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DTSTART;TZID=America/Toronto:20260122T190000
DTEND;TZID=America/Toronto:20260312T203000
DTSTAMP:20260405T170554
CREATED:20251114T184948Z
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UID:30742-1769108400-1773347400@www.caslt.org
SUMMARY:FSL Teaching Approaches and Strategies – Winter 2026
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nSynchronous 90-minute classes Thursdays\, 7:00–8:30 p.m. ET (on Zoom)\nParticipants are asked to apply what they are learning in their own classrooms and share their observations with course colleagues.\nOptional activities: Reading/viewing activities complement the course discussions.\n\nFirst class: January 22\, 2026 \nLast class: March 12\, 2026 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Intensive/Extended French\, or French Immersion programs (elementary or secondary) \nLanguage of the Course\nThis 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. \nInstructional Approach\n\nAction-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.\nDifferentiated: 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.\n\nCourse Description\nIn 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. \nThe 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. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nDistinguish between different pedagogical approaches to teaching French as a second/additional language\nIdentify and compare a variety of evidence-based strategies to help students develop their communicative skills in listening\, speaking\, reading\, and writing\nApply those strategies to their own teaching context and receive feedback on their approach\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do your personal identity\, lived experiences\, interests\, and viewpoints influence the development of your proficiencies in the languages you use? \nWhat can we learn from historical approaches to teaching a second or additional language?\nRecognize the impact of personal learning experiences and preferences on our teaching choices/methods. \nExamine historical and evidence-based approaches used in second/additional language teaching. \nApply a Culturally Responsive Teaching approach to French language classrooms.\n\n\n2\nHow does the brain impact learning and second/additional language acquisition? \nIn 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?\nUnderstand how the brain can impact language acquisition. \nApply the framework of UDL to optimize teaching and developing student proficiency in French. \nConsider the affective filter when planning for language acquisition. \nIdentify the needs of your students.\n\n\n3\nHow can the Input Hypothesis develop beginner French skills? \nHow can Teaching Proficiency Through Reading and Storytelling (TPRS) and Accelerative Integrated Methodology (AIM) build a foundation for language acquisition?\nUse comprehensible input to develop proficiency in the French language. \nExamine the use of TPRS and AIM to build a foundation for language acquisition in your teaching practice.\n\n\n4\nTo what extent can the Neurolinguistic Approach (NLA) develop learner proficiency in the French language when learning a new structure or skill?\nExamine the use of the NLA to build a comprehensible-input foundation for language acquisition in your teaching practice. \nDesign learning experiences that put boucler la boucle into practice.\n\n\n5\nIn what ways can proficiency samples guide my understanding of expectations and French proficiency? \nIn what ways can I develop learner proficiency in written and oral production skills?\nUnderstand written and oral production proficiency levels of learners (from A1 to B2). \nDesign learning opportunities that develop written and oral production skills. \nIdentify supports for students before and during activities to address their learning needs.\n\n\n6\nIn what ways can proficiency samples guide my understanding of expectations and French proficiency? \nIn what ways can I develop learner proficiency in written and oral comprehension skills?\nUnderstand written and oral comprehension proficiency levels of learners (from A1 to B2). \nDesign learning opportunities that develop written and oral comprehension skills. \nIdentify supports for students before and during activities to address their learning needs.\n\n\n7\nTo 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?\nExamine the use of the AOA to teach French as a second/additional language and develop communicative and intercultural competencies. \nDevelop students’ social agency and learner autonomy.\n\n\n8\nHow can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.\nReflect and plan purposefully to embed what you have learned into your teaching practice. \nUse the CEFR to continue to guide your practice for proficiency growth in the FSL classroom. \nReflect on the power of communities of teaching and learning.
URL:https://www.caslt.org/en/event/fsl-approaches-2026/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/12/teacher-children-AdobeStock_113099064-1920w-16-9-e1726179278541.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260120T190000
DTEND;TZID=America/Toronto:20260310T203000
DTSTAMP:20260405T170554
CREATED:20251114T182657Z
LAST-MODIFIED:20251114T184251Z
UID:30732-1768935600-1773174600@www.caslt.org
SUMMARY:Effective Assessment Strategies for FSL – Winter 2026
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\n60 minutes of synchronous online learning\n30 minutes of collaborative planning and/or individual reflection (synchronously or asynchronously)\n\n\n\nFirst class: January 20\, 2026 \nLast class: March\, 2026 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada \nLanguage of the Course\nThis course uses a bilingual approach. Course content will be presented in English\, and participants may engage in coursework and discussions in English or French. \nInstructional Approach\n\nFlipped Classroom: Participants will engage with course materials before class\, allowing in-class time to be used for deeper discussion\, hands-on activities\, and collaborative learning.\nPeer Learning: Participants will be encouraged to learn from each other through structured group discussions and collaborative planning.\nReflective Practice: Participants will engage in regular written reflections to critically evaluate their learning and teaching practices.\nApplied Learning: The course will focus on creating and adapting practical\, context-specific tools and resources grounded in sound theoretical principles. Participants will engage in a continuous learning\, application\, and reflection cycle.\n\nCourse Description\nHow can we assess and evaluate our students in French while fostering engagement\, motivation\, and authentic use of the target language? What is the solution to assessment overwhelm and endless nights marking “my favourite animal” slideshows? This foundational course will explore best practices of assessment and evaluation in French as a second/additional language. Participants will learn practical and time-saving strategies for designing and implementing authentic and engaging assessments to evaluate student language proficiency in a classroom with diverse needs. The course covers essential topics\, including assessment frameworks\, triangulation of evidence\, differentiation\, inclusion\, curriculum alignment\, reporting\, workflow\, and international language credentials. Participants will engage in hands-on activities and discussions emphasizing collaborative planning and practical application. By the end of the course\, participants will have developed a personalized repertoire of formative and summative assessments tailored to their specific contexts. \nLearning Outcomes\nBy the end of this 8-lesson course\, participants will: \n\nDesign assessments that incorporate real-world scenarios and encourage the authentic use of the French language.\nDevelop assessment strategies to accommodate diverse learning needs and promote inclusivity.\nImplement triangulation methods to ensure a comprehensive evaluation of student proficiency.\nImplement practical and efficient strategies to streamline the assessment process and reduce workload.\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nWhat are the key components of an effective assessment framework in FSL? \nWhat existing knowledge and experiences do we bring to the course? \nHow can we create a collaborative learning community to enhance our understanding of assessment frameworks?\nIdentify and describe the key components of effective assessment frameworks for FSL. \nAnalyze the impact of different assessment frameworks on language learning and teaching outcomes. \nBuild a collaborative learning community to support ongoing dialogue and shared learning about best practices in FSL assessment.\n\n\n2\nHow can we modify assessment tasks to meet the diverse learning needs of all learners? \nWhat strategies can we employ to provide appropriate challenges for advanced learners while supporting those who need additional help? \nHow can we design assessments to reflect the diversity of backgrounds and experiences in our classrooms?\nImplement strategies and develop assessment tasks that accommodate the diverse needs of FSL learners. \nIntegrate technology to support differentiated and inclusive assessment practices. \nAssess the effectiveness of differentiated and inclusive assessment strategies and make necessary adjustments.\n\n\n3\nHow can we incorporate real-world scenarios and contexts into our assessments? \nHow can we integrate student interests and experiences into assessment design to enhance engagement and relevance? \nHow can we balance the need for authentic assessments with curriculum requirements and standards?\nIncorporate real-world tasks and content into FSL assessments to enhance language learning relevance and application. \nDevelop rubrics and assessment criteria to effectively assess student performance on authentic tasks. \nIdentify potential challenges in designing and implementing authentic assessments and propose solutions.\n\n\n4\nWhat strategies can ensure validity and reliability when evaluating different types of evidence? \nHow can we leverage technology to gather and organize evidence from various sources? \nHow can we involve students in the process of collecting and reflecting on multiple sources of evidence?\nDifferentiate between formative and summative assessments and explain their roles within an assessment framework. \nImplement triangulation methods to ensure a comprehensive evaluation of student proficiency. \nIdentify and apply strategies to ensure the validity and reliability of different types of evidence in student assessments. \nDevelop methods to actively involve students in the collection and reflection process of various evidence forms\, fostering self-assessment and ownership of learning.\n\n\n5\nHow can we design assessments that are both challenging and motivating for students? \nWhat role does feedback play in maintaining and enhancing student motivation? \nHow can we create a classroom environment that encourages risk-taking and perseverance in language learning?\nCreate stimulating and rigorous assessments to boost student interest and involvement. \nDeliver impactful feedback to drive student motivation and improvement. \nEstablish a supportive classroom atmosphere to promote student confidence and persistence in language learning.\n\n\n6\nHow can we ensure our assessments align with curriculum standards and learning objectives? \nWhat are some effective ways to communicate assessment criteria and expectations to students? \nHow can we report assessment results in a way that is clear\, constructive\, and supportive of student growth? \nHow can we integrate the preparation for international credentials into our regular assessment practices without overwhelming students?\nAlign assessment practices with educational standards and learning targets to ensure relevance and coherence. \nCommunicate assessment goals and criteria effectively to students\, parents\, and other stakeholders. \nIncorporate international language credential preparation into routine assessments thoughtfully and intentionally.\n\n\n7\nWhat are some time-saving strategies for designing and implementing assessments? \nHow can we use digital tools and resources to streamline the assessment and feedback process? \nWhat are some ways to efficiently mark and provide feedback on student work?\nAdopt efficient methods for designing and implementing assessments to save time. \nUtilize digital tools to streamline the assessment and feedback processes. \nApply efficient marking strategies to provide timely and effective feedback.\n\n\n8\nWhat are some key considerations when developing a personalized assessment repertoire for our specific classroom contexts? \nHow can we ensure our assessment plans are flexible and adaptable to changing classroom dynamics and student needs? \nWhat are some practical tips for implementing the strategies learned in this series in our daily teaching practice?\nDevelop a repertoire of formative and summative assessments for immediate use. \nCreate flexible assessment plans that adapt to classroom dynamics and student needs. \nApply practical strategies on an ongoing basis.
URL:https://www.caslt.org/en/event/assessment-fsl-2026/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/high-school-AdobeStock_470736989-1920w-16-9-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251008T190000
DTEND;TZID=America/Toronto:20251126T203000
DTSTAMP:20260405T170554
CREATED:20250815T165404Z
LAST-MODIFIED:20251009T202026Z
UID:29914-1759950000-1764189000@www.caslt.org
SUMMARY:French for Teachers (B2) – Fall 2025
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Wednesdays from 7:00–8:30 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 8\, 2025\nLast class: November 26\, 2025\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada who communicate with a B2 CEFR French proficiency level and wish to improve their linguistic skills in an inclusive and safe environment while developing their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B2 description and can-do statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B2 Description\nB2 level communicators can understand the main ideas of complex text on both concrete and abstract topics\, including technical discussions in their field of specialization. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. They can produce clear\, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. \nLanguage of the Course\nThis course uses a bilingual approach. Course content will be presented in French at a B2 level with visual and instructional supports. Participants may engage in coursework and discussions in English or French\, depending on their comfort level. \nThe instructor will model instructional strategies in French. Participants are encouraged to engage with coursework in French as much as possible to develop their proficiency. However\, they should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach class will be rooted in the activer-acquérir-ancrer model within a Universal Design for Learning framework.\nThe development of linguistic competencies will be addressed in the context of the FSL classroom. Some course activities may be adapted for classroom use to meet students’ proficiency level(s).\nPlurilingualism and choice will be respected and celebrated.\n\nCourse Description\nParticipants will engage in practical and meaningful coursework to develop language proficiency specific to the FSL teaching profession. They will use their increasingly independent language skills to gain a clear understanding of the proficiency expectations and assessment criteria of the B2 CEFR level and how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, teacher-learners will participate in various B2-level synchronous and asynchronous listening\, speaking\, reading\, and writing tasks in a gradual release of responsibility model. Participants will develop effective pedagogical practices and communication skills using research-based strategies and authentic texts. By actively participating and reflecting on their language learning journey\, they will equip themselves with tools to improve their French proficiency skills while gaining insight into their students’ learning needs. \nParticipants will: \n\nDevelop and participate in an inclusive and safe bi/plurilingual learning community.\nExamine B2 linguistic competencies related to oral comprehension\, oral production\, written production\, and written comprehension.\nParticipate in targeted practice of B2 linguistic and intercultural competencies in the FSL classroom context.\nReflect on and discuss instructional strategies to develop proficiency in French and how to effectively integrate them into classroom practice using clear directions and appropriate modelling.\n\nParticipants will work through tasks to reflect on their progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps while fostering strong connections with other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but also applies to other frameworks. \nLearning Outcomes\nBy the end of this eight-lesson course\, participants will: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices to value their demonstrated and growing proficiency.\nAccurately assess their CEFR language proficiency and the competency areas needing growth or reinforcement.\nDevelop the language skills necessary to facilitate learning in the French classroom.\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language.\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow can we develop our community to create an inclusive environment designed for learning and growth?\nCo-create and participate in an inclusive and safe learning community designed for growth and maintaining our affective filters. \nExamine B2 language proficiency descriptions to self-assess and identify areas for development.\n\n\n2\nHow can Action-Oriented scenarios support our learning and teaching practice?\nDefine the components and goals of the Action-Oriented Approach. \nExplore Action-Oriented tasks from A1–B2 CEFR levels.\n\n\n3\nHow can we develop our proficiency in French by using our oral comprehension skills?\nIdentify the expectations of B2 oral comprehension. \nEngage in B2-level listening activities. \nApply strategies to enhance oral comprehension proficiency.\n\n\n4\nHow can we develop our proficiency in French by using our oral production skills?\nIdentify the B2 linguistic competencies for spoken interaction and spoken production. \nEngage in B2-level speaking activities. \nApply strategies to enhance oral production proficiency.\n\n\n5\nHow can we develop our proficiency in French by using our written comprehension skills?\nExamine B2-level written comprehension samples to identify the competencies required. \nEngage in B2-level reading activities. \nApply strategies to enhance proficiency in written comprehension.\n\n\n6\nHow can we develop our proficiency in French by using our written production skills?\nExamine B2-level written production samples to identify the competencies required. \nEngage in B2-level writing activities. \nApply strategies to enhance proficiency in written production.\n\n\n7\nHow can we develop the intercultural competency to communicate effectively and appropriately?\nExamine the intercultural competency. \nCreate an environment of curiosity and inquiry to develop intercultural competence. \nEngage in B2-level authentic activities to develop intercultural competence.\n\n\n8\nHow can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.\nExplore ways of celebrating learning to create a supportive classroom environment designed for growth. \nShare the learning process and achievement of the B2 Action-Oriented task. \nUse the CEFR to self-assess and support assessment for proficiency growth. \nReflect on the power of communities of teaching and learning.
URL:https://www.caslt.org/en/event/french-for-teachers-b2-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/high-school-teacher-assisting-AdobeStock_470737067-1920w-16-9-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251008T190000
DTEND;TZID=America/Toronto:20251126T203000
DTSTAMP:20260405T170554
CREATED:20250815T165355Z
LAST-MODIFIED:20251009T202017Z
UID:29913-1759950000-1764189000@www.caslt.org
SUMMARY:French for Teachers (B1) – Fall 2025
DESCRIPTION:Course Details\nSchedule and Format\n\n8 lessons over 8 weeks that blend theory and practice:\n\nSynchronous 90-minute lessons on Wednesdays\, 7:00–8:30 p.m. ET (Zoom)\nAsynchronous learning activities during the week\n\n\nFirst class: October 8\, 2025\nLast class: November 26\, 2025\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with a B1 CEFR French proficiency level who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B1 description and can-do statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B1 Description\nB1 level communicators can understand the main points of clear standard input on familiar matters regularly encountered in work\, school\, leisure\, etc. They can respond to situations that may arise while travelling in an area where the language is spoken. They can produce simple connected text on topics that are familiar or of personal interest. When describing experiences and events\, B1 communicators develop their skills by using increasingly complex structures. They can respond spontaneously to everyday situations. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at a B1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nActiver–Acquérir–Ancrer: Participants will activate prior knowledge\, acquire new information\, and anchor their learning through practical application.\nCollaborative Learning: Each synchronous class will involve collaborative learning and sharing of what was tried in the classroom\, fostering a community of practice.\nIterative Learning Process: Participants will engage in asynchronous learning by trying activities or approaches in their classrooms. They will then share their experiences and observations with peers during synchronous sessions. Reflective discussions will be held to deepen understanding and refine teaching practices.\nAdditional Resources: Supplementary resources for viewing and reading will be provided to support and extend learning.\n\nCourse Description\nIn this course\, participants will use their increasingly independent language skills to explore the challenges of FSL teaching\, including classroom space\, perceived value\, student diversity and engagement\, Differentiated Instruction (DI)\, and Universal Design for Learning (UDL). They will engage in meaningful and practical coursework designed to develop language proficiency specific to the FSL teaching profession. \nDuring this course\, we will listen\, read\, and share research; collaborate on solutions; and share experiences to develop excellent pedagogical practices — in B1 level French! By actively participating and reflecting on our own language learning journey\, we are equipping ourselves not only with tools we need to learn French\, but with insight into our students’ learning as well. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write while forming professional connections. FSL teacher-learners will share strategies\, ideas\, and resources (songs\, videos\, images\, text) beneficial for teachers (and students) at this level of language development. Teachers will build community around FSL teaching\, creating a network that will allow them to continue community building after the course\, thereby helping to combat the isolation of the FSL profession. \nParticipants will engage in both synchronous and asynchronous tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to engage students in their own learning journeys in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do we get to know our students? \nHow do we create community in the FSL classroom? \nHow can we use French effectively to build relationships and foster a sense of belonging?\nExplore personal identity and lived experiences in relation to creating community in professional practice. \nCo-create our virtual professional learning community using French as the primary means of communication. \nIncorporate strategies for community-building into teaching practices. \nDevelop and practice vocabulary and expressions related to introductions\, personal descriptions\, and community-building.\n\n\n2\nWhat are the levels of second/additional language learning according to the CEFR? \nHow do we assess our students’ levels of language acquisition? \nWhat professional needs must we meet to ensure student success? \nHow do we help students reinforce learning and develop autonomy in their language use? \nHow can we apply the CEFR framework to our own language learning journey?\nReflect on personal experiences and determine where we are on our own journey through the language learning continuum. \nDefine professional needs and expectations of community participation for this course and beyond. \nIncorporate strategies for assessing and supporting student language development into teaching practices. \nDevelop and practice vocabulary and expressions related to the CEFR and learner autonomy.\n\n\n3\nHow do we set our students up for success in the FSL classroom? \nHow can we use the Neurolinguistic Approach (NLA) to support oral language learning and engage students? \nHow can we apply NLA principles to our own language learning to enhance our oral proficiency?\nExplore the Neurolinguistic Approach (NLA) and its effectiveness in supporting oral language learning and student engagement. \nIncorporate NLA strategies into teaching practices. \nApply NLA strategies to personal language learning to improve oral proficiency.\n\n\n4\nHow do we ensure our evaluation practices are equitable in our FSL classroom? \nHow do we accurately assess what our students can do?\nExplore concepts of evaluation for learning and observation of learning. \nShare ideas on assessment and observation techniques to better understand our students. \nIncorporate the use of CEFR language descriptors in the classroom to meet student needs. \nApply CEFR B1 descriptors to self-assess personal language proficiency and set improvement goals.\n\n\n5\nHow can we apply the Action-Oriented Approach (AOA) in our FSL classrooms? \nHow can we create meaningful and authentic tasks to enhance student engagement?\nIdentify strategies to increase student engagement. \nDefine components and goals of action-oriented tasks. \nExplore action-oriented tasks at the B1 level. \nCo-create a B1 level task to be developed and worked on during the course. \nDevelop and practice vocabulary and expressions related to the AOA.\n\n\n6\nHow can we support our learners as they develop skills to accomplish action-oriented tasks?\nUse CEFR descriptors and “I can” statements to develop subtasks and student success criteria. \nDevelop and practice vocabulary and expressions related to planning and developing an action-oriented task.\n\n\n7\nHow can we apply Differentiated Instruction (DI) and Universal Design for Learning (UDL) principles in our FSL classrooms? \nHow do we use differentiated strategies to get students talking about visual texts? \nHow do we use differentiated strategies to get students talking about written texts in FSL?\nUse B1 level listening and speaking skills to develop a collective understanding of DI and UDL. \nExplore differentiation strategies to encourage student discussion using images and visual stories. \nCollaborate to build a bank of visual resources for use in our own contexts. \nIncorporate differentiated strategies for discussing written texts into teaching practices. \nIncorporate DI and UDL strategies into teaching practices to support students with diverse learning needs. \nDevelop and practice vocabulary and expressions related to DI and UDL.\n\n\n8\nHow do we use differentiated strategies to get students talking about oral texts in FSL? \nHow can we effectively use videos and audio texts to encourage student discussion?\nExplore differentiation strategies to encourage student discussion using video and audio content. \nExplore and engage in B1 level listening activities. \nDevelop and practice strategies for improving oral production and comprehension through discussions about audio and video content. \nBuild a bank of oral resources (videos\, podcasts\, audio clips) for use in FSL instruction. \nIncorporate strategies for discussing oral texts into teaching practices. \nDiscuss and share strategies for ongoing professional growth and continued application of our learnings in our teaching practices.
URL:https://www.caslt.org/en/event/french-for-teachers-b1-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/teenage-students-AdobeStock_380920032-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251008T190000
DTEND;TZID=America/Toronto:20251126T203000
DTSTAMP:20260405T170554
CREATED:20250815T165345Z
LAST-MODIFIED:20251009T202007Z
UID:29912-1759950000-1764189000@www.caslt.org
SUMMARY:French for Teachers (A2) – Fall 2025
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Wednesdays from 7:00–8:30 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 8\, 2025\nLast class: November 26\, 2025\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A2 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A2 description and “can-do” statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A2 Description\nA2 level communicators can understand sentences and frequently used expressions related to areas of most immediate relevance. They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. A2 level communicators can describe in simple terms aspects of their background\, immediate environment\, and matters in areas of immediate need. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A2 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be rooted in the activer–acquérir–ancrer \nDevelopment of linguistic competencies will be addressed in the context of the FSL classroom.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. Participants will gain a clear understanding of the proficiency expectations and evaluation criteria for the A2 level and of how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write in French while forming professional connections. Participants will engage in both synchronous and asynchronous tasks to promote reflection and professional dialogue with other course participants. \nParticipants in the course will: \n\nDevelop an inclusive and safe learning community through pairing and sharing activities\nExamine A2 linguistic competencies as they relate to oral comprehension\, oral production\, written production\, and written comprehension\nParticipate in targeted practice of A2 linguistic competencies in the context of the FSL classroom\nPractice using A2 linguistic strategies in their classrooms and giving feedback to FSL students using appropriate classroom language\nReflect on and discuss instructional strategies for oral comprehension\, oral production\, written production\, and written comprehension and the most effective ways to integrate these strategies into classroom practice using clear directions and appropriate modelling\n\nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to give clear directions\, engage students in basic discussion on familiar topics\, and give constructive feedback in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow will we build an inclusive and safe learning community? \nWhat are the linguistic competencies of A2 as identified in the CEFR?\nExplore activities that promote the sharing of resources and ideas. \nExamine A2 language proficiency descriptions to self-assess. \nIdentify areas of development for augmenting their proficiency.\n\n\n2\nWhat are the oral comprehension skills of A2 as identified in the CEFR? \nIn what ways can we augment oral comprehension skills?\nExamine A2 language oral comprehension proficiency descriptions. \nIdentify barriers to oral comprehension. \nExplore activities that improve oral comprehension.\n\n\n3\nWhat are the oral production skills of A2 as identified in the CEFR? \nHow will we augment oral interaction skills?\nExamine A2 language oral interaction and production proficiency descriptions. \nExplore activities that improve oral interaction.\n\n\n4\nWhat are the barriers to successful oral interaction? \nIn what ways can we address barriers to successful oral interaction and production?\nIdentify the barriers to successful oral production and interaction. \nIdentify the best strategies to build A2 oral production and interaction skills.\n\n\n5\nWhat are the written comprehension skills of A2 as identified in the CEFR? \nIn what ways can we develop written comprehension skills? \nWhich strategies can we use and implement in the classroom?\nIdentify the A2 linguistic competencies required for written comprehension. \nExamine models of A2 written comprehension tasks. \nApply written comprehension strategies to enhance teacher and student proficiency.\n\n\n6\nWhat are the written production skills of A2 as identified in the CEFR? \nIn what ways can we augment written production skills? \nWhich strategies can we use and implement in the classroom?\nIdentify the A2 linguistic competencies required for written production. \nExamine and assess A2-level written production samples. \nIdentify and apply strategies to enhance teacher and student proficiency in written production.\n\n\n7\nHow can we move forward? \nWhat resources can help improve the linguistic competences of teachers and students?\nDevelop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources.\n\n\n8\nHow can we use self-assessment and professional learning practices for proficiency growth? \nWhat professional communities and resources can we access?\nDevelop self-assessment and professional learning practices for augmenting linguistic competence. \nDevelop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources.
URL:https://www.caslt.org/en/event/french-for-teachers-a2-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/teacher-helping-group-AdobeStock_725537741-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251008T190000
DTEND;TZID=America/Toronto:20251126T203000
DTSTAMP:20260405T170554
CREATED:20250815T165337Z
LAST-MODIFIED:20251009T201957Z
UID:29911-1759950000-1764189000@www.caslt.org
SUMMARY:French for Teachers (A1) – Fall 2025
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Wednesdays from 7:00–8:30 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 8\, 2025\nLast class: November 26\, 2025\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A1 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A1 description and “can-do” statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A1 Description\nA1 level communicators can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. They can introduce themselves and others and can ask and answer questions about personal details such as where they live\, people they know\, and things they have. An A1 communicator can interact in a simple way provided that the other person talks slowly and clearly and is prepared to help. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be approached from an asset-based perspective.\nEach synchronous class will be rooted in the activer–acquérir–ancrer model and a differentiated approach to teaching and learning.\nPlurilingualism and student voice and choice will be respected and celebrated.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. \nIn an inclusive\, welcoming environment rooted strongly in Culturally Responsive and Relevant Pedagogy (CRRP) practice\, participants will be invited to listen\, speak\, read\, and write in A1-level French while forming professional connections with one another. Teacher-learners will be provided with ongoing opportunities to engage with one another in A1-level French language. Listening and reading tasks will be provided with supports appropriate to A1 language learners. Participants are encouraged to use their French language orally and in written form for a variety of authentic targeted purposes. Teacher-learners will self-assess based on their progress and proficiency throughout the course. \nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to facilitate learning in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Theme\nLearning Objectives\n\n\n1\nSetting up for Success: Creating a space (and a headspace!) for learning\nIntroduce “coups de cœur” for A1 language acquisition. \nShare effective strategies for using the target language in all strands. \nDiscuss how to apply strategies for language acquisition as teacher-learners and how to use these in the FSL classroom.\n\n\n2\nThe First Five: Getting to Know Your Learners and Creating an Inclusive Environment for Learning\nUse inclusive strategies to welcome learners. \nModel space of accountability to promote inclusion. \nTake linguistic and social risks to become more comfortable using the target language (French) in an educational milieu.\n\n\n3\nThe CEFR and the Growth Mindset: What is Already in Your Teaching Toolbox?\nUse “je peux” statements to self-assess proficiency. \nUse action-oriented tasks to promote and encourage a growth mindset. \nExplore and develop the growth mindset to reframe challenges as opportunities.\n\n\n4\nMaximizing Success Using the Cycle for Learning\nDevelop and use vocabulary linked to the cycle for learning to improve professional practice. \nDefine and explore individual efficacy. \nUse the cycle for learning to connect the growth mindset with individual efficacy.\n\n\n5\nAssessment and Evaluation: Demonstrating Progress of Learning\nDevelop opportunities for the classroom to honour student voice and choice through assessment and evaluation opportunities rooted in Culturally Responsive and Relevant Pedagogy (CRRP). \nExplore how Universal Design for Learning (UDL) and Differentiated Instruction (DI) can be used to create and implement opportunities for creative and alternative assessments.\n\n\n6\nThe Journey to Proficiency and the Importance of Self-Reflection\nPractice using tools for self-reflection. \nCreate opportunities for metacognitive practice to encourage opportunities for growth specific to French as a Second Language (FSL).\n\n\n7\nCelebrating Learning and Sharing Success\nIdentify the importance of celebrating learning as part of a growth mindset and efficacy. \nExplore ways of celebrating learning to create a supportive classroom environment. \nReflect on the power of communities of teaching and learning.\n\n\n8\nNext steps: How and Where Will the Journey Lead?\nDiscuss next steps and needs to be successful as language learners and as FSL educators. \nShare recommendations for sources and resources for use in both personal language acquisition and pedagogy.
URL:https://www.caslt.org/en/event/french-for-teachers-a1-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/high-five-AdobeStock_486455830-1920w-16-9-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250408T183000
DTEND;TZID=America/Toronto:20250527T200000
DTSTAMP:20260405T170554
CREATED:20240827T192100Z
LAST-MODIFIED:20250326T181537Z
UID:27113-1744137000-1748376000@www.caslt.org
SUMMARY:Fostering Equity and Diversity in the FSL Classroom
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30-8:00 p.m. ET (on Zoom)\nEmphasis will be placed on peer learning through structured group discussions and visits from expert guest speakers\, allowing participants to learn from each others’ experiences and perspectives\nParticipants will engage in a cyclical process of learning foundational concepts\, creating practical tools and strategies\, collaborating with peers\, implementing these tools and strategies in their own contexts\, and self reflection\n\n\n\nFirst class: April 8\, 2025 \nLast class: May 27\, 2025 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended\, or French Immersion programs across Canada. \nLanguage of the Course\nThis course uses a bilingual approach. Course content will be presented in English\, and participants may engage in coursework and discussions in English or French. \nInstructional Approach\n\nAdult Learning Model: This approach recognizes that adult learners bring diverse experiences and prefer self-directed\, relevant learning. It emphasizes practical application and respects participants’ prior knowledge and autonomy.\nGuest Speakers: We will invite experts to share diverse\, real-world insights and perspectives.\nCo-operative Learning: The course will incorporate structured group work to promote collaboration and peer learning.\nAction-Focused Reflection: Participants will engage in a continuous cycle of applying concepts\, reflecting on outcomes\, and sharing insights.\nResponsive Instruction: The instructor will assess and adapt to participants’ learning styles\, offering multiple ways to engage with the course content.\nProblem Solving and Inquiry: The course will present real-world scenarios for analysis\, encourage participants to formulate their own questions\, and promote research-based problem-solving. This will help participants develop skills in critical analysis\, decision-making\, and applying theoretical knowledge to practical situations.\n\nCourse Description\nThis foundational course is designed for teachers of French as a second/additional language (FSL)\, particularly those who are new to the field or lack a specific pedagogical background in social justice\, equity\, diversity\, inclusion\, and Indigenous reconciliation. Participants will explore how these crucial concepts can be effectively applied within FSL education. The course provides a supportive environment for educators to understand social justice issues\, learn strategies for creating inclusive classrooms\, address systemic barriers\, and implement equity\, diversity\, and inclusion (EDI) principles in their practice. Through interactive sessions and guided reflection\, participants will work toward ensuring a positive learning environment for all students\, maximizing student success and well-being\, recognizing and eliminating barriers caused by systemic oppression\, and transforming FSL education to be more equitable and accessible. This course lays a strong foundation for ongoing professional growth in EDI practices within FSL education. \nLearning Outcomes\nBy the end of this eight-lesson course\, participants will: \n\nUnderstand the impact they have (and have had) as educators on FSL learners in their care.\nBe equipped with strategies to recognize\, disrupt\, and eliminate persistent barriers in FSL education.\nBe prepared to take an active and courageous role in ensuring truly inclusive FSL classrooms\, maximizing student success.\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nWho am I? What are my social identities? Who are my students? \nHow do I foster an environment to create trusting relationships with my learners? \nWhat is my philosophy of teaching and learning in general? In FSL contexts? \nWhat are my goals for this course?\nReflect on personal philosophy regarding language teaching/learning in general and French (as an additional) language teaching/learning. \nReflect on identities as a French language speaker and how these identities relate to our positionality and impact FSL classroom teaching and learning.\n\n\n2\nWhat do I need to learn\, unlearn\, and discover about language learning\, maintenance\, and preservation — past and present — in Canada\, with particular attention to Indigenous languages? \nWhat do I need to learn\, unlearn\, and discover about FSL’s past and present in Canada? \nWhat role do I want to play in that legacy? How?\nLearn about the variety of Indigenous languages\, linguistic imperialism in colonization\, and Indigenous language revitalization in Canada. \nHeighten awareness regarding the colonial history of French language diffusion and minority language protection in Ontario\, Canada\, and beyond. \nExplore research about FSL and inclusivity/exclusivity. \nPlan for inclusive FSL teaching and learning in my context.\n\n\n3\nWhat is Culturally Relevant and Responsive Pedagogy (CRRP) and how does it relate to teaching and learning FSL? \nWhat are Intercultural Understanding\, Awareness\, and Communication (IU/IA)\, and how do they relate to teaching and learning FSL? \nHow are CRRP and IU/IA connected?\nUnderstand the tenets of CRRP in the FSL context. \nLearn about perspectives on IU/IA in the FSL context. \nExplore the ways CRRP\, as a stance\, can position FSL teachers to support the development of IU/IA skills in learners.\n\n\n4\nWhat does it mean to be racialized in FSL learning environments? \nHow do I begin recognizing\, disrupting\, and eliminating racial inequities in FSL?\nExplore the emerging and much-needed research on racism in FSL learning environments. \nMake connections to colonialism and linguistic imperialism. \nDevelop a lens to question\, recognize\, interrupt\, and eliminate racial discrimination in FSL contexts.\n\n\n5\nInclusion vs. inclusive: How do I support all learners in FSL classrooms? \nHow is inclusion different from and similar to inclusivity in FSL? \nWhat strategies can support me in recognizing\, honouring\, and adapting my FSL program to different learner profiles\, styles\, and needs?\nDelve into best practices for reaching the needs of various learners in French as an additional language classrooms\, focusing on differentiated instruction and Universal Design for Learning. \nInterrogate policies that are barriers to all learners accessing French language learning. \nExplore how to recognize\, honour\, and adapt FSL programs to learner profiles\, styles\, and needs.\n\n\n6\nWhat is the difference between multilingualism and plurilingualism? \nHow does a student’s linguistic portfolio support their learning of French? \nHow do I value plurilingualism in FSL while promoting the development of French knowledge\, skills\, and competencies?\nGain an understanding of the importance of languages and student identity. \nInterrogate our own biases and the positions of additional language researchers regarding plurilingualism in FSL learning environments. \nExplore best practice possibilities in FSL learning with plurilingual learners.\n\n\n7\nIs there research on the experiences of 2SLGBTQ+ learners in FSL? \nIs your current FSL curriculum affirmative of 2SLGBTQ+ communities and legacies — past and present? How will I know? What will I do?\nRead about the experiences of 2SLGBTQ+ students and staff in FSL contexts to better understand their realities. \nEngage in an audit of FSL resources to highlight 2SLGBTQ+ affirming materials and remove/critically frame anti-2SLGBTQ+ resources. \nDevelop a lens to question\, recognize\, interrupt\, and eliminate anti-2SLGBTQ+l discrimination in FSL contexts.\n\n\n8\nWhere do I go from here? \nWhat tangible steps can I plan to prepare an environment where all students can be seen\, valued\, and celebrated? \nHow can I share with my colleagues outside of this course the ways I have gained the courage to engage in equity actions that lead to social justice in FSL? \nWhat more do I need now?\nMake an action-focused plan to prepare an environment where all students can be seen\, valued\, and celebrated. \nPlan for the participation in or establishment of equity-minded FSL educator networks.
URL:https://www.caslt.org/en/event/diversity-inclusion-fsl-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/globe-in-classroom-AdobeStock_279091699-1920w.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250403T183000
DTEND;TZID=America/Toronto:20250522T200000
DTSTAMP:20260405T170554
CREATED:20240827T185819Z
LAST-MODIFIED:20240827T185819Z
UID:27097-1743705000-1747944000@www.caslt.org
SUMMARY:Effective Assessment Strategies for FSL
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\n60 minutes of synchronous online learning\n30 minutes of collaborative planning and/or individual reflection (synchronously or asynchronously)\n\n\n\nFirst class: April 3\, 2025 \nLast class: May 22\, 2025 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada \nLanguage of the Course\nThis course uses a bilingual approach. Course content will be presented in English\, and participants may engage in coursework and discussions in English or French. \nInstructional Approach\n\nFlipped Classroom: Participants will engage with course materials before class\, allowing in-class time to be used for deeper discussion\, hands-on activities\, and collaborative learning.\nPeer Learning: Participants will be encouraged to learn from each other through structured group discussions and collaborative planning.\nReflective Practice: Participants will engage in regular written reflections to critically evaluate their learning and teaching practices.\nApplied Learning: The course will focus on creating and adapting practical\, context-specific tools and resources grounded in sound theoretical principles. Participants will engage in a continuous learning\, application\, and reflection cycle.\n\nCourse Description\nHow can we assess and evaluate our students in French while fostering engagement\, motivation\, and authentic use of the target language? What is the solution to assessment overwhelm and endless nights marking “my favourite animal” slideshows? This foundational course will explore best practices of assessment and evaluation in French as a second/additional language. Participants will learn practical and time-saving strategies for designing and implementing authentic and engaging assessments to evaluate student language proficiency in a classroom with diverse needs. The course covers essential topics\, including assessment frameworks\, triangulation of evidence\, differentiation\, inclusion\, curriculum alignment\, reporting\, workflow\, and international language credentials. Participants will engage in hands-on activities and discussions emphasizing collaborative planning and practical application. By the end of the course\, participants will have developed a personalized repertoire of formative and summative assessments tailored to their specific contexts. \nLearning Outcomes\nBy the end of this 8-lesson course\, participants will: \n\nDesign assessments that incorporate real-world scenarios and encourage the authentic use of the French language.\nDevelop assessment strategies to accommodate diverse learning needs and promote inclusivity.\nImplement triangulation methods to ensure a comprehensive evaluation of student proficiency.\nImplement practical and efficient strategies to streamline the assessment process and reduce workload.\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nWhat are the key components of an effective assessment framework in FSL? \nWhat existing knowledge and experiences do we bring to the course? \nHow can we create a collaborative learning community to enhance our understanding of assessment frameworks?\nIdentify and describe the key components of effective assessment frameworks for FSL. \nAnalyze the impact of different assessment frameworks on language learning and teaching outcomes. \nBuild a collaborative learning community to support ongoing dialogue and shared learning about best practices in FSL assessment.\n\n\n2\nHow can we modify assessment tasks to meet the diverse learning needs of all learners? \nWhat strategies can we employ to provide appropriate challenges for advanced learners while supporting those who need additional help? \nHow can we design assessments to reflect the diversity of backgrounds and experiences in our classrooms?\nImplement strategies and develop assessment tasks that accommodate the diverse needs of FSL learners. \nIntegrate technology to support differentiated and inclusive assessment practices. \nAssess the effectiveness of differentiated and inclusive assessment strategies and make necessary adjustments.\n\n\n3\nHow can we incorporate real-world scenarios and contexts into our assessments? \nHow can we integrate student interests and experiences into assessment design to enhance engagement and relevance? \nHow can we balance the need for authentic assessments with curriculum requirements and standards?\nIncorporate real-world tasks and content into FSL assessments to enhance language learning relevance and application. \nDevelop rubrics and assessment criteria to effectively assess student performance on authentic tasks. \nIdentify potential challenges in designing and implementing authentic assessments and propose solutions.\n\n\n4\nWhat strategies can ensure validity and reliability when evaluating different types of evidence? \nHow can we leverage technology to gather and organize evidence from various sources? \nHow can we involve students in the process of collecting and reflecting on multiple sources of evidence?\nDifferentiate between formative and summative assessments and explain their roles within an assessment framework. \nImplement triangulation methods to ensure a comprehensive evaluation of student proficiency. \nIdentify and apply strategies to ensure the validity and reliability of different types of evidence in student assessments. \nDevelop methods to actively involve students in the collection and reflection process of various evidence forms\, fostering self-assessment and ownership of learning.\n\n\n5\nHow can we design assessments that are both challenging and motivating for students? \nWhat role does feedback play in maintaining and enhancing student motivation? \nHow can we create a classroom environment that encourages risk-taking and perseverance in language learning?\nCreate stimulating and rigorous assessments to boost student interest and involvement. \nDeliver impactful feedback to drive student motivation and improvement. \nEstablish a supportive classroom atmosphere to promote student confidence and persistence in language learning.\n\n\n6\nHow can we ensure our assessments align with curriculum standards and learning objectives? \nWhat are some effective ways to communicate assessment criteria and expectations to students? \nHow can we report assessment results in a way that is clear\, constructive\, and supportive of student growth? \nHow can we integrate the preparation for international credentials into our regular assessment practices without overwhelming students?\nAlign assessment practices with educational standards and learning targets to ensure relevance and coherence. \nCommunicate assessment goals and criteria effectively to students\, parents\, and other stakeholders. \nIncorporate international language credential preparation into routine assessments thoughtfully and intentionally.\n\n\n7\nWhat are some time-saving strategies for designing and implementing assessments? \nHow can we use digital tools and resources to streamline the assessment and feedback process? \nWhat are some ways to efficiently mark and provide feedback on student work?\nAdopt efficient methods for designing and implementing assessments to save time. \nUtilize digital tools to streamline the assessment and feedback processes. \nApply efficient marking strategies to provide timely and effective feedback.\n\n\n8\nWhat are some key considerations when developing a personalized assessment repertoire for our specific classroom contexts? \nHow can we ensure our assessment plans are flexible and adaptable to changing classroom dynamics and student needs? \nWhat are some practical tips for implementing the strategies learned in this series in our daily teaching practice?\nDevelop a repertoire of formative and summative assessments for immediate use. \nCreate flexible assessment plans that adapt to classroom dynamics and student needs. \nApply practical strategies on an ongoing basis.
URL:https://www.caslt.org/en/event/assessment-fsl-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250114T183000
DTEND;TZID=America/Toronto:20250304T200000
DTSTAMP:20260405T170554
CREATED:20240823T190544Z
LAST-MODIFIED:20250114T191038Z
UID:27073-1736879400-1741118400@www.caslt.org
SUMMARY:FSL Teaching Approaches and Strategies
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nSynchronous 90-minute classes Tuesdays\, 6:30–8 p.m. ET (on Zoom)\nParticipants are asked to apply what they are learning in their own classrooms and share their observations with course colleagues.\nOptional activities: Reading/viewing activities complement the course discussions.\n\nFirst class: January 14\, 2025 \nLast class: March 4\, 2025 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Intensive/Extended French\, or French Immersion programs (elementary or secondary) \nLanguage of the Course\nThis 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. \nInstructional Approach\n\nAction-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.\nDifferentiated: 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.\n\nCourse Description\nIn 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. \nThe 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. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nDistinguish between different pedagogical approaches to teaching French as a second/additional language\nIdentify and compare a variety of evidence-based strategies to help students develop their communicative skills in listening\, speaking\, reading\, and writing\nApply those strategies to their own teaching context and receive feedback on their approach\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do your personal identity\, lived experiences\, interests\, and viewpoints influence the development of your proficiencies in the languages you use? \nWhat can we learn from historical approaches to teaching a second or additional language?\nRecognize the impact of personal learning experiences and preferences on our teaching choices/methods. \nExamine historical and evidence-based approaches used in second/additional language teaching. \nApply a Culturally Responsive Teaching approach to French language classrooms.\n\n\n2\nHow does the brain impact learning and second/additional language acquisition? \nIn 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?\nUnderstand how the brain can impact language acquisition. \nApply the framework of UDL to optimize teaching and developing student proficiency in French. \nConsider the affective filter when planning for language acquisition. \nIdentify the needs of your students.\n\n\n3\nHow can the Input Hypothesis develop beginner French skills? \nHow can Teaching Proficiency Through Reading and Storytelling (TPRS) and Accelerative Integrated Methodology (AIM) build a foundation for language acquisition?\nUse comprehensible input to develop proficiency in the French language. \nExamine the use of TPRS and AIM to build a foundation for language acquisition in your teaching practice.\n\n\n4\nTo what extent can the Neurolinguistic Approach (NLA) develop learner proficiency in the French language when learning a new structure or skill?\nExamine the use of the NLA to build a comprehensible-input foundation for language acquisition in your teaching practice. \nDesign learning experiences that put boucler la boucle into practice.\n\n\n5\nIn what ways can proficiency samples guide my understanding of expectations and French proficiency? \nIn what ways can I develop learner proficiency in written and oral production skills?\nUnderstand written and oral production proficiency levels of learners (from A1 to B2). \nDesign learning opportunities that develop written and oral production skills. \nIdentify supports for students before and during activities to address their learning needs.\n\n\n6\nIn what ways can proficiency samples guide my understanding of expectations and French proficiency? \nIn what ways can I develop learner proficiency in written and oral comprehension skills?\nUnderstand written and oral comprehension proficiency levels of learners (from A1 to B2). \nDesign learning opportunities that develop written and oral comprehension skills. \nIdentify supports for students before and during activities to address their learning needs.\n\n\n7\nTo 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?\nExamine the use of the AOA to teach French as a second/additional language and develop communicative and intercultural competencies. \nDevelop students’ social agency and learner autonomy.\n\n\n8\nHow can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.\nReflect and plan purposefully to embed what you have learned into your teaching practice. \nUse the CEFR to continue to guide your practice for proficiency growth in the FSL classroom. \nReflect on the power of communities of teaching and learning.
URL:https://www.caslt.org/en/event/fsl-approaches-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/elementary-student-AdobeStock_376595031-1920w.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250109T183000
DTEND;TZID=America/Toronto:20250227T200000
DTSTAMP:20260405T170554
CREATED:20240823T182328Z
LAST-MODIFIED:20241213T184311Z
UID:27062-1736447400-1740686400@www.caslt.org
SUMMARY:Finding\, Evaluating\, and Creating Resources for FSL Programs
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nAsynchronous tâche de préparation for each lesson (approx. 30 mins)\nSynchronous 60-minute class on Thursdays\, 6:30–8 p.m. ET (on Zoom)\nReflection and professional dialogue with other course participants are integral to the course\nEmphasis will be placed on the multitude of authentic\, free\, fiction and non-fiction resources of various genres developed by non-profit organizations in Canada and worldwide\, as well as picture books and informative texts published by authors that reflect a wide range of diverse lived experiences\n\nFirst class: January 9\, 2025 \nLast class: February 27\, 2025 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada. \nLanguage of the Course\nThis course is taught using a bilingual approach. The course content will be presented in English\, and participants may engage with coursework and discussions in English or French. \nInstructional Approach\n\nEach synchronous class will be taught using the activer–acquérir–ancrer model\nAn inquiry-based model with guiding questions will be used\nA variety of formats to support learning\, as appropriate to the task\, is encouraged\n\nCourse Description\nIn this course\, participants will explore strategies and considerations for effective resource selection and creation in French as a Second Language (FSL) programs. The content is adaptable to K–12 teachers of Core/Basic French\, Intensive/Extended French\, and/or French Immersion programs across Canada. Using principles of equity and inclusion as a foundation for critical analysis and resource design\, we will use an inquiry-based model to explore three overall guiding questions: \n\nWhat role does effective\, equitable resource selection/creation play in students’ academic achievement and well-being in FSL programs?\nWhat is the relationship between resource selection/creation and language proficiency frameworks and approaches (e.g.\, the CEFR and the Action-Oriented Approach)?\nHow does effective\, equitable resource selection/creation support an inclusive\, differentiated approach to language learning that fosters collaboration\, curiosity\, joy\, and independence?\n\nParticipants will engage in both synchronous and asynchronous tasks that promote interaction and reflection. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) and the Action-Oriented Approach (AOA)\, but the principles are also applicable to other frameworks and approaches. \nLearning Outcomes\nBy the end of this 8-lesson course\, participants will be able to: \n\nUnderstand some of the principles\, frameworks\, and tools that guide resource selection and creation in FSL programs\nDevelop familiarity with many readily available\, high-quality\, engaging\, relevant print and digital resources that support student learning\, engagement\, and well-being in FSL programs\nCritically analyze and create resources that foster equity\, inclusion\, collaboration\, curiosity\, joy\, and independence in FSL classrooms\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do our personal and diverse identities\, lived experiences\, interests\, and viewpoints influence our practices related to resource selection in FSL programs? \nHow might the principles of Culturally Relevant and Responsive Pedagogy (CRRP) guide our work in this area? \nHow do the guiding principles of decolonization\, equity\, anti-racism\, and anti-oppression ground our work in resource selection and creation?\nCo-create our virtual professional learning community. \nExplore the intersectionality and impact of personal identity and lived experiences with professional practice related to resource selection. \nIdentify some practices to stop\, start\, and continue based on their impact related to decolonization\, equity\, anti-racism\, and anti-oppression. \nReflect on personal experiences with resources in FSL programs. \nDevelop a collective understanding of principles of decolonization\, equity\, anti-racism\, and anti-oppression as they relate to resource selection and creation.\n\n\n2\nHow do the guiding principles of decolonization\, equity\, anti-racism\, and anti-oppression ground our work in resource selection and creation? \nWhat is Culturally Relevant and Responsive Pedagogy (CRRP)?\nDeepen our ability to assess bias and problematic representations. \nDevelop a collective understanding of CRRP and its critical role in resource selection and creation.\n\n\n3\nHow does CRRP guide us to keep learner identities and lived experiences at the centre of our work related to resource selection and creation\, to ensure relevance and engagement? \nWhat are the Common European Framework of Reference (CEFR) and the Action-Oriented Approach (AOA) to language learning?\nDeepen our ability to assess the relevance of resources as related to diverse learner identities and lived experiences. \nDevelop a collective understanding of the CEFR and its critical role in resource selection and creation. \nDevelop a collective understanding of the AOA and its critical role in resource selection and creation.\n\n\n4\nHow do the CEFR and the AOA guide us to keep learner identities and lived experiences at the centre of our work related to resource selection and creation\, to ensure relevance and engagement? \nWhat tools and strategies can be used to support equitable\, intentional\, purposeful resource selection and creation in FSL programs?\nDeepen our ability to assess the relevance of resources as related to how they support language learning goals and provincial/territorial curriculum. \nExplore resource selection in action (exploration of sample school board/district tools to support resource selection and creation.\n\n\n5\nWhat tools and strategies can be used to support equitable\, intentional\, purposeful resource selection and creation in FSL programs? \nHow can authentic\, relevant\, and engaging print and digital resources enhance student achievement and well-being in FSL programs?\nCreate a personal Resource Selection Tool (in line with the school board tool\, if applicable). \nExplore some high-quality\, widely available print resources in French. \nExplore some high-quality\, widely available audio and audiovisual resources in French. \nCritically analyze how some print\, audio\, and audiovisual resources reflect principles of CRRP and provide AOA language learning opportunities.\n\n\n6\nHow can authentic\, relevant\, and engaging print and digital resources enhance student achievement and well-being in FSL programs? \nWhat is the role of interactive tech tools in 21st century FSL classrooms? \nWhat is the Substitution-Augmentation-Modification-Redefinition (SAMR) model?\nExplore some high-quality\, widely available print resources in French. \n\ne.g. books\, websites\, blogs\, short stories\, poetry\, song lyrics\, etc.\n\nExplore some high-quality\, widely available audio and audiovisual resources in French. \n\ne.g. videos\, films\, audiobooks\, podcasts\, recordings\, songs\, etc.\n\nCritically analyze how some print\, audio and audiovisual resources reflect principles of CRRP and provide AOA language learning opportunities. \nDevelop an understanding of the SAMR model of technology integration. \nExplore some examples of technology tools and how they can enhance learning in FSL programs to foster inclusion\, creativity\, engagement\, and language acquisition.\n\n\n7\nHow do our personal and diverse identities\, lived experiences\, interests\, and viewpoints influence our practices related to resource selection and creation in FSL programs? \nHow might our knowledge of learning styles and the principles of CRRP guide our work in this area? \nWhen creating resources\, how might the use of Universal Design for Learning (UDL) principles foster a culture of inclusion and enhance learning for all students?\nExplore the intersectionality and impact of personal identity and lived experiences with professional practice related to resource creation (assessing our own biases/preferences and impact on the tools we choose to learn\, use\, and create). \nIdentify some practices to stop\, start\, and continue based on the purpose of the resource and its relation to the CEFR\, local curriculum\, and needs of additional language learners (versus Francophone students). \nReflect on personal experiences with resources in FSL programs. \nDeepen our understanding of UDL. \nExplore how the principles of UDL support the designing of effective resources that allow for multiple means of expression\, engagement\, and representation. \nExplore considerations that impact the accessibility of resources.\n\n\n8\nHow might the use of differentiation structures enhance the creation and effectiveness of resources in FSL programs to support and engage all learners? \nHow have my thinking and practices related to resource selection evolved during this course? \nWhat are my next moves?\nExplore differentiation structures that create possibilities for effectively co-creating learning experiences and resources with learners. \nIdentify and affirm key learning from the course. \nAddress lingering questions. \nIdentify next steps for transforming practice and professional learning and sharing.
URL:https://www.caslt.org/en/event/resources-fsl-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/computer-room-AdobeStock_281225696-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260405T170554
CREATED:20240826T221648Z
LAST-MODIFIED:20240905T190138Z
UID:26982-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (B2)
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30–8:00 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 29\, 2024\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada who communicate with a B2 CEFR French proficiency level and wish to improve their linguistic skills in an inclusive and safe environment while developing their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B2 description and can-do statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B2 Description\nB2 level communicators can understand the main ideas of complex text on both concrete and abstract topics\, including technical discussions in their field of specialization. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. They can produce clear\, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. \nLanguage of the Course\nThis course uses a bilingual approach. Course content will be presented in French at a B2 level with visual and instructional supports. Participants may engage in coursework and discussions in English or French\, depending on their comfort level. \nThe instructor will model instructional strategies in French. Participants are encouraged to engage with coursework in French as much as possible to develop their proficiency. However\, they should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach class will be rooted in the activer-acquérir-ancrer model within a Universal Design for Learning framework.\nThe development of linguistic competencies will be addressed in the context of the FSL classroom. Some course activities may be adapted for classroom use to meet students’ proficiency level(s).\nPlurilingualism and choice will be respected and celebrated.\n\nCourse Description\nParticipants will engage in practical and meaningful coursework to develop language proficiency specific to the FSL teaching profession. They will use their increasingly independent language skills to gain a clear understanding of the proficiency expectations and assessment criteria of the B2 CEFR level and how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, teacher-learners will participate in various B2-level synchronous and asynchronous listening\, speaking\, reading\, and writing tasks in a gradual release of responsibility model. Participants will develop effective pedagogical practices and communication skills using research-based strategies and authentic texts. By actively participating and reflecting on their language learning journey\, they will equip themselves with tools to improve their French proficiency skills while gaining insight into their students’ learning needs. \nParticipants will: \n\nDevelop and participate in an inclusive and safe bi/plurilingual learning community.\nExamine B2 linguistic competencies related to oral comprehension\, oral production\, written production\, and written comprehension.\nParticipate in targeted practice of B2 linguistic and intercultural competencies in the FSL classroom context.\nReflect on and discuss instructional strategies to develop proficiency in French and how to effectively integrate them into classroom practice using clear directions and appropriate modelling.\n\nParticipants will work through tasks to reflect on their progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps while fostering strong connections with other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but also applies to other frameworks. \nLearning Outcomes\nBy the end of this eight-lesson course\, participants will: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices to value their demonstrated and growing proficiency.\nAccurately assess their CEFR language proficiency and the competency areas needing growth or reinforcement.\nDevelop the language skills necessary to facilitate learning in the French classroom.\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language.\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow can we develop our community to create an inclusive environment designed for learning and growth?\nCo-create and participate in an inclusive and safe learning community designed for growth and maintaining our affective filters. \nExamine B2 language proficiency descriptions to self-assess and identify areas for development.\n\n\n2\nHow can Action-Oriented scenarios support our learning and teaching practice?\nDefine the components and goals of the Action-Oriented Approach. \nExplore Action-Oriented tasks from A1–B2 CEFR levels.\n\n\n3\nHow can we develop our proficiency in French by using our oral comprehension skills?\nIdentify the expectations of B2 oral comprehension. \nEngage in B2-level listening activities. \nApply strategies to enhance oral comprehension proficiency.\n\n\n4\nHow can we develop our proficiency in French by using our oral production skills?\nIdentify the B2 linguistic competencies for spoken interaction and spoken production. \nEngage in B2-level speaking activities. \nApply strategies to enhance oral production proficiency.\n\n\n5\nHow can we develop our proficiency in French by using our written comprehension skills?\nExamine B2-level written comprehension samples to identify the competencies required. \nEngage in B2-level reading activities. \nApply strategies to enhance proficiency in written comprehension.\n\n\n6\nHow can we develop our proficiency in French by using our written production skills?\nExamine B2-level written production samples to identify the competencies required. \nEngage in B2-level writing activities. \nApply strategies to enhance proficiency in written production.\n\n\n7\nHow can we develop the intercultural competency to communicate effectively and appropriately?\nExamine the intercultural competency. \nCreate an environment of curiosity and inquiry to develop intercultural competence. \nEngage in B2-level authentic activities to develop intercultural competence.\n\n\n8\nHow can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.\nExplore ways of celebrating learning to create a supportive classroom environment designed for growth. \nShare the learning process and achievement of the B2 Action-Oriented task. \nUse the CEFR to self-assess and support assessment for proficiency growth. \nReflect on the power of communities of teaching and learning.
URL:https://www.caslt.org/en/event/french-for-teachers-b2-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/high-school-teacher-assisting-AdobeStock_470737067-1920w-16-9-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260405T170554
CREATED:20240824T003744Z
LAST-MODIFIED:20240826T233256Z
UID:27039-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (A1)
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30–8:00 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 29\, 2024\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A1 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A1 description and “can-do” statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A1 Description\nA1 level communicators can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. They can introduce themselves and others and can ask and answer questions about personal details such as where they live\, people they know\, and things they have. An A1 communicator can interact in a simple way provided that the other person talks slowly and clearly and is prepared to help. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be approached from an asset-based perspective.\nEach synchronous class will be rooted in the activer–acquérir–ancrer model and a differentiated approach to teaching and learning.\nPlurilingualism and student voice and choice will be respected and celebrated.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. \nIn an inclusive\, welcoming environment rooted strongly in Culturally Responsive and Relevant Pedagogy (CRRP) practice\, participants will be invited to listen\, speak\, read\, and write in A1-level French while forming professional connections with one another. Teacher-learners will be provided with ongoing opportunities to engage with one another in A1-level French language. Listening and reading tasks will be provided with supports appropriate to A1 language learners. Participants are encouraged to use their French language orally and in written form for a variety of authentic targeted purposes. Teacher-learners will self-assess based on their progress and proficiency throughout the course. \nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to facilitate learning in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Theme\nLearning Objectives\n\n\n1\nSetting up for Success: Creating a space (and a headspace!) for learning\nIntroduce “coups de cœur” for A1 language acquisition. \nShare effective strategies for using the target language in all strands. \nDiscuss how to apply strategies for language acquisition as teacher-learners and how to use these in the FSL classroom.\n\n\n2\nThe First Five: Getting to Know Your Learners and Creating an Inclusive Environment for Learning\nUse inclusive strategies to welcome learners. \nModel space of accountability to promote inclusion. \nTake linguistic and social risks to become more comfortable using the target language (French) in an educational milieu.\n\n\n3\nThe CEFR and the Growth Mindset: What is Already in Your Teaching Toolbox?\nUse “je peux” statements to self-assess proficiency. \nUse action-oriented tasks to promote and encourage a growth mindset. \nExplore and develop the growth mindset to reframe challenges as opportunities.\n\n\n4\nMaximizing Success Using the Cycle for Learning\nDevelop and use vocabulary linked to the cycle for learning to improve professional practice. \nDefine and explore individual efficacy. \nUse the cycle for learning to connect the growth mindset with individual efficacy.\n\n\n5\nAssessment and Evaluation: Demonstrating Progress of Learning\nDevelop opportunities for the classroom to honour student voice and choice through assessment and evaluation opportunities rooted in Culturally Responsive and Relevant Pedagogy (CRRP). \nExplore how Universal Design for Learning (UDL) and Differentiated Instruction (DI) can be used to create and implement opportunities for creative and alternative assessments.\n\n\n6\nThe Journey to Proficiency and the Importance of Self-Reflection\nPractice using tools for self-reflection. \nCreate opportunities for metacognitive practice to encourage opportunities for growth specific to French as a Second Language (FSL).\n\n\n7\nCelebrating Learning and Sharing Success\nIdentify the importance of celebrating learning as part of a growth mindset and efficacy. \nExplore ways of celebrating learning to create a supportive classroom environment. \nReflect on the power of communities of teaching and learning.\n\n\n8\nNext steps: How and Where Will the Journey Lead?\nDiscuss next steps and needs to be successful as language learners and as FSL educators. \nShare recommendations for sources and resources for use in both personal language acquisition and pedagogy.
URL:https://www.caslt.org/en/event/french-for-teachers-a1-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260405T170554
CREATED:20240823T231559Z
LAST-MODIFIED:20240826T233307Z
UID:27030-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (A2)
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30–8:00 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 29\, 2024\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A2 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A2 description and “can-do” statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A2 Description\nA2 level communicators can understand sentences and frequently used expressions related to areas of most immediate relevance. They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. A2 level communicators can describe in simple terms aspects of their background\, immediate environment\, and matters in areas of immediate need. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A2 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be rooted in the activer–acquérir–ancrer \nDevelopment of linguistic competencies will be addressed in the context of the FSL classroom.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. Participants will gain a clear understanding of the proficiency expectations and evaluation criteria for the A2 level and of how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write in French while forming professional connections. Participants will engage in both synchronous and asynchronous tasks to promote reflection and professional dialogue with other course participants. \nParticipants in the course will: \n\nDevelop an inclusive and safe learning community through pairing and sharing activities\nExamine A2 linguistic competencies as they relate to oral comprehension\, oral production\, written production\, and written comprehension\nParticipate in targeted practice of A2 linguistic competencies in the context of the FSL classroom\nPractice using A2 linguistic strategies in their classrooms and giving feedback to FSL students using appropriate classroom language\nReflect on and discuss instructional strategies for oral comprehension\, oral production\, written production\, and written comprehension and the most effective ways to integrate these strategies into classroom practice using clear directions and appropriate modelling\n\nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to give clear directions\, engage students in basic discussion on familiar topics\, and give constructive feedback in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow will we build an inclusive and safe learning community? \nWhat are the linguistic competencies of A2 as identified in the CEFR?\nExplore activities that promote the sharing of resources and ideas. \nExamine A2 language proficiency descriptions to self-assess. \nIdentify areas of development for augmenting their proficiency.\n\n\n2\nWhat are the oral comprehension skills of A2 as identified in the CEFR? \nIn what ways can we augment oral comprehension skills?\nExamine A2 language oral comprehension proficiency descriptions. \nIdentify barriers to oral comprehension. \nExplore activities that improve oral comprehension.\n\n\n3\nWhat are the oral production skills of A2 as identified in the CEFR? \nHow will we augment oral interaction skills?\nExamine A2 language oral interaction and production proficiency descriptions. \nExplore activities that improve oral interaction.\n\n\n4\nWhat are the barriers to successful oral interaction? \nIn what ways can we address barriers to successful oral interaction and production?\nIdentify the barriers to successful oral production and interaction. \nIdentify the best strategies to build A2 oral production and interaction skills.\n\n\n5\nWhat are the written comprehension skills of A2 as identified in the CEFR? \nIn what ways can we develop written comprehension skills? \nWhich strategies can we use and implement in the classroom?\nIdentify the A2 linguistic competencies required for written comprehension. \nExamine models of A2 written comprehension tasks. \nApply written comprehension strategies to enhance teacher and student proficiency.\n\n\n6\nWhat are the written production skills of A2 as identified in the CEFR? \nIn what ways can we augment written production skills? \nWhich strategies can we use and implement in the classroom?\nIdentify the A2 linguistic competencies required for written production. \nExamine and assess A2-level written production samples. \nIdentify and apply strategies to enhance teacher and student proficiency in written production.\n\n\n7\nHow can we move forward? \nWhat resources can help improve the linguistic competences of teachers and students?\nDevelop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources.\n\n\n8\nHow can we use self-assessment and professional learning practices for proficiency growth? \nWhat professional communities and resources can we access?\nDevelop self-assessment and professional learning practices for augmenting linguistic competence. \nDevelop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources.
URL:https://www.caslt.org/en/event/french-for-teachers-a2-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260405T170554
CREATED:20240822T224946Z
LAST-MODIFIED:20240826T233317Z
UID:26995-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (B1)
DESCRIPTION:Course Details\nSchedule and Format\n\n8 lessons over 8 weeks that blend theory and practice:\n\nSynchronous 90-minute lessons on Tuesdays\, 6:30–8 p.m. ET (Zoom)\nAsynchronous learning activities during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 19\, 2024\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with a B1 CEFR French proficiency level who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B1 description and can-do statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B1 Description\nB1 level communicators can understand the main points of clear standard input on familiar matters regularly encountered in work\, school\, leisure\, etc. They can respond to situations that may arise while travelling in an area where the language is spoken. They can produce simple connected text on topics that are familiar or of personal interest. When describing experiences and events\, B1 communicators develop their skills by using increasingly complex structures. They can respond spontaneously to everyday situations. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at a B1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nActiver–Acquérir–Ancrer: Participants will activate prior knowledge\, acquire new information\, and anchor their learning through practical application.\nCollaborative Learning: Each synchronous class will involve collaborative learning and sharing of what was tried in the classroom\, fostering a community of practice.\nIterative Learning Process: Participants will engage in asynchronous learning by trying activities or approaches in their classrooms. They will then share their experiences and observations with peers during synchronous sessions. Reflective discussions will be held to deepen understanding and refine teaching practices.\nAdditional Resources: Supplementary resources for viewing and reading will be provided to support and extend learning.\n\nCourse Description\nIn this course\, participants will use their increasingly independent language skills to explore the challenges of FSL teaching\, including classroom space\, perceived value\, student diversity and engagement\, Differentiated Instruction (DI)\, and Universal Design for Learning (UDL). They will engage in meaningful and practical coursework designed to develop language proficiency specific to the FSL teaching profession. \nDuring this course\, we will listen\, read\, and share research; collaborate on solutions; and share experiences to develop excellent pedagogical practices — in B1 level French! By actively participating and reflecting on our own language learning journey\, we are equipping ourselves not only with tools we need to learn French\, but with insight into our students’ learning as well. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write while forming professional connections. FSL teacher-learners will share strategies\, ideas\, and resources (songs\, videos\, images\, text) beneficial for teachers (and students) at this level of language development. Teachers will build community around FSL teaching\, creating a network that will allow them to continue community building after the course\, thereby helping to combat the isolation of the FSL profession. \nParticipants will engage in both synchronous and asynchronous tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to engage students in their own learning journeys in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do we get to know our students? \nHow do we create community in the FSL classroom? \nHow can we use French effectively to build relationships and foster a sense of belonging?\nExplore personal identity and lived experiences in relation to creating community in professional practice. \nCo-create our virtual professional learning community using French as the primary means of communication. \nIncorporate strategies for community-building into teaching practices. \nDevelop and practice vocabulary and expressions related to introductions\, personal descriptions\, and community-building.\n\n\n2\nWhat are the levels of second/additional language learning according to the CEFR? \nHow do we assess our students’ levels of language acquisition? \nWhat professional needs must we meet to ensure student success? \nHow do we help students reinforce learning and develop autonomy in their language use? \nHow can we apply the CEFR framework to our own language learning journey?\nReflect on personal experiences and determine where we are on our own journey through the language learning continuum. \nDefine professional needs and expectations of community participation for this course and beyond. \nIncorporate strategies for assessing and supporting student language development into teaching practices. \nDevelop and practice vocabulary and expressions related to the CEFR and learner autonomy.\n\n\n3\nHow do we set our students up for success in the FSL classroom? \nHow can we use the Neurolinguistic Approach (NLA) to support oral language learning and engage students? \nHow can we apply NLA principles to our own language learning to enhance our oral proficiency?\nExplore the Neurolinguistic Approach (NLA) and its effectiveness in supporting oral language learning and student engagement. \nIncorporate NLA strategies into teaching practices. \nApply NLA strategies to personal language learning to improve oral proficiency.\n\n\n4\nHow do we ensure our evaluation practices are equitable in our FSL classroom? \nHow do we accurately assess what our students can do?\nExplore concepts of evaluation for learning and observation of learning. \nShare ideas on assessment and observation techniques to better understand our students. \nIncorporate the use of CEFR language descriptors in the classroom to meet student needs. \nApply CEFR B1 descriptors to self-assess personal language proficiency and set improvement goals.\n\n\n5\nHow can we apply the Action-Oriented Approach (AOA) in our FSL classrooms? \nHow can we create meaningful and authentic tasks to enhance student engagement?\nIdentify strategies to increase student engagement. \nDefine components and goals of action-oriented tasks. \nExplore action-oriented tasks at the B1 level. \nCo-create a B1 level task to be developed and worked on during the course. \nDevelop and practice vocabulary and expressions related to the AOA.\n\n\n6\nHow can we support our learners as they develop skills to accomplish action-oriented tasks?\nUse CEFR descriptors and “I can” statements to develop subtasks and student success criteria. \nDevelop and practice vocabulary and expressions related to planning and developing an action-oriented task.\n\n\n7\nHow can we apply Differentiated Instruction (DI) and Universal Design for Learning (UDL) principles in our FSL classrooms? \nHow do we use differentiated strategies to get students talking about visual texts? \nHow do we use differentiated strategies to get students talking about written texts in FSL?\nUse B1 level listening and speaking skills to develop a collective understanding of DI and UDL. \nExplore differentiation strategies to encourage student discussion using images and visual stories. \nCollaborate to build a bank of visual resources for use in our own contexts. \nIncorporate differentiated strategies for discussing written texts into teaching practices. \nIncorporate DI and UDL strategies into teaching practices to support students with diverse learning needs. \nDevelop and practice vocabulary and expressions related to DI and UDL.\n\n\n8\nHow do we use differentiated strategies to get students talking about oral texts in FSL? \nHow can we effectively use videos and audio texts to encourage student discussion?\nExplore differentiation strategies to encourage student discussion using video and audio content. \nExplore and engage in B1 level listening activities. \nDevelop and practice strategies for improving oral production and comprehension through discussions about audio and video content. \nBuild a bank of oral resources (videos\, podcasts\, audio clips) for use in FSL instruction. \nIncorporate strategies for discussing oral texts into teaching practices. \nDiscuss and share strategies for ongoing professional growth and continued application of our learnings in our teaching practices.
URL:https://www.caslt.org/en/event/french-for-teachers-b1-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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