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The Structure of the GBV Awareness for EAL Learners Resource
The GBV Awareness Language Resource is designed to support language instructors in integrating gender-based violence (GBV) awareness into English language learning classrooms in a safe, trauma-informed, and culturally responsive way. This resource aims to build awareness among EAL learners from newcomer, immigrant, and refugee communities about gender-based violence (GBV), particularly learners with low literacy and limited English proficiency.
Considering their literacy levels and language proficiency, the resource has been developed using simplified language and strong visual content to ensure accessibility and inclusivity.
This resource includes seven interconnected components, each developed to support different aspects of teaching and learning.
Overall, this resource is for:
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LINC and EAL instructors (Literacy to CLB 4)
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Learners developing language skills while building awareness of GBV
GBV Awareness for EAL Learners Resource
Preparation
(Before Teaching)
Teacher Guide
Lessons
These are for instructor learning and preparation:
01
Creating GBV Awareness in the LINC Classroom
02
Teacher’s Guide
03
GBV EAL Lesson Plan Teacher Notes
04
TEACHER SLIDES - What is Hurt
05
GBV EAL Lesson Plan – Trigger Warnings and Feelings
06
Story-Based Lesson Plans
07
Optional Teacher Slides – “What is Violence?”
08
GBV E-Resources: Additional for Virtual Classes
Acknowledgements:
This resource has been developed through the National GBV Strategy for Agencies Serving Immigrants partnership, with direct support from Natalie Anderson, Online Learning & Curriculum Developer, and Olga Zamudio Prieto, Curriculum and Resources Developer.
STEP 1: Preparation (Before Teaching)
1: Creating GBV Awareness in the LINC Classroom
This component includes an environmental scan and a needs assessment survey report. The background research was conducted to identify existing GBV-related resources and gaps in those resources in order to develop a culturally responsive and trauma-informed approach.
As part of this research, we conducted a needs assessment survey with language instructors across Canada, with participation from 45 instructors.
Who this is for:
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Language program administrators
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Instructors who want to understand the broader context
How it can be used:
Language instructors who plan to use the teaching materials in their classroom are not required to use this component. However, it is helpful for understanding:
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The significance and rationale behind this resource
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The challenges instructors face when teaching GBV-related content
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Promising practices and approaches for creating safer and more supportive classroom environments
2. Teachers Guide
The Teacher’s Guide provides practical and trauma-informed guidance for delivering the GBV Awareness lessons in LINC and EAL classrooms. It includes background context, classroom strategies, disclosure response guidance, FAQs, key definitions, and referral resources.
This guide is not a comprehensive GBV training manual, but a support tool for implementing the lessons safely and confidently.
Who is this for?
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LINC and EAL instructors
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Classroom assistants or co-facilitators
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Program staff supporting classroom delivery
It is particularly useful for instructors who may feel hesitant, unsure, or concerned about how to approach GBV topics safely and confidently.
How should it be used?
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Review before delivering lessons to understand trauma-informed approaches and classroom considerations.
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Use as a reference during lesson delivery, especially for managing discussions or responding to disclosures.
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Consult the resource and referral sections when learners require additional support.
The Teacher’s Guide should be reviewed before teaching and kept accessible during lesson delivery as a reference tool.
STEP 2: Lesson Preparation
3: GBV EAL Lesson Plan Teacher Notes
This component is different from the Teacher’s Guide. While the Teacher’s Guide provides overall guidance on the preconditions for using the resource, including preparation before, during, and after the lesson, as well as broader classroom considerations when addressing GBV, these Teacher Notes focus specifically on lesson planning and delivery.
This component prepares instructors to implement the structured lesson plans using visual and written materials. The lessons are designed to build language skills while raising awareness about different forms of GBV.
Lessons include vocabulary development (especially feelings), grammar practice, storytelling through visuals and video, guided discussions, and PBLA skill-using and assessment tasks.
How should it be used?
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Choose one story based on your learners’ level and context.
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Follow the suggested sequence (trigger warning → feelings → story → discussion → “How to get help”).
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Complete all core activities and select optional ones as appropriate.
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Use assessment tasks to support PBLA portfolios.
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Customize local resource slides where possible.
STEP 3: Classroom Introduction
4. TEACHER SLIDES - What is Hurt
This component includes introductory slides designed to help instructors introduce the concept of “hurt” in a simple and accessible way. The slides use visuals and short sentences (e.g., “He is hurt.” “She is hurt.”) to show that hurt can be physical or emotional.
It also introduces the topic of the lesson and provides a gentle transition into discussions about safety and violence.
Who is this for?
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LINC and EAL instructors
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Literacy to CLB 4 classrooms
How should it be used?
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Use at the beginning of the lesson before introducing the story.
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Model vocabulary and simple sentence structures (“is hurt”).
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Use visuals and gestures to explain physical and emotional hurt.
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Clearly inform learners that the lesson discusses sensitive topics and remind them they can take a break if needed.
5. GBV EAL Lesson Plan – Trigger Warnings and Feelings
This component includes structured activities that introduce the concepts of trigger warnings and emotional awareness before engaging with GBV stories. Gender-Based Violence (GBV) is a sensitive topic that affects individuals across all communities. While we may not know whether learners in the classroom have experienced GBV, it is important to approach the topic with care and respect.
For this reason, trigger warnings are integrated throughout the lesson plans to ensure learners are informed about the content and can make an informed choice about their participation. Learners are given opportunities to express their comfort levels (“I’m okay / I’m not okay”) and to take a break if needed.
The materials also support language development through feelings vocabulary and structured speaking, listening, reading, and writing activities (e.g., “I feel ___ when…”), aligned with CLB 1–4.
Who is this for?
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LINC and EAL instructors teaching Literacy to CLB 4
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Learners who need structured vocabulary and sentence support to express feelings
How should it be used?
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Deliver before introducing the GBV story component.
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Use to establish emotional safety and normalize opting in or out of topics.
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Build learners’ feelings vocabulary and sentence structures needed for later discussion and assessment tasks.
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Use core activities for all learners and select optional or higher-level extensions as appropriate.
STEP 4: Story-Based Lessons
6. Story-Based Lesson Plans
This component includes five story-based lesson plans, each focusing on a different form of GBV and integrating speaking, listening, reading, and writing tasks aligned with CLB 1-4.
Each story-based lesson plan includes:
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A structured lesson plan (to guide classroom delivery)
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A video of the story presented in three formats: a) Watch and listen, b) Watch, listen, and read, and c) Watch and read
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Teacher slides (e.g., “What can Mila do?”) that introduce possible options and support resources
The lessons use visual storytelling and guided activities to help learners understand the scenario, build language skills, and discuss options for support in a safe and structured way.
Who is this for?
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LINC and EAL instructors (Literacy to CLB 4)
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Learners developing language skills while building awareness of GBV
How should it be used?
Instructors may choose to teach one story or multiple stories, depending on classroom needs, learner readiness, and time available.
Detailed instructions for delivering the lessons are provided in the Teacher Notes, which clearly identify:
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Core components (recommended for all classes)
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Optional components (which may be adapted or omitted based on level and context)
Instructors are encouraged to use their professional judgment when selecting stories and activities.
1) Financial Violence Ada’s Story
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Watch Video:
2) Physical Violence Mila’s Story
3) Psychological Violence Rana’s Story
4) Sexual Violence May’s Story
5) Workplace Bullies and Harassment Marco’s Story
STEP 5: Optional Resource
7: Optional Teacher Slides – “What is Violence?”
This component includes optional teacher slides that introduce the concept of violence in simple and accessible language (e.g., “Violence = someone hurts you”). The slides visually explain different types of violence, including physical (body), emotional (feelings), controlling behaviours, financial (money), and sexual violence.
The slides reinforce the message that these behaviours are not okay and help learners connect the concept of “hurt” to different forms of violence.
How should it be used?
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Use as an introductory or reinforcement tool before or after the story-based lessons.
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Use visuals to explain key vocabulary and categories of violence in a developmentally appropriate way.
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Adapt based on learner readiness and classroom comfort level.
As this component is optional, instructors may choose to include or omit it depending on their classroom needs.
Download OPTIONAL TEACHER SLIDES What is violence
8: GBV E-Resources: Additional for Virtual Classes
GBV E-Resources is a list of links to interactive e-activities on Wordwall that align with the lesson plans. These can be shared with learners as homework, particularly in remote or blended LINC classes. These activities were developed in response to participant feedback requesting more interactive learning options.