Real-World Task Guidelines:
Stage II
CLB 8
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 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 to 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 multi step directions or instructions for technical or non-technical tasks.
- Follows sequence markers, cohesive devices (connecting words, reference, parallel structure, substitution) or other linguistic clues to infer order of steps.
- Responds with actions to directions and instructions.
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.
Comprehending Information
Understand extended monologues or presentations on topics that are generally familiar and related to general knowledge or technical/ work-related issues in own field.
- Identifies the main idea (which is not explicitly stated) and detailed information.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Reduce oral discourse about established procedures (given in a live demonstration, over the phone, or from pre-recorded audio or video material) into notes that can be used to write instructions.
- Reduces information to main points with accurate supporting details and no major omissions.
- Conveys essential information.
Interacting With Others
Participate in less routine social conversations for most everyday purposes.
- Asks follow-up questions to keep conversations going.
- Uses appropriate levels of formality with increased ability.
Giving Instructions
Give instructions and directions for a broad range of technical and non-technical tasks, procedures and processes.
- Uses clear references and provides necessary details.
- Uses appropriate intonation so that the listener can follow.
Comprehending Information
Interpret information contained in moderately complex formatted texts.
- Analyzes information, supporting details, implied meaning and the writer’s point of view.
- Follows sequence of narration or process.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Follows sequences of narrations or processes.
- Evaluates ideas in text, draws conclusions, compares with own opinion.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Follows sequences of narrations or processes.
- Evaluates ideas in text, draws conclusions, compares with own opinion.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Reduces information to main points with accurate supporting details and no major omissions.
- Conveys essential information.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Reduces information to main points with accurate supporting details and no major omissions.
- Conveys essential information.
Sharing Information
Give presentations to describe and explain structures, systems or processes based on research.
- Provides accurate and somewhat detailed descriptions, explanations or accounts.
- Shows awareness of appropriate eye contact, body language, volume and rate.
Additional Sample Real-World Tasks and Competency Areas
Watch a video about an important historical Indigenous figure such as Tommy Prince or James Gladstone to consider the contributions of Indigenous people to Canadian society. (Comprehending Information)
Explain to peers about the history and significance of Orange Shirt Day. (Sharing Information)
Read the website of a local Friendship Centre to identify local events you would like to attend. (Getting Things Done)
Write a detailed description and explanation of different traditional Indigenous dwellings. (Sharing Information)
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.
