“English: Understanding Contemporary First Nations, Métis, and Inuit Voices” is designed as an alternative to the Grade 11 compulsory courses of the English curriculum. The English curriculum is based on the belief that language learning is essential to responsible and productive citizenship, and that all students can become successful language learners. The curriculum is designed to provide students with the knowledge and skills that they need to achieve this goal. The program helps students develop a range of essential skills in the four interrelated areas of oral communication, reading and literature studies, writing, and media studies, built on a solid foundation of knowledge of the conventions of standard English and incorporating the use of analytical, critical, and metacognitive thinking skills. Students learn best when they are encouraged to consciously monitor their thinking as they learn, and these courses include expectations that call for such reflection.

“English: Understanding Contemporary First Nations, Métis, and Inuit Voices” focuses on these core competencies through exploration of text forms emerging from First Nations, Métis, and Inuit cultures in Canada, and also of the perspectives and influence of texts that relate to those cultures. The knowledge and skills described in the expectations will enable students to understand, respond to, and appreciate a full range of literary, informational, graphic, oral, media, and cultural texts and to create their own texts in a variety of forms.

Cultural text forms such as clothing and regalia, stories, songs, music, dances, and cultural practices embody social and cultural meanings in relation to their use in contemporary and historical contexts. Exploration of these text forms is therefore a crucial component of “English: Understanding Contemporary First Nations, Métis, and Inuit Voices”. It is critically important that students are taught to engage responsibly with these text forms, as well to follow appropriate cultural protocols to ensure respect for First Nations, Métis, and Inuit cultures. These protocols vary from nation to nation.

The Grade 11 compulsory courses of the English curriculum are organized in four strands, or broad areas of learning: Oral Communication, Reading and Literature Studies, Writing, and Media Studies. In “English: Understanding Contemporary First Nations, Métis, and Inuit Voices” these four strands are preceded by strand A: First Nations, Métis, and Inuit Perspectives and Text Forms in Canada. Although strand A is presented separately from the areas of learning presented in strands B–E, in practice students constantly apply the knowledge and approaches included in strand A as they work to achieve the expectations in all areas of learning.

The knowledge and skills described in strands B–E are interdependent and complementary. Teachers plan activities that blend expectations from the strands in order to provide students with the kinds of experiences that promote meaningful learning and that help them recognize how literacy skills in the four areas reinforce and strengthen one another.

A. First Nations, Métis, and Inuit Perspectives and Text Forms in Canada

Identities, relationships, and self-determination, sovereignty, and self-governance are key concepts in First Nations, Métis, and Inuit cultures. As students explore texts emerging from and/or related to diverse Indigenous cultures, they learn to identify and analyse these concepts, formulating questions and comparing perspectives to stimulate a well-reasoned exchange of ideas. Through reading, listening, discussing, and writing about text forms in Canada, students also deepen their understanding of how textual representations of First Nations, Métis, and Inuit individuals, communities, and cultures are influenced by perspectives related to or shaped by historical period, cultural background, and social and political conditions and events, including perspectives related to gender and the role of women.

It is critically important that students learn to appreciate the responsibility that the creators of text forms in Canada have to affirm and acknowledge First Nations, Métis, and Inuit cultures, world views, and diversity through authentic and complete representations of Indigenous lives.

B. Oral Communication

Oral language is a fundamental means of communication with others and the cornerstone of learning in all areas. Through talk, students not only communicate information but also explore and come to understand ideas and concepts; identify and solve problems; organize their experience and knowledge; and express and clarify their thoughts, feelings, and opinions. When they converse about information and ideas, they become aware not only of the various perspectives of other speakers and writers but also of the language structures and conventions they use. As students work towards achieving the expectations for this strand, they will improve their ability to explore and communicate ideas in both classroom and formal speaking situations.

To develop their oral communication skills, students need numerous opportunities to listen and to talk about a range of subjects, including personal interests, cultural knowledge, school work, and current affairs. Students should be provided with opportunities to engage in various thought-provoking oral activities in connection with expectations in all the strands – for example, brainstorming to identify what they know about the topic of a new text they are about to read, discussing strategies for solving a problem in a writing assignment, presenting and defending ideas or debating issues, and offering informal critiques of work produced by their peers.

As students explore various text forms associated with the oral traditions of First Nations, Métis, and Inuit cultures, they learn how to select and use culturally appropriate listening practices to further their understanding of the lessons and knowledge to be gained from traditional stories, including historical knowledge. They also gain insight into the social, economic, and political forces that affect the transmission of stories, as well as the significance of these stories not only to First Nations, Métis, and Inuit communities but also to Canadian society as a whole.

It is important for students to develop an understanding that some knowledge is sacred and may be shared only with permission and/or in certain situations. As a result, recording or reproducing an oral teaching, a story, or a song may require explicit permission from the knowledge holder and/or community.

Listening and speaking are essential skills for social interaction at home, at school, and in the community. In order for all students to benefit from the opportunities provided in the classroom for listening and speaking, differences in the norms and conventions associated with oral communication in different cultures must be taken into account. In addition, for some students, the notion that learning involves talk is unfamiliar, and talk that supports learning must be explicitly taught and modelled. All students can benefit from opportunities to improve their listening and response skills and to refine their ideas and their ability to express them.

The Oral Communication strand focuses on the identification and development of the skills and strategies effective listeners and speakers use to understand and interact with others. It also emphasizes the use of higher-order thinking skills to stimulate students’ interest and engage them in their own learning.

C. Reading and Literature Studies

“English: Understanding Contemporary First Nations, Métis, and Inuit Voices” focuses on developing the knowledge and skills that will enable students to become effective readers. An effective reader is one who not only grasps the ideas communicated in a text but is able to apply them in new contexts. To do this, the reader must be able to think clearly, creatively, and critically about the ideas and information encountered in texts in order to understand, analyse, and absorb them and to recognize their relevance in other contexts. Students can develop the skills necessary to become effective readers by applying a range of comprehension strategies as they read and by reading a wide variety of texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources. It is also important that they read a range of materials that illustrate the many uses of writing. By reading widely, students will develop a richer vocabulary and become more attuned to the conventions of written language. Reading various kinds of texts in all areas of the curriculum will also help students to discover what interests them most and to pursue and develop their interests and abilities.

Reading is a complex process that involves the application of various strategies before, during, and after reading. For example, before reading, students might prepare by identifying the purpose of the reading activity and by activating their prior knowledge about the topic of the text. Teachers help build the necessary background knowledge for students whose life experiences may not have provided them with the information they need to understand the text. During reading, students may use “cueing systems” – that is, clues from context or from their understanding of language structures and/or letter-sound relationships – to help them solve unfamiliar words, and comprehension strategies to help them make meaning of the text. Comprehension strategies include predicting, visualizing, questioning, drawing inferences, identifying main ideas, summarizing, and monitoring and revising comprehension. After reading, students may analyse, synthesize, make connections, evaluate, and use other critical and creative thinking skills to achieve a deeper understanding of the material they have read. It is essential that teachers provide adequate time for students to apply various strategies before, during, and after reading not only in order to develop reading skills but also to ensure that there is an opportunity to support students who may find some texts emotionally difficult due to their own experiences and connections to the material.

Teachers must use their professional judgement in deciding which comprehension strategies to model and teach, based on the identified learning needs of the students in their classrooms and on the nature of the particular texts students are reading.

Fluent, independent readers read frequently for a variety of different purposes – to locate information, to satisfy curiosity, for enjoyment, to build vocabulary, for research, and for various more specifically defined purposes. The purpose for reading will be determined by the teacher in some cases and by the student in others. The reading program should include a wide variety of literary, informational, and graphic texts that engage students’ interest and imagination – for example, novels; poetry; short stories; textbooks and books on topics in science, history, mathematics, geography, and other subjects; biographies, autobiographies, memoirs, and journals; plays and radio, film, or television scripts; encyclopaedia entries; graphs, charts, and diagrams in textbooks or magazines; instructions and manuals; graphic novels, comic books, and cartoons; newspaper and magazine articles and editorials; databases and websites; and essays and reports. Teachers should routinely provide materials that reflect the diversity of Indigenous peoples. Frequent exposure to good writing will inspire students to work towards high standards in their own writing and will help them develop an appreciation for the power and beauty of the written word.

This strand helps students learn to read with understanding, to read critically, to become familiar with various text forms and their characteristic elements, and to recognize the function and effects of various text features and stylistic devices. It helps students understand that reading is a process of constructing meaning and equips them with the strategies that good readers use to understand and appreciate what they read.

D. Writing

A central goal of the Writing strand is to promote students’ growth as confident writers and researchers who can communicate competently using a range of forms and styles to suit specific purposes and audiences and correctly applying the conventions of language – grammar, usage, spelling, and punctuation. These conventions are best learned in the context of meaningful and creative writing activities that allow students to develop the ability to think and write clearly and effectively on subject matter related to First Nations, Métis, and Inuit cultures.

Writing, from initial musings to final publication, is a complex process that involves a range of complementary thinking and composing skills, as well as other language processes, including reading, speaking, and listening. As writers compose, they consider their audience; make decisions about form, style, and organization; and apply their knowledge of language use. To develop these competencies, students need a supportive classroom environment, with opportunities to extend and refine their skills in using the writing process and doing research. Students need opportunities to apply these skills and to write daily, in many forms and genres, for a variety of purposes and audiences, and within different time constraints. The forms and genres explored may include essays, reports, short stories, poetry, scripts, journals, letters, biographies, children’s stories, articles, blog posts, reviews, précis, explanations, instructions, notes, procedures, and advertisements. Because postsecondary institutions and employers require clear, well-organized writing, on demand and within strict timelines, students also need to learn and practise strategies for writing effectively and correctly in the context of in-class writing assignments and test situations.

Students benefit from opportunities to produce writing that is interesting and original and that reflects their capacity for independent critical thought on subject matter related to First Nations, Métis, and Inuit cultures. Writing activities that students find meaningful and that challenge them to think creatively about topics and concerns that interest them will lead to a fuller and more lasting command of the essential skills of writing.

Writing on subject matter to related to First Nations, Métis, and Inuit cultures needs to be approached sensitively. Students learn to take into account the responsibility to ensure that their work is free from bias, stereotypes, misinformation, and cultural appropriation.

The overall expectations in this strand focus on the elements of effective writing (ideas/content, organization, voice, word choice, sentence fluency, language conventions, and presentation) and on the stages of the recursive writing process (planning for writing, drafting, revising, editing and proofreading, and publishing). In the specific expectations, the examples and sample questions refer to writing forms and language conventions that are appropriate for instruction in the given course. The forms and conventions noted are not, however, the only ones that may be taught in the course. Teachers will continue to use their professional judgement to decide on the forms and conventions students will study, based on the identified learning needs of the students in their classrooms.

E. Media Studies

The Media Studies strand focuses on the art, meaning, and messaging of various forms of media texts emerging from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant media texts from non-Indigenous sources. Media texts can be understood to include any work, object, or event that communicates meaning to an audience. Most media texts use words, graphics, sounds, and/or images, in print, oral, visual, or electronic form, to communicate information and ideas to their audience. Whereas traditional English language study may be seen to focus primarily on the understanding of the word, media studies focuses on the construction of meaning through the combination of several media “languages” – images, sounds, graphics, and words.

Media studies explores the impact and influence of mass media and popular culture by examining texts such as films, songs, video games, action figures, advertisements, music advertising media, clothing, billboards, television and streaming content, magazines, newspapers, photographs, and websites. These texts abound in our electronic information age, and the messages they convey, both overt and implied, can have a significant influence on students’ lives. For this reason, critical thinking as it applies to media products and messages assumes a special significance. Understanding how media texts are constructed and why they are produced enables students to respond to them intelligently and responsibly. Students must be able to differentiate between fact and opinion; evaluate the credibility of sources; recognize bias; be attuned to discriminatory portrayals of individuals and groups, such as Indigenous peoples, religious or sexual minorities, people with disabilities, or seniors; and question depictions of violence and crime.

Students’ repertoire of communication skills should include the ability to critically interpret the messages they receive through the various media and to use these media to communicate their own ideas effectively as well. Skills related to media such as the Internet, film, and television are particularly important because of the power and pervasive influence these media wield in our lives and in society. Becoming conversant with these and other media can greatly expand the range of information sources available to students, and enhance potential career opportunities in the communication and entertainment industries.

To develop their media literacy skills, students should have opportunities to view, analyse, and discuss a wide variety of media texts from First Nations, Métis, and Inuit sources, and, as appropriate, relevant media texts from non-Indigenous sources and relate them to their own experience and/or understanding. They should also have opportunities to use available technologies to create media texts of different types (e.g., computer graphics, cartoons, graphic designs and layouts, podcasts, short videos, blogs, web pages).

This strand focuses on helping students develop the skills required to understand, create, and critically interpret media texts. It examines how images (both moving and still), sound, and words are used, independently and in combination, to create meaning. It explores the use and significance of particular conventions and techniques in the media and considers the roles of the viewer and the producer in constructing meaning in media texts. Students apply the knowledge and skills gained through analysis of media texts as they create their own texts on subject matter related to First Nations, Métis, and Inuit cultures.

In the specific expectations in this strand, the examples and sample questions refer to media forms and conventions that are appropriate for instruction in the given course. These are not, however, the only forms and conventions that students may explore in the course. Teachers will continue to use their professional judgement to decide on the forms and conventions students will study, based on the identified learning needs of the students in their classrooms.

Educators are encouraged to refer to the general discussion of the research and inquiry process that appears in the Curriculum Context section Research and Inquiry: A Shared Process  for necessary information relating to all First Nations, Métis, and Inuit studies courses. Inquiry and research are at the heart of learning in “English: Understanding Contemporary First Nations, Métis, and Inuit Voices”. They are incorporated into all the strands as students locate, question, and validate information through a rigorous process of interpretation and reflection in oral communication, reading, writing, and media studies. Students develop their ability to ask questions more deeply or thoughtfully and to explore a variety of possible answers to those questions.

Cultural text forms serve an important purpose in First Nations, Métis, and Inuit cultures, in that they are used to express and communicate a culture’s beliefs and values. Their function and purpose distinguish them from purely artistic creations, though they often have aesthetic qualities as well. They may be elements of material culture, including tangible objects; stories; songs, music, or dances; or cultural practices, including those associated with food or medicines. Some examples of cultural text forms and their significance follow:

• traditional clothing, which often expresses the cultural, spiritual, social, and/or political identities of First Nations, Métis, and Inuit communities
• songs and music, including the practices of drum keepers and dancers (often delineated by gender), used to transmit Indigenous knowledge
• prayers, often expressing belief in the power of spirit to heal
• addresses, affirmations, and orations, illustrating the significance of spoken text
• fire lighting and the burning of sacred medicines to cleanse and purify and/or to communicate with spirit beings
• symbolism embodied in material life to reflect kinship ties, family histories, land agreements, business partnerships, spiritual life, and so on
• oral and written stories used to record and communicate stories of origin, family histories and histories of nations, and relationships to land, spirit, and creation
• languages themselves, which embody and reflect beliefs, values, and significant relationships between humankind and creation

Every culture has a distinct way of creating, passing on, using, and showing respect for its cultural text forms. Some cultural text forms are protected, according to Indigenous traditions. It is therefore critical for educators to understand that it may be necessary for them to engage with and seek direction from the specific Indigenous community from which a cultural text form originates before using it in a classroom setting.

Some cultural text forms, such as prayer, song, and music, are found across First Nations, Métis, and Inuit cultures, while others are unique to particular groups. The chart that follows provides examples of the cultural text forms used by particular cultural groups. It highlights some of the rich forms of communication among Indigenous societies of the oral tradition in Canada.