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.
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.||Equity, Diversity, and Inclusion: Using a Structured Literacy Approach in the FSL Classroom
|Sécurité linguistique : comment développer la confiance orale pour tous les apprenants du FLS
|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.||Shifting Perspectives in FSL: Centring Student Voices, Identity, and CRRP
Karen Devonish-Mazzotta & Cécile Robertson
|L’équité, la diversité et l’inclusion : utiliser une approche de la littératie structurée dans la classe de FLS
|2:00 p.m.||2:15 p.m.||Break|
|2:15 p.m.||3:45 p.m.||Linguistic Security: How to Develop Oral Confidence for All FSL Learners
|Changer les perspectives en FLS : centration sur la voix et l’identité des élèves, ainsi que la PSAC
Karen Devonish-Mazzotta & Cécile Robertson
* Eastern Standard Time
Equity, Diversity, and Inclusion: Using a Structured Literacy Approach in the FSL Classroom
Facilitator: Kim Lockhart
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, Kim 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
Facilitators: Karen Devonish-Mazzotta and Cécile Robertson
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.
Time & Date
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.
Teacher-Librarian & Course Director/Practicum Facilitator
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.
French Immersion & Student Literacy Support Teacher
Kim Lockhart is an elementary French Immersion, Student Literacy Support Teacher in Kingston, Ontario. She is a strong advocate for students with reading disabilities in Second Language Programs. For the past four years, Kim has been using a structured literacy approach to reading with her FSL students in both a whole class setting (Tier 1) and in small groups (Tier 2). She has her Orton-Gillingham Classroom Educator certificate, has completed several online Science of Reading courses, and has adapted this approach for her second language learners. In 2015, Kim earned her M.Ed. from Queen’s University, where she specialized in instructional practices that support students with reading difficulties in French Immersion. In her spare time, Kim volunteers with the Learning Disabilities Association of Kingston (LDAK), the International Dyslexia Association (IDA) of Ontario, and Family and Children’s Services of Kingston. She also provides workshops and webinars for parents/guardians and educators across the province. In 2019, Kim was awarded “One of the Top 50 Influential Alumni in 50 Years” at Queen’s Faculty of Education. She continues to advocate fiercely for equitable access to evidence-based literacy instruction for students in French Second Language programs across the country.
Cécile Robertson is an experienced FSL teacher, researcher, administrator, and learning coach. She is passionate about language learning in the context of culturally relevant pedagogy and is inspired by the works of Gloria Ladson Billings. Cécile has presented at the TDSB, OMLTA, ACPI, and the Faculty of Education at uOttawa. She has also taken part in York University research projects on FSL teacher retention. Currently, she is a principal of one of Toronto’s Francophone schools. As a lifelong learner, she enjoys meeting FSL and Francophone educators looking for innovative approaches that engage and motivate students.
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