Modals of obligation to give instructions for a process, for example “you must…”, “you should…” and so on.
- Adverbs of sequence to show order of steps in a sequential process such as first, for starters, second, next, then, after that and so on.
Knowledge and Strategies
Textual and Functional Knowledge:
- Recognize sequencers and other discourse markers to make the sequence in a process clear.
- Use accompanying images or video to help understand new words, phrases or concepts.
Sociolinguistic Knowledge:
- Understand the diversity of Indigenous cultures and histories across Canada.
- Understand different types of cultural practices and artistry in Indigenous communities.
Activities and Tasks
Sample Skill-Building Activities:
- Brainstorm knowledge of Indigenous peoples and their cultures.
- Watch a video or read a text about Indigenous peoples in Canada and compare to your ideas and predictions.
- Discuss what culture and tradition means.
- In small groups, share examples of culture and or traditions from your first country or another country you have lived in. Ask your classmates questions about what they share.
- Learn/ review how people give instructions for a process in English. Identify imperative verbs, modals of obligation and sequencers.
- In pairs or small groups, practice giving sequenced instructions for simple everyday processes, such as getting to school.
- Learn vocabulary or terminology related to the process, ensuring students understand key terms.
- Label pictures with the correct vocabulary.
- Learn about the history of Indigenous peoples in Canada, and why their culture and traditions are important.
- Answer comprehension questions about a listening or reading text on the history of Indigenous peoples in Canada.
- Discuss the significance of Indigenous cultural practices and their importance in preserving traditions and heritage.
- Watch a video about an Indigenous process. Identify what the speaker is doing and the steps, techniques, and cultural elements presented in the video.
- In small groups, reflect on how to apply or adapt the process in their own lives or communities.
- Encourage learners to consider the cultural significance of the process and its potential for fostering connection and understanding.
Sample Skill-Using Tasks:
- Watch a video about an Indigenous process and identify the steps.
Sample Assessment Tasks:
- Watch a video about a more complex Indigenous process, such as beading or steps for a dance, to understand the process.
Teaching Considerations
Cultural Considerations:
- Ensure that learners understand that Indigenous culture and traditions belong to Indigenous people, and that teaching about Indigenous processes, or purchasing Indigenous artefacts, should only be done from Indigenous people with their express consent.
- Have learners compare and contrast different traditions and cultural processes from their own countries to develop intercultural awareness.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- 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.
Equity, Diversity, Inclusion and Indigenization Strategies:
Instructors can:
- 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.
- Include examples of intersectionality, such as Two-Spirit peoples.
- 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 in the class may be members of Indigenous groups from other geographical areas, for example, South America.
- Recognize that some learners may have different views and experiences related to EDII concepts. You can be sensitive to their opinions, but all learners benefit from EDII, 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:
Possible Trauma Triggers:
- Discussion of settler/ colonial violence and displacement of peoples may be triggering for learners who have experienced trauma or who have experienced colonization or displacement themselves.
- Many learners have biases or lack of knowledge of Indigenous peoples and their history. Gently call out disrespectful comments.
- 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. However, it is important for all learners, including learners who have experienced trauma, to learn as complete a story of Canada as possible.
Strategies:
- Be aware of triggers and be prepared to support learners as needed. It may be helpful to learners to know that the Canadian government has issued official apologies to this group 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.
- Give learners advance warning of this topic and be aware that there may be learners who require support.
- Recognize and respect learners’ right to choose if, when and what they share about themselves.
- Make space for learners to recover from learning about/ sharing about Indigenous history.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Invite an Indigenous educator to speak more about Indigenous traditions, culture, ways of teaching and learning and processes.
- Visit an Indigenous friendship centre to learn more about Indigenous traditions, culture and the work that Indigenous peoples still engage in today to promote their spiritual, economic and cultural well-being.
- Visit a pow-wow or an event with Indigenous artisans and ask respectful questions about the processes seen there.
- Learn more about the different nations of Indigenous people. Do research to find out about which people(s) have lived in the area that you now live in, and some of their cultures and traditions.
- Write a short reflection on the cultural significance of the Indigenous process explored in class, including how it relates to their own cultural heritage or identity.
Realia:
- Real examples of Indigenous beadwork or other artistic artifacts (purchased or borrowed from Indigenous artisans).
- Authentic videos of Indigenous people completing beading, dancing and so on.
- Authentic blogs or articles about Indigenous people completing beading, dancing and so on.
- ASI: A Thread Between Generations: Indigenous Beadwork from Then and Now
- CBC Kids: Do You Know What Beading Is?
- Nature Conservancy Canada: Weaving Beads
- Indigenous Enterprise Brings Powwow Dancing to the World Stage | If Cities Could Dance (youtube.com)
- Powwow Dance Tutorial – YouTube
Units and Modules:
- Avenue Course Builder: Select the theme Indigenous Studies,
and CLB 5 and 6 for units related to Indigenous Peoples
(adapt for the CLB level you teach).
- CLB 5 Learning about Indigenous Cultures
- CLB 6 Introduction to Indigenous Peoples
- CLB 6 Arts and Games
- Tutela: Indigenous Peoples: Indigenous Study Centres CLB 5-8
Lessons and Activities:
Multimedia:
- Royal Alberta Museum: Indigenous Artistry: Beading
- Edmonton Catholic Schools: Indigenous Beading
- CBC News: Bead artist Jori Brennon shares a brief history of Indigenous beadwork in North America
- Spotlight Features: Traditional Indigenous Beadwork – A woman’s journey from student to teacher
- Canada Native Peoples’ traditional dances(Pow Wow) Competition (youtube.com)
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
