CASLT Event 
Description
Course Details
Schedule and Format
- 8 lessons over 8 weeks that blend theory and practice:
- Synchronous 90-minute classes Tuesdays, 7:00–8:30 p.m. ET (on Zoom)
- Participants are asked to apply what they are learning in their own classrooms and share their observations with course colleagues.
- Optional activities: Reading/viewing activities complement the course discussions.
- First class: January 19, 2027
- Last class: March 9, 2027
Registration Fees
Registration includes a complimentary digital publication of your choice from the CASLT boutique. Participants who successfully complete a course will also receive a $20 gift card for the boutique.
| Registration Type | Rate |
| CASLT Member | $185 + tax |
| Non-member* | $250 + tax |
*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of Core, Intensive/Extended French, or French Immersion programs (elementary or secondary)
Language of the Course
This course is taught with a bilingual approach. Course content will be presented in English, with classroom examples in French. Participants may engage with coursework and discussions in English or French.
Instructional Approach
- Action-oriented: Each module will include authentic examples from FSL classrooms, including videos of classrooms in action and examples of student work. Throughout the course, participants will contribute their analyses, questions, and reflections as we examine these examples together and identify the teachers’ and students’ strategies for improving communication in French.
- Differentiated: Each participant is asked to set out personalized learning objectives, reflecting on their own professional learning goals for the course. The activities in the course are designed to be transferable to different teaching contexts. We will make explicit connections to how strategies can be adapted or selected based on student age, interest, and skill-level.
Course Description
In this course, we will explore different approaches and strategies for teaching French. Why do some strategies work better in certain contexts or for teaching certain skills? Join us in a safe, no-judgment professional learning environment where we will share examples of what works (and what doesn’t!). We will also discuss the research and experiences that inform our teaching practices.
The course is anchored in the pedagogy (Action-Oriented Approach) and language skill development (comprehension, production, interaction) of the Common European Framework of Reference for Languages (CEFR) but the principles are also applicable to other frameworks.
Learning Outcomes
By the end of this 8-week course, participants will be able to:
- Distinguish between different pedagogical approaches to teaching French as a second/additional language
- Identify and compare a variety of evidence-based strategies to help students develop their communicative skills in listening, speaking, reading, and writing
- Apply those strategies to their own teaching context and receive feedback on their approach
Course Overview
| Lesson | Guiding Questions | Learning Objectives |
| 1 | How do your personal identity, lived experiences, interests, and viewpoints influence the development of your proficiencies in the languages you use?
What can we learn from historical approaches to teaching a second or additional language? How can I create an inclusive classroom environment that respects and celebrates diversity using Culturally Responsive and Relevant Pedagogy (CRRP)? |
Recognize the impact of personal learning experiences and preferences on our teaching choices/methods.
Teach French in a Culturally Responsive and Relevant Pedagogy (CRRP). Examine historical and evidence-based approaches used in second/additional language teaching. Develop an understanding of the Common European Framework of Reference for Languages (CEFR) proficiency scales and use them to assess your own language proficiency. |
| 2 | How does the brain impact learning and second/additional language acquisition?
In what ways does teaching French as a second/additional language in a Universal Design for Learning (UDL) framework meet the needs of all my students? How does the Science of Reading’s brain research support the development of literacy skills in French as a second/additional language? |
Understand how the brain can impact language acquisition.
Consider the affective filter when planning for language acquisition. Apply the framework of UDL to optimize teaching and developing student proficiency in French. Identify the needs of your students. Analyze how brain research from the Science of Reading can be applied to support literacy development in French as a second or additional language. |
| 3 | How can the Comprehensible Input Hypothesis help support the development of French skills?
How can Teaching Proficiency Through Reading and Storytelling (TPRS) and Accelerative Integrated Methodology (AIM) build a foundation for language acquisition? |
Use comprehensible input to develop proficiency in the French language.
Examine the use of TPRS and AIM to build a foundation for language acquisition in your teaching practice. |
| 4 | What are the phases of language acquisition and why do they matter?
To what extent can the Neurolinguistic Approach (NLA) develop learner proficiency in the French language when learning a new structure or skill? |
Analyze the phases of language acquisition and use this knowledge to inform your teaching practice.
Examine the use of the NLA to build a comprehensible-input foundation for language acquisition in your teaching practice. Design learning experiences that put boucler la boucle into practice. |
| 5 | In what ways can proficiency samples guide my understanding of expectations and French proficiency?
In what ways can I develop learner proficiency in written and oral production skills? |
Understand written and oral production proficiency levels of learners (from A1 to B2).
Design learning opportunities that develop written and oral production skills. Identify supports for students before and during activities to address their learning needs. |
| 6 | In what ways can proficiency samples guide my understanding of expectations and French proficiency?
In what ways can I develop learner proficiency in written and oral comprehension skills? |
Understand written and oral comprehension proficiency levels of learners (from A1 to B2).
Design learning opportunities that develop written and oral comprehension skills. Identify supports for students before and during activities to address their learning needs. |
| 7 | To what extent can the Action-Oriented Approach (AOA) be used to develop competencies so that students can achieve action-oriented tasks and use French effectively in a social context? | Examine the use of the AOA to teach French as a second/additional language and develop communicative and intercultural competencies.
Develop students’ social agency and learner autonomy. |
| 8 | How can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices. | Reflect and plan purposefully to embed what you have learned into your teaching practice.
Use the CEFR to continue to guide your practice for proficiency growth in the FSL classroom. Reflect on the power of communities of teaching and learning. |
Time & Date
Jan19 - Mar9, 2027
7:00 p.m. - 8:30 p.m. EST
Location
Zoom
Instructor
Consultant and Program Coordinator
Shauna Néro
Shauna Néro is the coordinator for French programs at the Mission School District, for the Greater Vancouver and Vancouver Island French Program Educators’ Network, and for the Centre DELF scolaire de la Colombie-Britannique, as well as a consultant in French education for Néro Consulting. Previously, she coordinated the Provincial Network of Administrators and Teachers of French Programs at the Office of Francophone and Francophile Affairs of Simon Fraser University (SFU-OFFA). Shauna has extensive experience teaching French immersion, social studies (in French), and Core French at intermediate and secondary levels, as well as methodology courses at SFU for trainee teachers. She was also deputy headteacher at a dual-track French immersion primary school. Her teaching practice applies a plurilingual/pluricultural approach within a framework of universal design for learning, focusing on creating authentic, action-oriented learning experiences. Her aim is to help students develop both intercultural understanding and language skills in French, thereby supporting them in shaping their bi- or plurilingual identities.
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