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Session Information

April 19, 2024
10:30 a.m. - 3:45 p.m. EDT


Registration is now closed

CASLT’s Virtual PL Days provide a platform for teachers to connect with colleagues, engage in interactive professional learning opportunities, and share best practices. Our experienced team of professional learning facilitators will explore research-informed teaching approaches and strategies to inspire, motivate, and challenge teachers to improve their practice.

Registration Options

Multiple registration options are available to accommodate scheduling and budgetary constraints:

Option Member Price Non-Member Price*
Full day (10:30 a.m. to 3:45 p.m. ET) $55 + tax $85 + tax
Half day AM (10:30 a.m. to 2:00 p.m. ET) $30 + tax $60 + tax
Half day PM (12:15 p.m. to 3:45 p.m. ET) $30 + tax $60 + tax

*Includes a one-year CASLT membership.


Each Virtual PL Day will include two streams of three 90-minute workshops. Each workshop will be offered once in English and once in French. Full day registration includes access to all three workshops, and half day registration (either AM or PM) includes access to two workshops.

Start Time* End Time* Description
10:30 a.m. 10:45 a.m. Welcome and Introduction (Full day or Half day AM registrants)
10:45 a.m. 12:15 p.m. Linguistic Security: How to Develop Oral Confidence for All FSL Learners

Denis Cousineau

Changer les perspectives en FLS : centration sur la voix et l’identité des élèves, ainsi que la PSAC

Karen Devonish-Mazzotta

12:15 p.m. 12:30 p.m. Break (Full day or Half day AM registrants)

Welcome and Introduction (Half day PM registrants)

12:30 p.m. 2:00 p.m. Equity, Diversity, and Inclusion: Using a Structured Literacy Approach in the FSL Classroom

Lindsay Cochrane

Sécurité linguistique : comment développer la confiance orale pour tous les apprenants du FLS

Denis Cousineau

2:00 p.m. 2:15 p.m. Break
2:15 p.m. 3:45 p.m. Shifting Perspectives in FSL: Centring Student Voices, Identity, and CRRP

Karen Devonish-Mazzotta

L’équité, la diversité et l’inclusion : utiliser une approche de la littératie structurée dans la classe de FLS

Lindsay Cochrane

* Eastern Daylight Time

Session Descriptions

Equity, Diversity, and Inclusion: Using a Structured Literacy Approach in the FSL Classroom

Facilitator: Lindsay Cochrane

Discover the Science of Reading and how to use a Structured Literacy approach to reading and writing in your FSL classroom (Tier 1) as well as in small reading remediation groups for struggling readers (Tier 2). This session will explain how to adapt evidence-based strategies from Orton-Gillingham for FSL students. In this workshop, Lindsay will share the What, Why, and How of adapting a Structured Literacy approach in the FSL language classroom. Teachers will leave this workshop with practical, high yield strategies for each of the six elements of a Structured Literacy approach — oral language, phonemic awareness, phonics, vocabulary development, fluency, listening and reading comprehension — as well as strategies to support student printing and spelling skills. Most importantly, teachers will leave this workshop feeling confident in their ability to help struggling readers in FSL and inspired to learn more about the Science of Reading to support second language learners!

Linguistic Security: How to Develop Oral Confidence for All FSL Learners

Facilitator: Denis Cousineau

Learning an additional language is always a challenge. It makes us vulnerable and requires a willingness to take risks. This often frightens us because we want to understand and be understood. What happens if I make a mistake or use the wrong word? Will I look ridiculous? Millions of people face these questions every day when they put their language skills into action, starting with their listening, production, and interaction skills. For some researchers, the focus is on that anxiety known as linguistic insecurity. Others, like Monica Tang, focus on the construction of a legitimate bilingual or multilingual identity. This workshop will look at a pedagogical approach that aims to develop a greater sense of security, identity, and even confidence in speaking. Like any good swimming instructor, let’s help our students learn to float without worrying about drowning! Some may go on to swim in the Olympics while others play in our wonderful Canadian lakes, but let’s allow everyone to have fun. Confident bilingualism is within everyone’s grasp!

Shifting Perspectives in FSL: Centring Student Voices, Identity, and CRRP

Facilitator: Karen Devonish-Mazzotta

To better engage FSL learners, educators must shift their attention to centring student voice, student interest, student agency, and student identity. When students have more opportunities to see themselves in the FSL classroom and to make meaningful and relevant connections with their lived experiences, second language learning becomes an opportunity to explore and apply language in transformative ways. During this workshop, participants will engage in a deep dive reflection on their social identities and how these inform their practice, FSL pedagogy, and learning. A juxtaposition between Culturally Relevant and Responsive Pedagogy, Intercultural Understanding and Awareness, and French as a Second Language curriculum will provide an opportunity to explore anti-oppressive teaching strategies and to highlight the importance of critical consciousness in all aspects of FSL policy, practice, teaching, and learning.




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Founder, I Can Read in French

Lindsay Cochrane

Lindsay Cochrane is the creator of the I Can Read in French Phonics Program and Sound Wall, and the co-creator of Pratique phonémique. She works with both francophone and French Immersion schools across Canada, designing and delivering workshops as well as providing much-needed French language resources. Lindsay taught French Immersion in Toronto for 12 years at four different schools, starting in primary homeroom before moving into special education. Knowing firsthand the challenges of being on the frontlines in the classroom, her goal is to support teachers by giving them the knowledge and tools needed to help their students learn to read using evidence-based instruction. She holds B.A., M.A., B.Ed., and TESOL diplomas, and is both LETRS (Language Essentials for Teachers of Reading and Spelling) and CERI (Center for Effective Reading Instruction) certified.

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Pedagogical Consultant

Denis Cousineau

Since 2018, Denis Cousineau has been fully active as a CEFR expert working closely with TFO Media Group to support an important pedagogical shift in FSL classrooms. He taught French Immersion and Core French for 32 years at the Ottawa Carleton District School Board (OCDSB) where he was the DELF Director. He participates in an ongoing project in Ontario regarding the impact of the CEFR on improving student achievement in FSL programs. Since the pandemic began in the spring of 2020, he has given over 100 webinars to teachers across the country.

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Teacher-Librarian & Course Director/Practicum Facilitator

Karen Devonish-Mazzotta

Karen Devonish-Mazzotta has been teaching FSL for 26 years with the Toronto District School Board. She has an M.A. in Second Language Learning from the University of Toronto. As a reviewer for the Ontario Ministry of Education, Karen has conducted Equity and Bias checks for several curriculum documents in both English and French. In addition, Karen has an active schedule as an Additional Qualifications instructor for various providers in Ontario. Presently Karen is a Teacher-Librarian with the Toronto District School Board and serves as a Course Director/Practicum Facilitator with York University’s Faculty of Education FSL Teacher Candidate cohort.

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