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DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260405T184401
CREATED:20240823T231559Z
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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
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/teacher-helping-group-AdobeStock_725537741-1920w-16-9.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260405T184401
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
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/teenage-students-AdobeStock_380920032-1920w-16-9.jpg
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