“I have moved toward a more authentic, resource-rich, student-centred approach.”
By Caroline Collins
Throughout my career as a French Immersion teacher, I have had to be intentional about maintaining and improving my French-language proficiency. As a non-native French speaker teaching in a rural and remote context, opportunities to use the language outside of my classroom are limited.
This is why, when I found out about CASLT’s FSL Fundamentals courses from our district principal of curriculum support, I decided to register for the French for Teachers B2-level course. Despite already managing a full workload, including doctoral studies, I recognized that this course would be directly applicable to my day-to-day teaching and felt that it was worth the investment of time.
I was looking for practical, usable strategies rather than theory, and this course delivered exactly that. It has since had a significant impact on both my confidence in the classroom and my teaching practices.
A Measurable Increase in Confidence
Prior to the course, my confidence in French was stable but still evolving. Like many additional language speakers, I often felt that sense of ongoing uncertainty, especially when comparing myself to native speakers. One of the most impactful takeaways from the course was the reminder that language learning is never complete. Even in one’s first language, learning continues over time. That perspective helped to normalize the experience of continually developing proficiency as a language user and educator.
As the course went on, I became steadily more confident in speaking and modelling language for students, and I felt more comfortable integrating authentic materials into my lessons. My teaching practices shifted in a way that made the language feel more natural and dynamic in the classroom. Rather than focusing on perfection, I began to focus more on communication, engagement, and real-world application.
This shift had a noticeable impact on my students. They became more engaged and more willing to participate. The classroom environment became more interactive and “alive,” which is exactly what immersion learning should feel like.
A Sense of Community
Another factor that often comes with teaching French in a remote context is the feeling of isolation. I am one of very few French teachers in my area, and at times the only one at my school teaching French Immersion. Opportunities to collaborate, share resources, and receive feedback are limited. This course provided a sense of connection and reassurance, along with concrete ideas for moving forward, which was incredibly valuable.
I have also become more proactive in seeking out and sharing resources. After completing this FSL Fundamentals course, I collaborated with colleagues and shared many of the materials and ideas during professional learning time. These resources are now being used more broadly within our school, which has been extremely rewarding.
An Activity and Resource Refresh
This FSL Fundamentals course introduced me to more current, relevant language and resources. This is especially important given how easy it is to rely on outdated materials in immersion settings. Several activities and resources stood out and have had a direct impact on my teaching.
Student Portfolios
One of the most meaningful suggestions was the idea of creating a student portfolio. I have since implemented this in my classroom, allowing students to collect and reflect on work they are proud of. It provides a sense of ownership and creates something meaningful that they can carry forward, especially for students continuing through higher grades.
Reference Booklet
The reference booklet provided in the course has also become a regular tool in my classroom. It offers concise, accessible supports such as pronouns, transition words, verb structures, and common expressions. Unlike traditional grammar resources, it does not overwhelm students but instead serves as a practical guide they can grow into over time.
Music Comparisons
Another standout activity was the use of music, particularly the Christmas song comparison activity. Students were highly engaged in discussing preferences and analyzing different versions. It helped reinforce the fact that French is a living language, not something static or outdated.
Authentic Media
Finally, one of the most impactful shifts came from being encouraged to explore current, authentic media. As a result, I introduced a Quebec-based series, Premier trio, into my classroom. It has been incredibly engaging for students, who are eager to continue watching and discussing it. This kind of authentic content has helped make the language feel real, relevant, and connected to their lives.
Lasting Change to My Teaching Habits
As a result of this course, I have moved toward a more authentic, resource-rich, student-centred approach. I now prioritize real language use, current materials, and engaging content over more traditional methods.
Additionally, I feel more confident experimenting with new tools and approaches, such as integrating media, using interactive platforms, and aligning classroom expectations with frameworks like DELF levels. This has helped ensure that students are progressing in a way that is both meaningful and measurable.
Overall, the course has led to a major shift in both my teaching practices and my mindset. It has helped me reconnect with the importance of making language learning authentic, relevant, and engaging for students. I would strongly recommend FSL Fundamentals to other educators – the time invested is more than offset by the value gained. It has been one of the most practical, meaningful, and impactful professional learning experiences I have had in a long time, and I look forward to participating in additional FSL Fundamentals courses in the future.
Caroline Collins is a French Immersion and Art teacher at Mount Elizabeth Middle Secondary School in Kitimat, British Columbia.
Want to learn more about our upcoming FSL Fundamentals courses? Find more information and registration details here:
CASLT’s FSL Fundamentals Courses
