Detailed Sample Task: Stage II

CLB 8 - Speaking Interacting with Others

Equity, Diversity and Inclusion

Real-World Task

Express appreciation to an event organizer for an event  organized by a 2SLGBTQIA+ organization in your community.

Planning Context

Helpful Knowledge:

Knowledge of how to thank someone and publicly express appreciation.
Some knowledge of what an equity deserving group is and who they are in Canada.
Some knowledge of protections for equity deserving groups under the Human Rights Act and Charter of Rights and Freedoms.
Understand what the acronym 2SLGBTQIA+ stands for.

Context:

It is common to express appreciation to event organizers at the beginning or end of an event. The format of this can vary but often includes an introduction to the speaker, acknowledgement of their particular area of expertise and a specific reference to what you are thanking them for.
Many groups in Canada have faced and continue to face barriers to full participation in Canadian society and are disadvantaged by the traditional structures of Canadian society: these are equity deserving groups. Raising awareness and supporting these community events is one way to be an ally.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Singular they/ respectful pronouns.
Phrasal verbs.
Relative clauses to describe experiences.

Knowledge and Strategies

Textual and Functional Knowledge:

Use of common ways to open or close  an event.
Conversational format for thanking someone/ expressing appreciation.
Give examples of personal experiences  or share opinions/ feelings.

Sociolinguistic Knowledge:

Understand changes over time to language, grammar and words to make them more inclusive.
Make language, grammar and word choices that are accurate, respectful  and up-to-date.
Understand the social convention of thanking a host after a gathering or an event.
Recognize appropriate level of formality and conversational tone to be used in varied situations.
Use appropriate eye contact and body language for the setting and context of  the conversation.

Activities and Tasks

Sample Skill-Building Activities:

Introduce relevant vocabulary related to appreciation and gratitude. Include words like “thank you,” “appreciate,” “grateful,” and “acknowledge.” Discuss different contexts in which these words can be used.
Watch videos where people introduce and thank event organizers, and identify the language used to express appreciation and give thanks.
Practice using these phrases in different scenarios, such as at a conference, a cultural event, or a community gathering.
Elicit knowledge about what equity deserving groups are and who equity deserving groups are in Canada.
Watch a short video about types of equity seeking groups, such as NSCC Online Learning: Equity Seeking Groups.
Discuss ways to be an ally or support equity seeking groups.
Read a glossary of terms from the acronym 2SLGBTQIA+, such as: Government of Canada: 2SLGBTQIA+ terminology and glossary.
Read an article about 2SLGBTQIA+ people and communities.
Source information about an event or events hosted by a 2SLGBTQIA+ group in your community.
Examine information about events to see if the event is specifically for the 2SLGBTQIA+ community or if allies are welcome.
Discuss different ways to participate in 2SLGBTQIA+ events, such as attending, participating or volunteering.
Role-play thanking others.

Sample Skill-Using Tasks:

Role-play expressing appreciation to an event organizer for an event organized by an equity seeking group in your community. In addition to expressing gratitude for being able to participate in the event, share what you enjoyed and what you learned.

Sample Assessment Tasks:

Express appreciation to an event organizer for an event organized by a 2SLGBTQIA+ organization in your community.

Teaching Considerations

Cultural Considerations:

In Canada, fostering an inclusive environment for 2SLGBTQIA+ people is essential. Consider that there may be 2SLGBTQIA+ learners in your classroom. Plan activities and oversee discussions in a way that maintains a respectful, safe learning environment for all and respects learners’ rights to privacy.
Discuss the importance of inclusion in all aspects of Canadian society: school, community and the workplace.
Discuss and compare ways to show appreciation and respect for others verbally and non-verbally.

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.
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:

Possible Trauma 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.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Attend a community event or festival hosted by an equity seeking  group as a field trip.
Volunteer at a community event or festival hosted by an equity  seeking group.
Invite a guest speaker from an equity seeking group. Model thanking  the speaker or ask a learner to thank them.
Write a thank you card, note or email to the host/ organizer of a professional or community event.

Realia:

Community flyers for events or festivals
Websites for equity seeking groups – associations, advocacy groups  and so on
Statistics Canada. Gender, Diversity and Inclusion Statistics Hub
Government of Canada: 2SLGBTQIA+ terminology and glossary
The 519: Programs

Lessons and Activities:

(Adapt for the CLB level you teach).

Multimedia:

NSCC Online Learning. Equity Seeking Groups.

Instructor Resources and References: