Real-World Task Guidelines:
Stage II
CLB 8
Collaboration and Teamwork
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Use of a unilingual dictionary to confirm or clarify meaning
- Some support understanding faster conversations or abstract, idiomatic and colloquial language
- Some support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- Some 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 some 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, including simulations that allow learners take on different roles and understand different perspectives
- 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 extended, moderately complex, multi-step instructions and instructional texts for established (set) procedures related to specialized tasks.
- Interprets sequence and location signals and implied meanings.
- Infers the correct sequence.
Comprehending Information
Understand group interactions about abstract and complex ideas on familiar topics.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
- Interprets factual information, explanations and opinions.
Sharing information
Give detailed information; express and qualify opinions and feelings; express reservations, approval, disapproval, possibilities and probabilities one-on-one and in small group discussions or meetings.
- Asks and addresses relevant questions.
- Holds the floor, shares the floor, and thanks others for their contributions and information.
Interacting With Others
Participate in less routine social conversations for most everyday purposes (such as expressing and responding to empathy, clarifying conflicts, and providing reassurance).
- Expresses and responds to sympathy.
- Asks follow-up questions to keep conversations going.
Getting Things Done
Propose or recommend solutions to problems in a familiar area.
- Describes problems and clarifies details.
- Indicates possible solutions, recommends the best ones, and gives reasons.
Sharing Information
Give presentations to describe and explain structures, systems or processes based on research.
- Presents information using connected discourse.
- Provides accurate and somewhat detailed descriptions, explanations or accounts.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Follows sequences of narrations or processes.
- Locates and integrates relevant information across paragraphs/sections of the text.
Getting Things Done
Write business or service correspondence for an expanding range of purposes.
- Conveys a clear message to the reader.
- Conveys a sense of audience in language and format.
Sharing Information
Write 3 or 4 connected paragraphs to relate a historical event, provide a detailed description of a phenomenon, explain a procedure, or express and analyze opinions on a familiar abstract topic.
- Provides accurate and detailed descriptions, explanations and accounts of events in a clear sequence.
- Presents text as a coherent connected whole with good use of appropriate connective words and phrases.
Sharing Information
Write 3 or 4 connected paragraphs to relate a historical event, provide a detailed description of a phenomenon, explain a procedure, or express and analyze opinions on a familiar abstract topic.
- Provides accurate and detailed descriptions, explanations and accounts of events in a clear sequence.
- Presents text as a coherent connected whole with good use of appropriate connective words and phrases.
Additional Sample Real-World Tasks and Competency Areas
Listen and respond to a colleague making a request for feedback on a project. (Interacting with Others)
Express your appreciation to your team for their efforts on a project in front of a larger group. (Interacting with Others)
Read and respond to an email from a colleague brainstorming some new ideas for a project. (Getting Things Done)
Collect ideas from colleagues to create a detailed meeting agenda. (Reproducing Information)
Additional Resources
- Avenue
- CCLB
- CCLB Language for Success: Language for Success–Centre for Canadian Language Benchmarks
- Norquest College: Critical Incidents for Intercultural Communication in the Workplace – NorQuest College – Edmonton, Alberta
- Tutela
- UP Skills for Work: UP Skills for Work Get Started: Collaboration
- UP Skills for Work: Free Employee Training Resources l UP Skills for Work
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Locate, navigate and use websites.
- Use videoconferencing technology for online meetings.
- Understand and have good email and meeting etiquette.
- Use PowerPoint or other digital tools to create presentations.
- Navigate and use online tools for collaboration such as Trello or Google docs.
Instructors can:
- 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.
Equity, Diversity and Inclusion 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.
- 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 learners with disabilities and learners who are neurodivergent may need accommodations in the workplace; when possible, help learners of all abilities understand their rights in the workplace.
- Be aware that collaboration, group work and giving feedback can be viewed and implemented very differently in different cultures. Offer a neutral, judgement-free learning environment and introduce typical Canadian attitudes towards polite and constructive feedback and collaboration.
Trauma-Informed Strategies
Triggers:
- Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering, and be aware that there may be learners who need help, but it may also provide some comfort and support.
- Learners who have experienced trauma can be triggered by people in positions of authority; make sure learners understand their rights in the workplace and give strategies for making polite requests.
Strategies:
- Learners have the right to choose if, when and what they share about themselves.
- 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.
