Canadian Association of Second Language Teachers (CASLT)

Unlocking the Full Potential of the CEFR: A Focus on Assessment and Evaluation (French)
2026-02-25 19:00 - 20:00 (America/Toronto) | Zoom
This workshop invites language educators to explore assessment and evaluation through the lens of the recently updated Common European Framework of Reference for Languages (CEFR). Grounded in the protection and promotion of human rights, equity, and democratic participation, the CEFR is a comprehensive tool for reflection. Based on decades of research, it brings coherence, transparency, and purpose to language education. The CEFR’s action-oriented approach (AOA) sees learners as social agents with real-life tasks to accomplish. With the AOA, educators (and learners) set and communicate goals, describe and monitor learner progress, and design purposeful communicative tasks that reflect real-world competences while fostering creative and strategic thinking.
In this workshop, we will examine how adopting the AOA can enrich and streamline assessment and evaluation practices. A key focus will be constructive alignment — how teaching, learning, and assessment can work together coherently. Participants will analyze rich, authentic scenarios — along with accompanying assessment tools — that draw upon the CEFR’s criterion-based descriptors to drive constructive alignment and reduce bias in assessment and evaluation. Throughout the workshop, educators will see how CEFR-informed practices integrate smoothly with government curricula, strengthening accuracy, coherence, and learner development in language education.

Unlocking the Full Potential of the CEFR: A Focus on Assessment and Evaluation (English)
2026-02-23 19:00 - 20:00

Opening Doors: Understanding Language Learning for Students With Exceptionalities
2026-02-02 19:00 - 20:15
Every learner can thrive in an additional language (L+) classroom when instruction and systems are designed with diverse needs in mind. To create equitable learning environments, educators first need a deep understanding of the different paths learners may take on their journey to acquiring an L+.
This foundational session will explore what language learning looks like for learners with exceptionalities in L+ contexts. Participants will examine intersections between inclusive education and L+ pedagogies while identifying and reflecting on the systemic barriers that can limit access to meaningful language learning opportunities. By the end of the session, participants will leave with a stronger understanding of learner diversity, as well as more informed expectations for the language learning trajectories of students with exceptionalities. This will lay the groundwork for future sessions that will delve into practical strategies and supports for fostering more inclusive and empowering language classrooms.
This webinar is part of CASLT’s Success for All project, a series dedicated to supporting language educators in fostering inclusive learning environments. Between December 2025 and May 2026, this four-part webinar series will explore key topics such as understanding diverse learner needs and barriers to language learning, inclusive strategies for classrooms and whole schools, and practical classroom methods and resources.
The project defines “learners with exceptionalities” as learners who may require specialized support and accommodations due to behavioural, communicative, physical, and/or intellectual exceptionalities. Our definition is intentionally broad and inclusive, recognizing that terminology in this field evolves and that individual preferences may differ. We strive to use respectful language that promotes dignity, equity, and belonging for all learners, and we welcome feedback as our shared understanding continues to develop.

Virtual Professional Learning Day (January 2026)
2026-01-30 10:00 - 15:15
Registration is now closed.
CASLT’s Virtual PL Days provide a platform for teachers to connect with colleagues, engage in interactive professional learning opportunities, and share best practices. Our experienced team of professional learning facilitators will explore research-informed teaching approaches and strategies to inspire, motivate, and challenge teachers to improve their practice. The sessions will be recorded and participants will also leave each workshop with a ready-to-use teacher tool.
Registration Options
Multiple registration options are available to accommodate scheduling and budgetary constraints:

Option
Member Price
Student Member Price
Non-Member Price*

Full day (10:00 a.m. to 3:15 p.m. ET)
$90 + tax
$50 + tax
$120 + tax

Half day AM (10:00 a.m. to 12:30 p.m. ET)
$50 + tax
$30 + tax
$80 + tax

Half day PM (12:45 p.m. to 3:15 p.m. ET)
$50 + tax
$30 + tax
$80 + tax

*Includes a one-year CASLT membership.
Schedule
Each Virtual PL Day will include two streams (one in English and one in French) of four 60-minute workshops. Full day registration includes access to all four workshop blocks, and half day registration (either AM or PM) includes access to two workshop blocks.

Start Time*
End Time*
Description

10:00 a.m.
10:15 a.m.
Welcome and Introduction (Full day or Half day AM registrants)

10:15 a.m.
11:15 a.m.
Shifting Perspectives: Centring Student Voices, Identity, and CRRP
Presenters: Karen Devonish-Mazzotta and Cécile Robertson
Language: English
Helping Students Build Their Identity Through Intercultural Experiences
Presenter: Carl Ruest
Language: French

11:15 a.m.
11:30 a.m.
Break

11:30 a.m.
12:30 p.m.
Living Language: Weaving Indigenous Languages and Ways of Knowing
Presenters: Gemma Porter and Shirley Cardinal
Language: English
When Language Resonates: Music as a Cultural Speaker
Presenter: Shauna Néro
Language: French

12:30 p.m.
1:00 p.m.
Break (Full day registrants)

12:45 p.m.
1:00 p.m.
Welcome and Introduction (Half day PM registrants)

1:00 p.m.
2:00 p.m.
Tomorrow’s Tools Today: Using AI in the Additional Language Classroom
Presenter: Stephanie Jackson
Language: English
The Role of the Home Language in the L+ Classroom
Presenter: Monica Tang
Language: French

2:00 p.m.
2:15 p.m.
Break

2:15 p.m.
3:15 p.m.
Creating and Integrating Games Into Language Teaching
Presenter: Charlotte Crober
Language: English
Feedback Worth Giving
Presenter: Marc-Albert Paquette
Language: French

* Eastern Standard Time
Session Descriptions
English Sessions
Shifting Perspectives: Centring Student Voices, Identity, and CRRP
Karen Devonish-Mazotta and Cécile Robertson
To better engage additional language (L+) learners, educators must shift their attention to centring student voice, interest, agency, and identity. When students have more opportunities to see themselves in the L+ classroom and to make meaningful and relevant connections with their lived experiences, L+ learning becomes an opportunity to explore and apply language in transformative ways.
During this workshop, participants will reflect on their social identities and how these inform their practice, L+ pedagogy, and learning. A juxtaposition between Culturally Relevant and Responsive Pedagogy (CRRP), Intercultural Understanding and Awareness (IUA), and curriculum will provide an opportunity to explore anti-oppressive teaching strategies and highlight the importance of critical consciousness in all aspects of L+ policy, practice, teaching, and learning.
Living Language: Weaving Indigenous Languages and Ways of Knowing
Gemma Porter and Shirley Cardinal
Drawing from two courses developed for CASLT (Understanding Decolonization and Indigenization and Diversity of Indigenous Languages), this session aims to explore the essential relationship between Indigenous languages and Indigenous ways of knowing. Using pedagogies of story, lands, and relational reflexivity, participants will be guided in experiencing how Indigenous languages are deeply intertwined with ways of knowing and being in the world.
Participants will engage in interactive activities that highlight moving beyond the relationship between language and cultural identity to consider how language is foundational to relational ways of knowing and being. By the end of the session, attendees will have gained insights into the importance of preserving and revitalizing Indigenous languages as central to processes of decolonization and promoting educational equity.
Tomorrow’s Tools Today: Using AI in the Additional Language Classroom
Stephanie Jackson
Curious about how AI can help you save time and spark creativity in your language classroom? This hands-on workshop will explore practical ways teachers can use AI for lesson planning, creating resources, and supporting instruction, all while keeping the human touch front and centre. Participants will discover free AI tools that can generate lesson plans, sample texts, and visuals in the target language. Learn how to create attractive slideshows and resources in minutes, or how to provide customized feedback to students. Participants will also explore strategies for guiding students in the ethical use of AI, from checking their writing to practicing tricky grammar. Walk away with ready-to-use ideas, classroom-tested strategies, and at least one AI-assisted resource to bring straight to your next lesson.
Creating and Integrating Games Into Language Teaching
Charlotte Crober
This workshop guides participants through the process of creating Plume: Purrfectly Fluent, a language-learning board game designed with human-centred design principles. In this game, players follow Plume, a cat who wakes up with a mermaid tail and must navigate canals to reach the magical antidote (and everyone knows cats hate water!). Players complete English-language challenges to move along in the game.
This workshop focuses on empowering educators to create engaging games and activities tailored to their students’ needs. Participants will explore the development process, from the initial concept to a prototype, and gain insight into the skills and resources needed to design and build a small-scale game. They will leave the session with practical ideas for integrating games into language teaching, using human-centred design to keep students motivated and engaged. This workshop offers the tools and inspiration to create educational games and activities that soothe anxiety and promote laughter in the classroom.
French Sessions
Helping Students Build Their Identity Through Intercultural Experiences
Carl Ruest
How can we encourage our students to discover and shape their identity through intercultural experiences? This workshop will present an approach where reading, viewing authentic texts, and meeting people from different backgrounds become engines of self-discovery. This approach also allows students to address issues and questions related to equity, diversity, inclusion, and decolonization. This interactive workshop will present concrete activities rooted in the process of intercultural learning. Participants will leave with practical ideas, a checklist, and a teaching handout. Encourage your students to show greater respect for others and foster the development of their plural identities!
When Language Resonates: Music as a Cultural Speaker
Shauna Néro
Music isn’t just background noise: it’s a gateway to language, culture, and identity. Music is a powerful authentic resource that captures learners’ attention and immerses them in the target language. More than a simple teaching tool, it stimulates communication, critical reflection and cultural openness. By listening, reacting to, and analyzing songs, students explore universal themes and identities, discover other points of view, and develop linguistic and intercultural skills. Through music, learners interact with audio, visual, and cultural elements that enrich their experience, such as lyrics, rhythms, themes, stereotypes, or cultural representations. The richness and diversity of music online offer countless opportunities to connect the classroom with the reality of linguistic communities around the world. This workshop will highlight inspiring examples of the Francophonie, while proposing strategies and resources that can be adapted to any additional language (L+). Participants will leave with hands-on activities to engage their students, nurture their creativity, and inspire them to discover their own identities.
The Role of the Home Language in the L+ Classroom
Monica Tang
In a plurilingual context, what are the place and role of the home language in teaching our additional language (L+) students? How do we help our language learners grow new skills in a new language when the temptation to use the more familiar home language is ever present? Whether you teach English as a second language (ESL), French Immersion, or beginner Spanish, this workshop is for you.
When we teach an L+, our attitudes about the home language form a linguistic landscape in the classroom that is tied to the form of bilingualism/plurilingualism in which we believe. This belief, in turn, informs the kind of linguistic identity that we foster through our teaching. To help our students create positive and legitimate identities, rather than deficit-based and monolingual identities, it is important to pay attention to how we relate to their dominant languages and how we can strategically integrate them into our L+ pedagogies. K-12 teachers, administrators, and teacher educators are invited to come discuss.
Feedback Worth Giving
Marc-Albert Paquette
This interactive webinar is specifically designed for second and additional language teachers who want to maximize the impact of their feedback. It will explore how to move from a simple correction to feedback “worth giving”, which is not only heard but actively sought by the learner. Beyond the theoretical principles, we will examine three essential components of effective feedback that support students’ skill development: descriptive (observational), constructive (action-oriented), and targeted (to avoid cognitive overload). To anchor these concepts in the classroom reality, we will work with concrete examples and authentic scenarios. Together, we will analyze a test case to practice developing specific avenues for assistance. Participants will leave with practical strategies to build trust and provide feedback that truly energizes their students’ engagement and success.

Voices from the Field: Understanding the Cultural Adaptation and Integration Challenges of Internationally Trained Teachers
2026-01-28 19:00 - 20:30
This session is the second in a series of three sessions for our Pathways to Success project, which focuses on valuing the second and additional language education and the professional integration of internationally trained teachers (ITTs).
Following the first session in February 2025, this second session provides an opportunity to share, collaborate, and co-create sustainable solutions to support the professional integration of ITTs and promote their contribution to the advancement of second and additional language education in Canada.
The presentation will be delivered in French, followed by bilingual (English/French) small-group discussions. Participants are welcome to contribute in either language during the discussion period.
Step 1: Cultural Adaptation and Professional Integration – Challenges and Possible Solutions
Building on research and field experience, we will highlight the key professional integration and cultural adaptation challenges experienced by ITTs. We will propose concrete solutions by emphasizing the essential role of internships, coaching, and mentoring as well as the conditions that promote sustainable and equitable integration, both for ITTs and their host communities.
At the end of the presentation, participants will have an opportunity to ask questions, share their thoughts, and chat with the presenter to expand on the themes discussed and begin a group discussion that will continue during the collaborative activity.
Step 2: Fostering the Emergence of Knowledge from the Field
In mixed groups bringing together administrators and ITTs, participants will share experiences to find common ground and analyze challenges, enabling factors, and successes related to professional integration and cultural adaptation. Each group will be invited to develop a concrete, realistic course of action applicable at the institution or support-system level. The goal is not to produce ideal solutions, but to find paths anchored in the realities of the field.

FSL Teaching Approaches and Strategies – Winter 2026
2026-01-22 19:00 - 2026-03-12 20:30
Course Details
Schedule and Format
8 lessons over 8 weeks that blend theory and practice:

Synchronous 90-minute classes Thursdays, 7:00–8:30 p.m. ET (on Zoom)
Participants are asked to apply what they are learning in their own classrooms and share their observations with course colleagues.
Optional activities: Reading/viewing activities complement the course discussions.

First class: January 22, 2026
Last class: March 12, 2026
Registration Fees
Registration 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.

Registration Type
Rate

CASLT Member
$145 + tax

Non-member*
$200 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of Core, Intensive/Extended French, or French Immersion programs (elementary or secondary)
Language of the Course
This course is taught with a bilingual approach. Course content will be presented in English, with classroom examples in French. Participants may engage with coursework and discussions in English or French.
Instructional Approach

Action-oriented: Each module will include authentic examples from FSL classrooms, including videos of classrooms in action and examples of student work. Throughout the course, participants will contribute their analyses, questions, and reflections as we examine these examples together and identify the teachers’ and students’ strategies for improving communication in French.
Differentiated: Each participant is asked to set out personalized learning objectives, reflecting on their own professional learning goals for the course. The activities in the course are designed to be transferable to different teaching contexts. We will make explicit connections to how strategies can be adapted or selected based on student age, interest, and skill-level.

Course Description
In this course, we will explore different approaches and strategies for teaching French. Why do some strategies work better in certain contexts or for teaching certain skills? Join us in a safe, no-judgment professional learning environment where we will share examples of what works (and what doesn’t!). We will also discuss the research and experiences that inform our teaching practices.
The course is anchored in the pedagogy (Action-Oriented Approach) and language skill development (comprehension, production, interaction) of the Common European Framework of Reference for Languages (CEFR) but the principles are also applicable to other frameworks.
Learning Outcomes
By the end of this 8-week course, participants will be able to:

Distinguish between different pedagogical approaches to teaching French as a second/additional language
Identify and compare a variety of evidence-based strategies to help students develop their communicative skills in listening, speaking, reading, and writing
Apply those strategies to their own teaching context and receive feedback on their approach

Course Overview

Lesson
Guiding Questions
Learning Objectives

1
How do your personal identity, lived experiences, interests, and viewpoints influence the development of your proficiencies in the languages you use?
What can we learn from historical approaches to teaching a second or additional language?
Recognize the impact of personal learning experiences and preferences on our teaching choices/methods.
Examine historical and evidence-based approaches used in second/additional language teaching.
Apply a Culturally Responsive Teaching approach to French language classrooms.

2
How does the brain impact learning and second/additional language acquisition?
In what ways does teaching French as a second/additional language in a Universal Design for Learning (UDL) framework meet the needs of all my students?
Understand how the brain can impact language acquisition.
Apply the framework of UDL to optimize teaching and developing student proficiency in French.
Consider the affective filter when planning for language acquisition.
Identify the needs of your students.

3
How can the Input Hypothesis develop beginner French skills?
How can Teaching Proficiency Through Reading and Storytelling (TPRS) and Accelerative Integrated Methodology (AIM) build a foundation for language acquisition?
Use comprehensible input to develop proficiency in the French language.
Examine the use of TPRS and AIM to build a foundation for language acquisition in your teaching practice.

4
To what extent can the Neurolinguistic Approach (NLA) develop learner proficiency in the French language when learning a new structure or skill?
Examine the use of the NLA to build a comprehensible-input foundation for language acquisition in your teaching practice.
Design learning experiences that put boucler la boucle into practice.

5
In what ways can proficiency samples guide my understanding of expectations and French proficiency?
In what ways can I develop learner proficiency in written and oral production skills?
Understand written and oral production proficiency levels of learners (from A1 to B2).
Design learning opportunities that develop written and oral production skills.
Identify supports for students before and during activities to address their learning needs.

6
In what ways can proficiency samples guide my understanding of expectations and French proficiency?
In what ways can I develop learner proficiency in written and oral comprehension skills?
Understand written and oral comprehension proficiency levels of learners (from A1 to B2).
Design learning opportunities that develop written and oral comprehension skills.
Identify supports for students before and during activities to address their learning needs.

7
To what extent can the Action-Oriented Approach (AOA) be used to develop competencies so that students can achieve action-oriented tasks and use French effectively in a social context?
Examine the use of the AOA to teach French as a second/additional language and develop communicative and intercultural competencies.
Develop students’ social agency and learner autonomy.

8
How can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.
Reflect and plan purposefully to embed what you have learned into your teaching practice.
Use the CEFR to continue to guide your practice for proficiency growth in the FSL classroom.
Reflect on the power of communities of teaching and learning.

Effective Assessment Strategies for FSL – Winter 2026
2026-01-20 19:00 - 2026-03-10 20:30
Course Details
Schedule and Format
8 lessons over 8 weeks that blend theory and practice:

Eight 90-minute lessons over eight weeks that blend theory and practice:

60 minutes of synchronous online learning
30 minutes of collaborative planning and/or individual reflection (synchronously or asynchronously)

First class: January 20, 2026
Last class: March, 2026
Registration Fees
Registration 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.

Registration Type
Rate

CASLT Member
$145 + tax

Non-member*
$200 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of K–12 Core, Intensive/Extended French, or French Immersion programs across Canada
Language of the Course
This course uses a bilingual approach. Course content will be presented in English, and participants may engage in coursework and discussions in English or French.
Instructional Approach

Flipped 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.
Peer Learning: Participants will be encouraged to learn from each other through structured group discussions and collaborative planning.
Reflective Practice: Participants will engage in regular written reflections to critically evaluate their learning and teaching practices.
Applied 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.

Course Description
How 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.
Learning Outcomes
By the end of this 8-lesson course, participants will:

Design assessments that incorporate real-world scenarios and encourage the authentic use of the French language.
Develop assessment strategies to accommodate diverse learning needs and promote inclusivity.
Implement triangulation methods to ensure a comprehensive evaluation of student proficiency.
Implement practical and efficient strategies to streamline the assessment process and reduce workload.

Course Overview

Lesson
Guiding Questions
Learning Objectives

1
What are the key components of an effective assessment framework in FSL?
What existing knowledge and experiences do we bring to the course?
How can we create a collaborative learning community to enhance our understanding of assessment frameworks?
Identify and describe the key components of effective assessment frameworks for FSL.
Analyze the impact of different assessment frameworks on language learning and teaching outcomes.
Build a collaborative learning community to support ongoing dialogue and shared learning about best practices in FSL assessment.

2
How can we modify assessment tasks to meet the diverse learning needs of all learners?
What strategies can we employ to provide appropriate challenges for advanced learners while supporting those who need additional help?
How can we design assessments to reflect the diversity of backgrounds and experiences in our classrooms?
Implement strategies and develop assessment tasks that accommodate the diverse needs of FSL learners.
Integrate technology to support differentiated and inclusive assessment practices.
Assess the effectiveness of differentiated and inclusive assessment strategies and make necessary adjustments.

3
How can we incorporate real-world scenarios and contexts into our assessments?
How can we integrate student interests and experiences into assessment design to enhance engagement and relevance?
How can we balance the need for authentic assessments with curriculum requirements and standards?
Incorporate real-world tasks and content into FSL assessments to enhance language learning relevance and application.
Develop rubrics and assessment criteria to effectively assess student performance on authentic tasks.
Identify potential challenges in designing and implementing authentic assessments and propose solutions.

4
What strategies can ensure validity and reliability when evaluating different types of evidence?
How can we leverage technology to gather and organize evidence from various sources?
How can we involve students in the process of collecting and reflecting on multiple sources of evidence?
Differentiate between formative and summative assessments and explain their roles within an assessment framework.
Implement triangulation methods to ensure a comprehensive evaluation of student proficiency.
Identify and apply strategies to ensure the validity and reliability of different types of evidence in student assessments.
Develop methods to actively involve students in the collection and reflection process of various evidence forms, fostering self-assessment and ownership of learning.

5
How can we design assessments that are both challenging and motivating for students?
What role does feedback play in maintaining and enhancing student motivation?
How can we create a classroom environment that encourages risk-taking and perseverance in language learning?
Create stimulating and rigorous assessments to boost student interest and involvement.
Deliver impactful feedback to drive student motivation and improvement.
Establish a supportive classroom atmosphere to promote student confidence and persistence in language learning.

6
How can we ensure our assessments align with curriculum standards and learning objectives?
What are some effective ways to communicate assessment criteria and expectations to students?
How can we report assessment results in a way that is clear, constructive, and supportive of student growth?
How can we integrate the preparation for international credentials into our regular assessment practices without overwhelming students?
Align assessment practices with educational standards and learning targets to ensure relevance and coherence.
Communicate assessment goals and criteria effectively to students, parents, and other stakeholders.
Incorporate international language credential preparation into routine assessments thoughtfully and intentionally.

7
What are some time-saving strategies for designing and implementing assessments?
How can we use digital tools and resources to streamline the assessment and feedback process?
What are some ways to efficiently mark and provide feedback on student work?
Adopt efficient methods for designing and implementing assessments to save time.
Utilize digital tools to streamline the assessment and feedback processes.
Apply efficient marking strategies to provide timely and effective feedback.

8
What are some key considerations when developing a personalized assessment repertoire for our specific classroom contexts?
How can we ensure our assessment plans are flexible and adaptable to changing classroom dynamics and student needs?
What are some practical tips for implementing the strategies learned in this series in our daily teaching practice?
Develop a repertoire of formative and summative assessments for immediate use.
Create flexible assessment plans that adapt to classroom dynamics and student needs.
Apply practical strategies on an ongoing basis.

Breaking Down Barriers: Creating a Whole-School Approach to Teaching Learners with Exceptionalities
2025-12-11 19:00 - 20:00
How can schools create truly inclusive language programs for learners with exceptionalities? This session examines practical models and strategies to equip school leaders, administrators, and educators with tools for fostering collaborative, inclusive practices at every level. Drawing on principles from Universal Design for Learning (UDL) and other key frameworks, explore what a whole-school approach entails and discuss ways to create systems where the entire school community works together to support the success of all language learners. Finally, engage in a guided self-audit using proven resources to reflect on your current practices and identify next steps toward making language programs more equitable, responsive, and empowering for every student.
This webinar is part of CASLT’s Success for All project, a series dedicated to supporting language educators in fostering inclusive learning environments. Between December 2025 and May 2026, this four-part webinar series will explore key topics such as understanding diverse learner needs and barriers to language learning, inclusive strategies for classrooms and whole schools, and practical classroom methods and resources.
The project defines “learners with exceptionalities” as learners who may require specialized support and accommodations due to behavioural, communicative, physical, and/or intellectual exceptionalities. Our definition is intentionally broad and inclusive, recognizing that terminology in this field evolves and that individual preferences may differ. We strive to use respectful language that promotes dignity, equity, and belonging for all learners, and we welcome feedback as our shared understanding continues to develop.

Think! Create! Share! Making Student Thinking Visible with Tech Tools (French)
2025-12-03 19:00 - 20:00
Are you looking for fresh, creative ways to bring student learning and voice to life in the additional language (L+) classroom? In this workshop, you’ll discover how technology can empower students to show what they know, think, and can do in the target language. We’ll explore a variety of digital tools that make learning visible — tools that help students communicate authentically, reflect on their thinking, and demonstrate their growth in meaningful ways. By offering students choice, you’ll see how they can take ownership of their learning and proudly showcase their best work. These tools don’t just support language development — they also foster intercultural understanding, creativity, and confidence. Although the workshop will feature examples from Core French and French Immersion, the strategies and resources can be easily adapted to any L+ program. You’ll walk away with practical ideas, ready-to-use examples, and the inspiration to make your classroom a space where technology amplifies student voice, choice, and achievement.

Think! Create! Share! Making Student Thinking Visible with Tech Tools (English)
2025-12-02 19:00 - 20:00

Virtual Professional Learning Day (November 2025)
2025-11-21 10:00 - 15:15
Registration is now closed.
CASLT’s Virtual PL Days provide a platform for teachers to connect with colleagues, engage in interactive professional learning opportunities, and share best practices. Our experienced team of professional learning facilitators will explore research-informed teaching approaches and strategies to inspire, motivate, and challenge teachers to improve their practice. The sessions will be recorded and participants will also leave each workshop with a ready-to-use teacher tool.
Registration Options
Multiple registration options are available to accommodate scheduling and budgetary constraints:

Option
Member Price
Non-Member Price*

Full day (10:00 a.m. to 3:15 p.m. ET)
$90 + tax
$120 + tax

Half day AM (10:00 a.m. to 12:30 p.m. ET)
$50 + tax
$80 + tax

Half day PM (12:45 p.m. to 3:15 p.m. ET)
$50 + tax
$80 + tax

*Includes a one-year CASLT membership.
Schedule
Each Virtual PL Day will include two streams (one in English and one in French) of four 60-minute workshops. Full day registration includes access to all four workshop blocks, and half day registration (either AM or PM) includes access to two workshop blocks.

Start Time*
End Time*
Description

10:00 a.m.
10:15 a.m.
Welcome and Introduction (Full day or Half day AM registrants)

10:15 a.m.
11:15 a.m.
Sparking Joy in the Language Classroom: Boosting Student Engagement, Motivation, and Learning
Presenter: Jessica Irvine
Language: English
Less Stress, More Impact: Anti-Stress and Anti-Burnout Strategies for Language Teachers
Presenter: Michel Boiron
Language: French

11:15 a.m.
11:30 a.m.
Break

11:30 a.m.
12:30 p.m.
Tomorrow’s Tools Today: Using AI in the Additional Language Classroom
Presenter: Stephanie Jackson
Language: English
From Curriculum to the Heart: Adapting FSL Planning and Teaching for Every Learner
Presenter: Karen Devonish-Mazzotta
Language: French

12:30 p.m.
1:00 p.m.
Break (Full day registrants)

12:45 p.m.
1:00 p.m.
Welcome and Introduction (Half day PM registrants)

1:00 p.m.
2:00 p.m.
Wrangling the Wiggles: Classroom Management for K–12 Language Learning
Presenter: Stephanie Jackson
Language: English
Inuit Culturally Relevant Books: From Design to Classroom Practices
Presenter: Lise Deschênes
Language: French

2:00 p.m.
2:15 p.m.
Break

2:15 p.m.
3:15 p.m.
Reading is For All: Using a Structured Literacy Approach in the Language Classroom
Presenter: Kim Lockhart
Language: English
Crack the Code: AI and Escape Rooms in the Language Classroom
Presenters: Nairy Kazandjian and Marc-Albert Paquette
Language: French

* Eastern Standard Time
Session Descriptions
English Sessions
Sparking Joy in the Language Classroom: Boosting Student Engagement, Motivation, and Learning
Jessica Irvine
Keeping students engaged and motivated in additional language programs can be challenging, particularly when they struggle to see the relevance to their own lives. This interactive workshop will share tried‑and‑true strategies and resources that help learners make personal connections to the target language, build cultural awareness, and develop essential communication skills. Participants will discover routines, resources, and strategies that foster literacy development, intercultural connections, and confidence. Examples will be drawn from elementary Core French (Grades 1–8) but can be readily adapted to other languages, contexts, and learner levels.
Tomorrow’s Tools Today: Using AI in the Additional Language Classroom
Stephanie Jackson
Curious about how AI can help you save time and spark creativity in your language classroom? This hands-on workshop will explore practical ways teachers can use AI for lesson planning, creating resources, and supporting instruction, all while keeping the human touch front and centre. Participants will discover free AI tools that can generate lesson plans, sample texts, and visuals in the target language. Learn how to create attractive slideshows and resources in minutes, or how to provide customized feedback to students. Participants will also explore strategies for guiding students in the ethical use of AI, from checking their writing to practicing tricky grammar. Walk away with ready-to-use ideas, classroom-tested strategies, and at least one AI-assisted resource to bring straight to your next lesson.
Wrangling the Wiggles: Classroom Management for K–12 Language Learning
Stephanie Jackson
Teaching an additional language can sometimes feel a bit like herding kittens — lots of energy, many directions, and endless curiosity! This session will share practical classroom management strategies to harness students’ energy and keep them engaged while supporting language learning at every K-12 level. Together we’ll explore easy-to-implement routines to save time, build confidence, and create a positive environment for risk-taking in the target language. Participants will receive a ready-to-use toolkit of routines and strategies for smooth transitions, focused group work, and joyful participation. Come ready to share, laugh, and leave inspired with routines and strategies you can try out the very next day — no kitten-wrangling experience required!
Reading is For All: Using a Structured Literacy Approach in the Language Classroom
Kim Lockhart
Unlock the secrets behind how students learn to read with the latest insights from the Science of Reading. This interactive workshop introduces the principles of structured literacy, an explicit, systematic approach proven to build strong reading and writing skills. Participants will explore evidence-based strategies to understand the what, why, and how of structured literacy in the language classroom. Discover practical strategies for strengthening oral language, phonemic awareness, phonics, vocabulary development, fluency, listening, reading comprehension, printing, and spelling. Examples presented will be drawn from an elementary FSL context, but the techniques can be adapted to other languages and levels. Participants will leave ready to inspire confidence and ignite a lifelong love of reading in every student!
French Sessions
Less Stress, More Impact: Anti-Stress and Anti-Burnout Strategies for Language Teachers
Michel Boiron
Recharge, inspire, and empower yourself to support both your students’ success and your own balance. Teaching is exciting, but it can also sometimes become stressful and exhausting. This interactive workshop focuses on language teachers as people involved in a professional life. It will help you pause to think about professional and personal well-being as well as explore practical tips and simple strategies for avoiding stress and burnout. Participants will also leave with a selection of activities that are ready for use in the intermediate French as a second language classroom, but that can easily be adapted to other languages or learning levels.
From Curriculum to the Heart: Adapting FSL Planning and Teaching for Every Learner
Karen Devonish-Mazzotta
Dive into an interactive exploration where the curriculum becomes a true springboard to authentic, personalized learning experiences. Participants will learn concrete strategies for getting to know their students beyond grades, taking into account their interests, challenges, and cultural and linguistic strengths. This interactive workshop will present strategies for designing lessons that celebrate the diversity of pathways and make every student an actor in their success. You’ll leave with planning tools and practical examples to make the curriculum a bridge to success for each learner, regardless of their starting point.
Inuit Culturally Relevant Books: From Design to Classroom Practices
Lise Deschênes
Learning French in Nunavik presents many challenges, particularly because of the lack of culturally relevant materials for students. This dynamic workshop features an innovative initiative, the creation of five books inspired by the experiences of Inuit students and illustrated with their participation. Accompanied by hands-on learning activities, including pre-, during, and post-reading exercises as well as video, audio, and written resources, these works are designed to motivate young readers and foster their success. Session participants will learn about the project’s approach, from selecting vocabulary to setting up accompanying activities. They will leave with concrete ideas to design a similar project in their own contexts.
Crack the Code: AI and Escape Rooms in the Language Classroom
Nairy Kazandjian and Marc-Albert Paquette
Turn your classroom into an immersive challenge that blends creativity, critical thinking, and cutting‑edge technology! In this interactive workshop framed within a fun escape room scenario, participants will discover how a project‑based approach can introduce students to the ethical and responsible use of artificial intelligence (AI). Using structured learning and evaluation and ready-to-use resources, session participants will learn how to guide students towards responsible use of AI while designing their own escape rooms using materials available in the classroom. This approach engages all three competencies while fostering authentic, hands‑on learning. Participants will leave inspired and ready to unleash their students’ curiosity, teamwork, and confidence through the power of AI!

Staying the Course: Strategies for Sustaining Participation in Additional Language Programs
2025-11-17 19:00 - 20:15
Why does learning another language matter, and how can we help families, colleagues, and decision-makers recognize its value? Drawing on CASLT’s Why Learn Languages? project and the Literature Review on the Impact of Language Learning, this session explores the cognitive, academic, social, and identity-building benefits of additional language (L+) learning. Designed for language teachers, school administrators, and central leaders, this interactive workshop will use discussion and scenarios to explore practical advocacy strategies for strengthening and sustaining enrollment in language programs. As well, the workshop leaders will debunk common myths about language learning. Participants will leave equipped with ready-to-use talking points and strategies to communicate the value of language learning whether at open houses, in casual conversations, or during family engagement moments. Join this session to discover new ways to build lasting support for L+ programs and help champion the role of multilingualism — opening doors and building connections in a rapidly changing global world.

Guiding Student Writing with GenAI: Boosting Learner Autonomy Through Smart Feedback
2025-10-30 19:00 - 20:00
Curious about what makes generative AI (GenAI) a “game changer” (Chapelle, 2025) in the language classroom? GenAI is a transformative tool that can create text, images, and helpful feedback in seconds. This interactive workshop will explore how prompt engineering can help students get meaningful, targeted feedback on their writing, building their autonomy and confidence. Drawing from classroom experience, the presenters will share practical strategies for designing prompts that support learners’ unique needs. Participants will have the chance to design their own prompts and feedback, walking away ready to implement these strategies in their own classrooms.

French for Teachers (B2) – Fall 2025
2025-10-08 19:00 - 2025-11-26 20:30
Course Details
Schedule and Format

Eight 90-minute lessons over eight weeks that blend theory and practice:

Synchronous classes on Wednesdays from 7:00–8:30 p.m. ET (on Zoom)
Some asynchronous activities to be completed during the week

First class: October 8, 2025
Last class: November 26, 2025

Registration Fees
Registration 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.

Registration Type
Rate

CASLT Member
$145 + tax

Non-member*
$200 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of 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.
Placement
Registrants 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.
CEFR B2 Description
B2 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.
Language of the Course
This 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.
The 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.
Instructional Approach

Each class will be rooted in the activer-acquérir-ancrer model within a Universal Design for Learning framework.
The 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).
Plurilingualism and choice will be respected and celebrated.

Course Description
Participants 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.
In 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.
Participants will:

Develop and participate in an inclusive and safe bi/plurilingual learning community.
Examine B2 linguistic competencies related to oral comprehension, oral production, written production, and written comprehension.
Participate in targeted practice of B2 linguistic and intercultural competencies in the FSL classroom context.
Reflect 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.

Participants 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.
Please note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but also applies to other frameworks.
Learning Outcomes
By the end of this eight-lesson course, participants will:

Grow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices to value their demonstrated and growing proficiency.
Accurately assess their CEFR language proficiency and the competency areas needing growth or reinforcement.
Develop the language skills necessary to facilitate learning in the French classroom.
Build community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language.
Combat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab

Course Overview

Lesson
Guiding Questions
Learning Objectives

1
How can we develop our community to create an inclusive environment designed for learning and growth?
Co-create and participate in an inclusive and safe learning community designed for growth and maintaining our affective filters.
Examine B2 language proficiency descriptions to self-assess and identify areas for development.

2
How can Action-Oriented scenarios support our learning and teaching practice?
Define the components and goals of the Action-Oriented Approach.
Explore Action-Oriented tasks from A1–B2 CEFR levels.

3
How can we develop our proficiency in French by using our oral comprehension skills?
Identify the expectations of B2 oral comprehension.
Engage in B2-level listening activities.
Apply strategies to enhance oral comprehension proficiency.

4
How can we develop our proficiency in French by using our oral production skills?
Identify the B2 linguistic competencies for spoken interaction and spoken production.
Engage in B2-level speaking activities.
Apply strategies to enhance oral production proficiency.

5
How can we develop our proficiency in French by using our written comprehension skills?
Examine B2-level written comprehension samples to identify the competencies required.
Engage in B2-level reading activities.
Apply strategies to enhance proficiency in written comprehension.

6
How can we develop our proficiency in French by using our written production skills?
Examine B2-level written production samples to identify the competencies required.
Engage in B2-level writing activities.
Apply strategies to enhance proficiency in written production.

7
How can we develop the intercultural competency to communicate effectively and appropriately?
Examine the intercultural competency.
Create an environment of curiosity and inquiry to develop intercultural competence.
Engage in B2-level authentic activities to develop intercultural competence.

8
How can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.
Explore ways of celebrating learning to create a supportive classroom environment designed for growth.
Share the learning process and achievement of the B2 Action-Oriented task.
Use the CEFR to self-assess and support assessment for proficiency growth.
Reflect on the power of communities of teaching and learning.

French for Teachers (B1) – Fall 2025
2025-10-08 19:00 - 2025-11-26 20:30
Course Details
Schedule and Format

8 lessons over 8 weeks that blend theory and practice:

Synchronous 90-minute lessons on Wednesdays, 7:00–8:30 p.m. ET (Zoom)
Asynchronous learning activities during the week

First class: October 8, 2025
Last class: November 26, 2025

Registration Fees
Registration 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.

Registration Type
Rate

CASLT Member
$145 + tax

Non-member*
$200 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of Core, 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.
Placement
Registrants 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.
CEFR B1 Description
B1 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.
Language of the Course
This 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.
While 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.
Instructional Approach

Activer–Acquérir–Ancrer: Participants will activate prior knowledge, acquire new information, and anchor their learning through practical application.
Collaborative Learning: Each synchronous class will involve collaborative learning and sharing of what was tried in the classroom, fostering a community of practice.
Iterative 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.
Additional Resources: Supplementary resources for viewing and reading will be provided to support and extend learning.

Course Description
In 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.
During 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.
In 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.
Participants 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.
Please 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.
Learning Outcomes
By the end of this 8-week course, participants will be able to:

Grow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency
Accurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement
Develop the language skills necessary to engage students in their own learning journeys in the French classroom
Build community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language
Combat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community

Course Overview

Lesson
Guiding Questions
Learning Objectives

1
How do we get to know our students?
How do we create community in the FSL classroom?
How can we use French effectively to build relationships and foster a sense of belonging?
Explore personal identity and lived experiences in relation to creating community in professional practice.
Co-create our virtual professional learning community using French as the primary means of communication.
Incorporate strategies for community-building into teaching practices.
Develop and practice vocabulary and expressions related to introductions, personal descriptions, and community-building.

2
What are the levels of second/additional language learning according to the CEFR?
How do we assess our students’ levels of language acquisition?
What professional needs must we meet to ensure student success?
How do we help students reinforce learning and develop autonomy in their language use?
How can we apply the CEFR framework to our own language learning journey?
Reflect on personal experiences and determine where we are on our own journey through the language learning continuum.
Define professional needs and expectations of community participation for this course and beyond.
Incorporate strategies for assessing and supporting student language development into teaching practices.
Develop and practice vocabulary and expressions related to the CEFR and learner autonomy.

3
How do we set our students up for success in the FSL classroom?
How can we use the Neurolinguistic Approach (NLA) to support oral language learning and engage students?
How can we apply NLA principles to our own language learning to enhance our oral proficiency?
Explore the Neurolinguistic Approach (NLA) and its effectiveness in supporting oral language learning and student engagement.
Incorporate NLA strategies into teaching practices.
Apply NLA strategies to personal language learning to improve oral proficiency.

4
How do we ensure our evaluation practices are equitable in our FSL classroom?
How do we accurately assess what our students can do?
Explore concepts of evaluation for learning and observation of learning.
Share ideas on assessment and observation techniques to better understand our students.
Incorporate the use of CEFR language descriptors in the classroom to meet student needs.
Apply CEFR B1 descriptors to self-assess personal language proficiency and set improvement goals.

5
How can we apply the Action-Oriented Approach (AOA) in our FSL classrooms?
How can we create meaningful and authentic tasks to enhance student engagement?
Identify strategies to increase student engagement.
Define components and goals of action-oriented tasks.
Explore action-oriented tasks at the B1 level.
Co-create a B1 level task to be developed and worked on during the course.
Develop and practice vocabulary and expressions related to the AOA.

6
How can we support our learners as they develop skills to accomplish action-oriented tasks?
Use CEFR descriptors and “I can” statements to develop subtasks and student success criteria.
Develop and practice vocabulary and expressions related to planning and developing an action-oriented task.

7
How can we apply Differentiated Instruction (DI) and Universal Design for Learning (UDL) principles in our FSL classrooms?
How do we use differentiated strategies to get students talking about visual texts?
How do we use differentiated strategies to get students talking about written texts in FSL?
Use B1 level listening and speaking skills to develop a collective understanding of DI and UDL.
Explore differentiation strategies to encourage student discussion using images and visual stories.
Collaborate to build a bank of visual resources for use in our own contexts.
Incorporate differentiated strategies for discussing written texts into teaching practices.
Incorporate DI and UDL strategies into teaching practices to support students with diverse learning needs.
Develop and practice vocabulary and expressions related to DI and UDL.

8
How do we use differentiated strategies to get students talking about oral texts in FSL?
How can we effectively use videos and audio texts to encourage student discussion?
Explore differentiation strategies to encourage student discussion using video and audio content.
Explore and engage in B1 level listening activities.
Develop and practice strategies for improving oral production and comprehension through discussions about audio and video content.
Build a bank of oral resources (videos, podcasts, audio clips) for use in FSL instruction.
Incorporate strategies for discussing oral texts into teaching practices.
Discuss and share strategies for ongoing professional growth and continued application of our learnings in our teaching practices.

French for Teachers (A2) – Fall 2025
2025-10-08 19:00 - 2025-11-26 20:30
Course Details
Schedule and Format

Eight 90-minute lessons over eight weeks that blend theory and practice:

Synchronous classes on Wednesdays from 7:00–8:30 p.m. ET (on Zoom)
Some asynchronous activities to be completed during the week

First class: October 8, 2025
Last class: November 26, 2025

Registration Fees
Registration 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.

Registration Type
Rate

CASLT Member
$145 + tax

Non-member*
$200 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of Core, 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.
Placement
Registrants 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.
CEFR A2 Description
A2 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.
Language of the Course
This 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.
While 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.
Instructional Approach

Each synchronous class will be rooted in the activer–acquérir–ancrer
Development of linguistic competencies will be addressed in the context of the FSL classroom.

Course Description
In 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.
In 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.
Participants in the course will:

Develop an inclusive and safe learning community through pairing and sharing activities
Examine A2 linguistic competencies as they relate to oral comprehension, oral production, written production, and written comprehension
Participate in targeted practice of A2 linguistic competencies in the context of the FSL classroom
Practice using A2 linguistic strategies in their classrooms and giving feedback to FSL students using appropriate classroom language
Reflect 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

Participants 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.
Please 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.
Learning Outcomes
By the end of this 8-week course, participants will be able to:

Grow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency
Accurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement
Develop the language skills necessary to give clear directions, engage students in basic discussion on familiar topics, and give constructive feedback in the French classroom
Build community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language
Combat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community

Course Overview

Lesson
Guiding Questions
Learning Objectives

1
How will we build an inclusive and safe learning community?
What are the linguistic competencies of A2 as identified in the CEFR?
Explore activities that promote the sharing of resources and ideas.
Examine A2 language proficiency descriptions to self-assess.
Identify areas of development for augmenting their proficiency.

2
What are the oral comprehension skills of A2 as identified in the CEFR?
In what ways can we augment oral comprehension skills?
Examine A2 language oral comprehension proficiency descriptions.
Identify barriers to oral comprehension.
Explore activities that improve oral comprehension.

3
What are the oral production skills of A2 as identified in the CEFR?
How will we augment oral interaction skills?
Examine A2 language oral interaction and production proficiency descriptions.
Explore activities that improve oral interaction.

4
What are the barriers to successful oral interaction?
In what ways can we address barriers to successful oral interaction and production?
Identify the barriers to successful oral production and interaction.
Identify the best strategies to build A2 oral production and interaction skills.

5
What are the written comprehension skills of A2 as identified in the CEFR?
In what ways can we develop written comprehension skills?
Which strategies can we use and implement in the classroom?
Identify the A2 linguistic competencies required for written comprehension.
Examine models of A2 written comprehension tasks.
Apply written comprehension strategies to enhance teacher and student proficiency.

6
What are the written production skills of A2 as identified in the CEFR?
In what ways can we augment written production skills?
Which strategies can we use and implement in the classroom?
Identify the A2 linguistic competencies required for written production.
Examine and assess A2-level written production samples.
Identify and apply strategies to enhance teacher and student proficiency in written production.

7
How can we move forward?
What resources can help improve the linguistic competences of teachers and students?
Develop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources.

8
How can we use self-assessment and professional learning practices for proficiency growth?
What professional communities and resources can we access?
Develop self-assessment and professional learning practices for augmenting linguistic competence.
Develop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources.

French for Teachers (A1) – Fall 2025
2025-10-08 19:00 - 2025-11-26 20:30
Course Details
Schedule and Format

Eight 90-minute lessons over eight weeks that blend theory and practice:

Synchronous classes on Wednesdays from 7:00–8:30 p.m. ET (on Zoom)
Some asynchronous activities to be completed during the week

First class: October 8, 2025
Last class: November 26, 2025

Registration Fees
Registration 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.

Registration Type
Rate

CASLT Member
$145 + tax

Non-member*
$200 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of Core, 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.
Placement
Registrants 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.
CEFR A1 Description
A1 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.
Language of the Course
This 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.
While 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.
Instructional Approach

Each synchronous class will be approached from an asset-based perspective.
Each synchronous class will be rooted in the activer–acquérir–ancrer model and a differentiated approach to teaching and learning.
Plurilingualism and student voice and choice will be respected and celebrated.

Course Description
In 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.
In 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.
Participants 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.
Please 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.
Learning Outcomes
By the end of this 8-week course, participants will be able to:

Grow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency
Accurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement
Develop the language skills necessary to facilitate learning in the French classroom
Build community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language
Combat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community

Course Overview

Lesson
Guiding Theme
Learning Objectives

1
Setting up for Success: Creating a space (and a headspace!) for learning
Introduce “coups de cœur” for A1 language acquisition.
Share effective strategies for using the target language in all strands.
Discuss how to apply strategies for language acquisition as teacher-learners and how to use these in the FSL classroom.

2
The First Five: Getting to Know Your Learners and Creating an Inclusive Environment for Learning
Use inclusive strategies to welcome learners.
Model space of accountability to promote inclusion.
Take linguistic and social risks to become more comfortable using the target language (French) in an educational milieu.

3
The CEFR and the Growth Mindset: What is Already in Your Teaching Toolbox?
Use “je peux” statements to self-assess proficiency.
Use action-oriented tasks to promote and encourage a growth mindset.
Explore and develop the growth mindset to reframe challenges as opportunities.

4
Maximizing Success Using the Cycle for Learning
Develop and use vocabulary linked to the cycle for learning to improve professional practice.
Define and explore individual efficacy.
Use the cycle for learning to connect the growth mindset with individual efficacy.

5
Assessment and Evaluation: Demonstrating Progress of Learning
Develop opportunities for the classroom to honour student voice and choice through assessment and evaluation opportunities rooted in Culturally Responsive and Relevant Pedagogy (CRRP).
Explore how Universal Design for Learning (UDL) and Differentiated Instruction (DI) can be used to create and implement opportunities for creative and alternative assessments.

6
The Journey to Proficiency and the Importance of Self-Reflection
Practice using tools for self-reflection.
Create opportunities for metacognitive practice to encourage opportunities for growth specific to French as a Second Language (FSL).

7
Celebrating Learning and Sharing Success
Identify the importance of celebrating learning as part of a growth mindset and efficacy.
Explore ways of celebrating learning to create a supportive classroom environment.
Reflect on the power of communities of teaching and learning.

8
Next steps: How and Where Will the Journey Lead?
Discuss next steps and needs to be successful as language learners and as FSL educators.
Share recommendations for sources and resources for use in both personal language acquisition and pedagogy.

Fostering Equity and Diversity in the FSL Classroom
2025-04-08 18:30 - 2025-05-27 20:00
Course Details
Schedule and Format

Eight 90-minute lessons over eight weeks that blend theory and practice:

Synchronous classes on Tuesdays from 6:30-8:00 p.m. ET (on Zoom)
Emphasis 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
Participants 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

First class: April 8, 2025
Last class: May 27, 2025
Registration Fees
Registration 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.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of K–12 Core, Intensive/Extended, or French Immersion programs across Canada.
Language of the Course
This course uses a bilingual approach. Course content will be presented in English, and participants may engage in coursework and discussions in English or French.
Instructional Approach

Adult 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.
Guest Speakers: We will invite experts to share diverse, real-world insights and perspectives.
Co-operative Learning: The course will incorporate structured group work to promote collaboration and peer learning.
Action-Focused Reflection: Participants will engage in a continuous cycle of applying concepts, reflecting on outcomes, and sharing insights.
Responsive Instruction: The instructor will assess and adapt to participants’ learning styles, offering multiple ways to engage with the course content.
Problem 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.

Course Description
This 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.
Learning Outcomes
By the end of this eight-lesson course, participants will:

Understand the impact they have (and have had) as educators on FSL learners in their care.
Be equipped with strategies to recognize, disrupt, and eliminate persistent barriers in FSL education.
Be prepared to take an active and courageous role in ensuring truly inclusive FSL classrooms, maximizing student success.

Course Overview

Lesson
Guiding Questions
Learning Objectives

1
Who am I? What are my social identities? Who are my students?
How do I foster an environment to create trusting relationships with my learners?
What is my philosophy of teaching and learning in general? In FSL contexts?
What are my goals for this course?
Reflect on personal philosophy regarding language teaching/learning in general and French (as an additional) language teaching/learning.
Reflect on identities as a French language speaker and how these identities relate to our positionality and impact FSL classroom teaching and learning.

2
What 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?
What do I need to learn, unlearn, and discover about FSL’s past and present in Canada?
What role do I want to play in that legacy? How?
Learn about the variety of Indigenous languages, linguistic imperialism in colonization, and Indigenous language revitalization in Canada.
Heighten awareness regarding the colonial history of French language diffusion and minority language protection in Ontario, Canada, and beyond.
Explore research about FSL and inclusivity/exclusivity.
Plan for inclusive FSL teaching and learning in my context.

3
What is Culturally Relevant and Responsive Pedagogy (CRRP) and how does it relate to teaching and learning FSL?
What are Intercultural Understanding, Awareness, and Communication (IU/IA), and how do they relate to teaching and learning FSL?
How are CRRP and IU/IA connected?
Understand the tenets of CRRP in the FSL context.
Learn about perspectives on IU/IA in the FSL context.
Explore the ways CRRP, as a stance, can position FSL teachers to support the development of IU/IA skills in learners.

4
What does it mean to be racialized in FSL learning environments?
How do I begin recognizing, disrupting, and eliminating racial inequities in FSL?
Explore the emerging and much-needed research on racism in FSL learning environments.
Make connections to colonialism and linguistic imperialism.
Develop a lens to question, recognize, interrupt, and eliminate racial discrimination in FSL contexts.

5
Inclusion vs. inclusive: How do I support all learners in FSL classrooms?
How is inclusion different from and similar to inclusivity in FSL?
What strategies can support me in recognizing, honouring, and adapting my FSL program to different learner profiles, styles, and needs?
Delve 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.
Interrogate policies that are barriers to all learners accessing French language learning.
Explore how to recognize, honour, and adapt FSL programs to learner profiles, styles, and needs.

6
What is the difference between multilingualism and plurilingualism?
How does a student’s linguistic portfolio support their learning of French?
How do I value plurilingualism in FSL while promoting the development of French knowledge, skills, and competencies?
Gain an understanding of the importance of languages and student identity.
Interrogate our own biases and the positions of additional language researchers regarding plurilingualism in FSL learning environments.
Explore best practice possibilities in FSL learning with plurilingual learners.

7
Is there research on the experiences of 2SLGBTQ+ learners in FSL?
Is your current FSL curriculum affirmative of 2SLGBTQ+ communities and legacies — past and present? How will I know? What will I do?
Read about the experiences of 2SLGBTQ+ students and staff in FSL contexts to better understand their realities.
Engage in an audit of FSL resources to highlight 2SLGBTQ+ affirming materials and remove/critically frame anti-2SLGBTQ+ resources.
Develop a lens to question, recognize, interrupt, and eliminate anti-2SLGBTQ+l discrimination in FSL contexts.

8
Where do I go from here?
What tangible steps can I plan to prepare an environment where all students can be seen, valued, and celebrated?
How 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?
What more do I need now?
Make an action-focused plan to prepare an environment where all students can be seen, valued, and celebrated.
Plan for the participation in or establishment of equity-minded FSL educator networks.

Effective Assessment Strategies for FSL
2025-04-03 18:30 - 2025-05-22 20:00
Course Details
Schedule and Format
8 lessons over 8 weeks that blend theory and practice:

Eight 90-minute lessons over eight weeks that blend theory and practice:

60 minutes of synchronous online learning
30 minutes of collaborative planning and/or individual reflection (synchronously or asynchronously)

First class: April 3, 2025
Last class: May 22, 2025
Registration Fees
Registration 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.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of K–12 Core, Intensive/Extended French, or French Immersion programs across Canada
Language of the Course
This course uses a bilingual approach. Course content will be presented in English, and participants may engage in coursework and discussions in English or French.
Instructional Approach

Flipped 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.
Peer Learning: Participants will be encouraged to learn from each other through structured group discussions and collaborative planning.
Reflective Practice: Participants will engage in regular written reflections to critically evaluate their learning and teaching practices.
Applied 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.

Course Description
How 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.
Learning Outcomes
By the end of this 8-lesson course, participants will:

Design assessments that incorporate real-world scenarios and encourage the authentic use of the French language.
Develop assessment strategies to accommodate diverse learning needs and promote inclusivity.
Implement triangulation methods to ensure a comprehensive evaluation of student proficiency.
Implement practical and efficient strategies to streamline the assessment process and reduce workload.

Course Overview

Lesson
Guiding Questions
Learning Objectives

1
What are the key components of an effective assessment framework in FSL?
What existing knowledge and experiences do we bring to the course?
How can we create a collaborative learning community to enhance our understanding of assessment frameworks?
Identify and describe the key components of effective assessment frameworks for FSL.
Analyze the impact of different assessment frameworks on language learning and teaching outcomes.
Build a collaborative learning community to support ongoing dialogue and shared learning about best practices in FSL assessment.

2
How can we modify assessment tasks to meet the diverse learning needs of all learners?
What strategies can we employ to provide appropriate challenges for advanced learners while supporting those who need additional help?
How can we design assessments to reflect the diversity of backgrounds and experiences in our classrooms?
Implement strategies and develop assessment tasks that accommodate the diverse needs of FSL learners.
Integrate technology to support differentiated and inclusive assessment practices.
Assess the effectiveness of differentiated and inclusive assessment strategies and make necessary adjustments.

3
How can we incorporate real-world scenarios and contexts into our assessments?
How can we integrate student interests and experiences into assessment design to enhance engagement and relevance?
How can we balance the need for authentic assessments with curriculum requirements and standards?
Incorporate real-world tasks and content into FSL assessments to enhance language learning relevance and application.
Develop rubrics and assessment criteria to effectively assess student performance on authentic tasks.
Identify potential challenges in designing and implementing authentic assessments and propose solutions.

4
What strategies can ensure validity and reliability when evaluating different types of evidence?
How can we leverage technology to gather and organize evidence from various sources?
How can we involve students in the process of collecting and reflecting on multiple sources of evidence?
Differentiate between formative and summative assessments and explain their roles within an assessment framework.
Implement triangulation methods to ensure a comprehensive evaluation of student proficiency.
Identify and apply strategies to ensure the validity and reliability of different types of evidence in student assessments.
Develop methods to actively involve students in the collection and reflection process of various evidence forms, fostering self-assessment and ownership of learning.

5
How can we design assessments that are both challenging and motivating for students?
What role does feedback play in maintaining and enhancing student motivation?
How can we create a classroom environment that encourages risk-taking and perseverance in language learning?
Create stimulating and rigorous assessments to boost student interest and involvement.
Deliver impactful feedback to drive student motivation and improvement.
Establish a supportive classroom atmosphere to promote student confidence and persistence in language learning.

6
How can we ensure our assessments align with curriculum standards and learning objectives?
What are some effective ways to communicate assessment criteria and expectations to students?
How can we report assessment results in a way that is clear, constructive, and supportive of student growth?
How can we integrate the preparation for international credentials into our regular assessment practices without overwhelming students?
Align assessment practices with educational standards and learning targets to ensure relevance and coherence.
Communicate assessment goals and criteria effectively to students, parents, and other stakeholders.
Incorporate international language credential preparation into routine assessments thoughtfully and intentionally.

7
What are some time-saving strategies for designing and implementing assessments?
How can we use digital tools and resources to streamline the assessment and feedback process?
What are some ways to efficiently mark and provide feedback on student work?
Adopt efficient methods for designing and implementing assessments to save time.
Utilize digital tools to streamline the assessment and feedback processes.
Apply efficient marking strategies to provide timely and effective feedback.

8
What are some key considerations when developing a personalized assessment repertoire for our specific classroom contexts?
How can we ensure our assessment plans are flexible and adaptable to changing classroom dynamics and student needs?
What are some practical tips for implementing the strategies learned in this series in our daily teaching practice?
Develop a repertoire of formative and summative assessments for immediate use.
Create flexible assessment plans that adapt to classroom dynamics and student needs.
Apply practical strategies on an ongoing basis.

Virtual Professional Learning Day (January)
2025-01-31 09:30 - 15:45
CASLT’s Virtual PL Days provide a platform for teachers to connect with colleagues, engage in interactive professional learning opportunities, and share best practices. Our experienced team of professional learning facilitators will explore research-informed teaching approaches and strategies to inspire, motivate, and challenge teachers to improve their practice. The sessions will be recorded and participants will also leave each workshop with a ready-to-use teacher tool.
Registration Options
Multiple registration options are available to accommodate scheduling and budgetary constraints:

Option
Member Price
Non-Member Price*
Student** Price

Full day (9:30 a.m. to 3:45 p.m. ET)
$75 + tax
$105 + tax
Free

Half day AM (9:30 a.m. to 12:30 p.m. ET)
$40 + tax
$70 + tax
Free

Half day PM (12:45 p.m. to 3:45 p.m. ET)
$40 + tax
$70 + tax
Free

*Includes a one-year CASLT membership.
**Must be an active CASLT Student Member.
Schedule
Each Virtual PL Day will include two streams (one in English and one in French) of four 75-minute workshops. Full day registration includes access to all four workshop blocks, and half day registration (either AM or PM) includes access to two workshop blocks.

Start Time*
End Time*
Description

9:30 a.m.
9:45 a.m.
Welcome and Introduction (Full day or Half day AM registrants)

9:45 a.m.
11:00 a.m.
Unlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading
Language: English
Adriana Ramírez
Inclusive and Innovative: Dive into the Future of FSL Learning with the Neurolinguistic Approach
Language: French
Antonia Cetin

11:00 a.m.
11:15 a.m.
Break

11:15 a.m.
12:30 p.m.
Breaking Barriers: Neurodiversity and Additional Language Learning
Language: English
Alexandra Arraiz Matute, Tamara Sorenson Duncan, and Jacob Williams
Using the Equity Audit Process to Foster Inclusion and Diversity in the Additional Language Classroom
Language: French
Rubina Sharma

12:30 p.m.
1:00 p.m.
Break (Full day registrants)

12:45 p.m.
1:00 p.m.
Welcome and Introduction (Half day PM registrants)

1:00 p.m.
2:15 p.m.
Debunking Myths and Shifting Paradigms: Embracing Plurilingualism in Language Education
Language: English
Quinton Stotz
Literacy Centres in the Language Classroom
Language: French
Josée Le Bouthillier

2:15 p.m.
2:30 p.m.
Break

2:30 p.m.
3:45 p.m.
Redefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom
Language: English
Wei Cai
Let’s Stop Talking about My Linguistic Insecurity! Instead, Let’s Negotiate My Legitimacy
Language: French
Monica Tang

* Eastern Standard Time
Session Descriptions
English Sessions
Unlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading
Adriana Ramírez
Have you ever found yourself captivated by a movie scene, wishing you could bring that same level of engagement to your language classroom? Discover the dynamic combination of Movie Talks and Embedded Reading, a powerful duo that transforms lessons into immersive experiences, keeping students engaged and learning. Movie Talks use short video clips to provide Comprehensible Input (CI). Embedded Reading involves creating multiple versions of the same text, starting with a simple baseline and progressively adding more details, vocabulary, and complexity. This scaffolded approach helps students build comprehension of initially challenging texts. In this workshop, you’ll learn how to masterfully blend these two techniques, creating a synergy that introduces more vocabulary, grammar structures, and cultural context. Unlock the door to a world of CI, where language learning becomes an immersive, enjoyable journey.
Teacher Tool: Receive a ready-to-go embedded reading in Spanish, English, or French, complete with comprehension questions and a series of activities to accompany your Movie Talk lessons. This tool will provide content for up to four classes.
Breaking Barriers: Neurodiversity and Additional Language Learning
Alexandra Arraiz Matute, Tamara Sorenson Duncan, and Jacob Williams
Every student deserves the opportunity to thrive in the additional language (L+) classroom, yet learners with communication-based disabilities often miss out on opportunities for multilingual development. This workshop will focus on supporting multilingual development for learners with communication-based disabilities in French immersion and multilingual learners in English programs. Discover how recognizing and valuing neurodiversity can transform your language classroom, make your language programs more inclusive and accessible, and ensure that all students can thrive. By the end of this session, participants will be equipped with research-informed, innovative tools and strategies to enhance their teaching practices and advocate for successful L+ learning for every student in their classroom.
Teacher Tool: Receive an inclusivity checklist for L+ programs. This practical tool will help educators assess and enhance inclusivity in their language classrooms through sections on classroom environment, implicit bias, teaching materials, and student engagement.
Debunking Myths and Shifting Paradigms: Embracing Plurilingualism in Language Education
Quinton Stotz
As Canadian schools rapidly become more plurilingual, many teachers are left wondering how to effectively navigate this linguistic diversity. This session dives into the transformative potential of plurilingualism by debunking three deep-seated myths about language. Grounded in the theoretical underpinnings of the Common European Framework of Reference for Languages (CEFR), participants will explore concepts such as translanguaging and grammaring. We will critically examine how monolingual bias influences classroom practices, learning outcomes, and policy decisions and discuss strategies to counteract deficit views that marginalize students and constrain teachers. Educators will receive practical insights and strategies to foster inclusive language classrooms that honour and leverage the diverse linguistic repertoires of their students. This session is indispensable for educators, learners, and advocates dedicated to advancing plurilingual education and promoting equity in language learning.
Teacher Tool: Receive a set of reflection tools aimed at helping teachers and students validate their plurilingual repertoires and practices. The first tool encourages students to critically review their language learning experiences, attitudes, and competencies, helping them see themselves as legitimate users of the target language. The second tool is designed for both new and experienced teachers and offers a similar introspective opportunity, but with an additional component for reflecting on their teaching practices.
Redefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom
Wei Cai
Imagine having a versatile, intelligent assistant to support your language teaching efforts, engaging students like never before. Welcome to the future of language education with ChatGPT! This innovative workshop delves into the transformative potential of ChatGPT in creating dynamic, supportive environments for language learning. It will offer concrete guidelines and creative ideas for incorporating ChatGPT into various aspects of language education. Explore how ChatGPT can revolutionize your teaching methods with practical examples, learn strategies for crafting effective prompts that yield desired outcomes, and discover how to seamlessly integrate task-based language teaching principles into your curriculum. Join us to unlock the full potential of ChatGPT and elevate your language teaching to new heights.
Teacher Tool: Receive a ChatGPT activity template to help you plan and implement ChatGPT-driven activities, ensuring you can easily adapt and apply these innovative techniques in your classroom.
French Sessions
Inclusive and Innovative: Dive into the Future of FSL Learning with the Neurolinguistic Approach
Antonia Cetin
Have you ever asked yourself: “How do I get my students talking in French?” Join us for an inspiring exploration at the forefront of French as a second language (FSL) acquisition! Delve into the fascinating intersection of neuroscience and language learning to uncover how Neurolinguistic Approach (NLA) strategies revolutionize the way learners acquire and apply French language skills. This workshop will illuminate how NLA strategies not only facilitate but actively encourage spontaneous communication in French. Through practical demonstrations and insightful discussions, educators will gain valuable insights into fostering a supportive environment where students feel empowered to express themselves confidently in French. Participants will leave energized and equipped with actionable techniques to effectively implement NLA strategies in their classrooms. Get ready to ignite a passion for speaking French among your students and enhance your confidence in guiding them towards linguistic fluency!
Teacher Tool: Receive a comprehensive guide of NLA strategies for teaching oral language structures. Educators will practice these proven techniques during the session to ensure are ready to implement them effectively in their own classrooms.
Using the Equity Audit Process to Foster Inclusion and Diversity in the Additional Language Classroom
Rubina Sharma
Are you ready to lead meaningful changes in your additional language (L+) program but aren’t sure where to start? By acknowledging the need for improvement, educators can take the first step toward transformative change. In this session, participants will engage in the equity audit process to identify and address gaps, omissions, and the under- and overrepresentation of diverse groups in their current resources, lessons, and activities. Designed for instructional leaders, department heads, and teachers of L+ students (including immersion, bilingual, extended, and second/additional language programs), this session will equip participants with the tools and knowledge needed to evaluate how well their programs reflect the diversity of language learners.
Teacher Tool: Receive a sample equity audit tool and skills progression-based program planners (long-range planning tools) that focus on culturally relevant and responsive pedagogy (CRRP). These resources will help educators create more inclusive L+ programming, ensuring their lessons better reflect and serve the diverse population of students they teach.
Literacy Centres in the Language Classroom
Josée Le Bouthillier
Literacy centres are a teaching and learning tool through which students have repeated opportunities to practise literacy-learning targets and explore them more deeply. The centres also allow educators to encourage their students’ autonomy and to differentiate their teaching. Designing pedagogical tasks for the centres — that is, activities that enhance the development of oral, reading, and writing skills — is essential to the quality of students’ learning experiences. How they are integrated into the teaching sequence is just as important. In this session, Josée will explore the principles of designing pedagogical tasks for literacy centres and give examples of tasks that comply with these principles. These tasks are intended not only to captivate and motivate students but also to offer pedagogically rich learning experiences. In addition, because student preparation and the teaching sequence are crucial to the success of literacy centres, Josée will explain the teaching approach that enables students to perform literacy tasks autonomously.
Teacher tool: Receive a detailed infographic designed to guide educators through creating effective teaching tasks for literacy centres, including a clear teaching sequence to enhance student learning outcomes in language and literacy development.
Let’s Stop Talking about My Linguistic Insecurity! Instead, Let’s Negotiate My Legitimacy
Monica Tang
In Canada, French is an additional language (L+) for more than 50 percent of French teachers (ACPI, 2018). On the one hand, working in our L+ may be very satisfying because we can share the unique pleasure of discovering what we can do in another language. On the other hand, we may worry that our French is not good enough, even as teachers. This linguistic insecurity can be paralyzing and keep us from flourishing both personally and professionally. It may even lead us to consider giving up teaching French. However, the key to strengthening our sense of security in our L+ is not the elimination of our errors but 1) valuing our L+ journey and 2) negotiating a legitimate L+ identity by cultivating positive positions. So, what are these ideal positionings for a bilingual person? In this session, by changing the focus from linguistic insecurity to a perspective of legitimacy, we will learn about the ideal positions that we aim to develop as a bilingual person and how we can choose to actively cultivate them as a French teacher, whether French is our first language or our L+.
Teacher tool: The “Ideal positions for a positive bilingual identity” table gives an overview of the attitudes, values, and habits that we should cultivate as an L+ educator and student. The positions are divided into four categories: perception of linguistic identity, perception of language skills, perception of intercultural skills, and belonging to a linguistic community.

FSL Teaching Approaches and Strategies
2025-01-14 18:30 - 2025-03-04 20:00
Course Details
Schedule and Format
8 lessons over 8 weeks that blend theory and practice:

Synchronous 90-minute classes Tuesdays, 6:30–8 p.m. ET (on Zoom)
Participants are asked to apply what they are learning in their own classrooms and share their observations with course colleagues.
Optional activities: Reading/viewing activities complement the course discussions.

First class: January 14, 2025
Last class: March 4, 2025
Registration Fees
Registration 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.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of Core, Intensive/Extended French, or French Immersion programs (elementary or secondary)
Language of the Course
This course is taught with a bilingual approach. Course content will be presented in English, with classroom examples in French. Participants may engage with coursework and discussions in English or French.
Instructional Approach

Action-oriented: Each module will include authentic examples from FSL classrooms, including videos of classrooms in action and examples of student work. Throughout the course, participants will contribute their analyses, questions, and reflections as we examine these examples together and identify the teachers’ and students’ strategies for improving communication in French.
Differentiated: Each participant is asked to set out personalized learning objectives, reflecting on their own professional learning goals for the course. The activities in the course are designed to be transferable to different teaching contexts. We will make explicit connections to how strategies can be adapted or selected based on student age, interest, and skill-level.

Course Description
In this course, we will explore different approaches and strategies for teaching French. Why do some strategies work better in certain contexts or for teaching certain skills? Join us in a safe, no-judgment professional learning environment where we will share examples of what works (and what doesn’t!). We will also discuss the research and experiences that inform our teaching practices.
The course is anchored in the pedagogy (Action-Oriented Approach) and language skill development (comprehension, production, interaction) of the Common European Framework of Reference for Languages (CEFR) but the principles are also applicable to other frameworks.
Learning Outcomes
By the end of this 8-week course, participants will be able to:

Distinguish between different pedagogical approaches to teaching French as a second/additional language
Identify and compare a variety of evidence-based strategies to help students develop their communicative skills in listening, speaking, reading, and writing
Apply those strategies to their own teaching context and receive feedback on their approach

Course Overview

Lesson
Guiding Questions
Learning Objectives

1
How do your personal identity, lived experiences, interests, and viewpoints influence the development of your proficiencies in the languages you use?
What can we learn from historical approaches to teaching a second or additional language?
Recognize the impact of personal learning experiences and preferences on our teaching choices/methods.
Examine historical and evidence-based approaches used in second/additional language teaching.
Apply a Culturally Responsive Teaching approach to French language classrooms.

2
How does the brain impact learning and second/additional language acquisition?
In what ways does teaching French as a second/additional language in a Universal Design for Learning (UDL) framework meet the needs of all my students?
Understand how the brain can impact language acquisition.
Apply the framework of UDL to optimize teaching and developing student proficiency in French.
Consider the affective filter when planning for language acquisition.
Identify the needs of your students.

3
How can the Input Hypothesis develop beginner French skills?
How can Teaching Proficiency Through Reading and Storytelling (TPRS) and Accelerative Integrated Methodology (AIM) build a foundation for language acquisition?
Use comprehensible input to develop proficiency in the French language.
Examine the use of TPRS and AIM to build a foundation for language acquisition in your teaching practice.

4
To what extent can the Neurolinguistic Approach (NLA) develop learner proficiency in the French language when learning a new structure or skill?
Examine the use of the NLA to build a comprehensible-input foundation for language acquisition in your teaching practice.
Design learning experiences that put boucler la boucle into practice.

5
In what ways can proficiency samples guide my understanding of expectations and French proficiency?
In what ways can I develop learner proficiency in written and oral production skills?
Understand written and oral production proficiency levels of learners (from A1 to B2).
Design learning opportunities that develop written and oral production skills.
Identify supports for students before and during activities to address their learning needs.

6
In what ways can proficiency samples guide my understanding of expectations and French proficiency?
In what ways can I develop learner proficiency in written and oral comprehension skills?
Understand written and oral comprehension proficiency levels of learners (from A1 to B2).
Design learning opportunities that develop written and oral comprehension skills.
Identify supports for students before and during activities to address their learning needs.

7
To what extent can the Action-Oriented Approach (AOA) be used to develop competencies so that students can achieve action-oriented tasks and use French effectively in a social context?
Examine the use of the AOA to teach French as a second/additional language and develop communicative and intercultural competencies.
Develop students’ social agency and learner autonomy.

8
How can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.
Reflect and plan purposefully to embed what you have learned into your teaching practice.
Use the CEFR to continue to guide your practice for proficiency growth in the FSL classroom.
Reflect on the power of communities of teaching and learning.

Finding, Evaluating, and Creating Resources for FSL Programs
2025-01-09 18:30 - 2025-02-27 20:00
Course Details
Schedule and Format
8 lessons over 8 weeks that blend theory and practice:

Asynchronous tâche de préparation for each lesson (approx. 30 mins)
Synchronous 60-minute class on Thursdays, 6:30–8 p.m. ET (on Zoom)
Reflection and professional dialogue with other course participants are integral to the course
Emphasis 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

First class: January 9, 2025
Last class: February 27, 2025
Registration Fees
Registration 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.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of K–12 Core, Intensive/Extended French, or French Immersion programs across Canada.
Language of the Course
This 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.
Instructional Approach

Each synchronous class will be taught using the activer–acquérir–ancrer model
An inquiry-based model with guiding questions will be used
A variety of formats to support learning, as appropriate to the task, is encouraged

Course Description
In 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:

What role does effective, equitable resource selection/creation play in students’ academic achievement and well-being in FSL programs?
What is the relationship between resource selection/creation and language proficiency frameworks and approaches (e.g., the CEFR and the Action-Oriented Approach)?
How does effective, equitable resource selection/creation support an inclusive, differentiated approach to language learning that fosters collaboration, curiosity, joy, and independence?

Participants will engage in both synchronous and asynchronous tasks that promote interaction and reflection.
Please 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.
Learning Outcomes
By the end of this 8-lesson course, participants will be able to:

Understand some of the principles, frameworks, and tools that guide resource selection and creation in FSL programs
Develop familiarity with many readily available, high-quality, engaging, relevant print and digital resources that support student learning, engagement, and well-being in FSL programs
Critically analyze and create resources that foster equity, inclusion, collaboration, curiosity, joy, and independence in FSL classrooms

Course Overview

Lesson
Guiding Questions
Learning Objectives

1
How do our personal and diverse identities, lived experiences, interests, and viewpoints influence our practices related to resource selection in FSL programs?
How might the principles of Culturally Relevant and Responsive Pedagogy (CRRP) guide our work in this area?
How do the guiding principles of decolonization, equity, anti-racism, and anti-oppression ground our work in resource selection and creation?
Co-create our virtual professional learning community.
Explore the intersectionality and impact of personal identity and lived experiences with professional practice related to resource selection.
Identify some practices to stop, start, and continue based on their impact related to decolonization, equity, anti-racism, and anti-oppression.
Reflect on personal experiences with resources in FSL programs.
Develop a collective understanding of principles of decolonization, equity, anti-racism, and anti-oppression as they relate to resource selection and creation.

2
How do the guiding principles of decolonization, equity, anti-racism, and anti-oppression ground our work in resource selection and creation?
What is Culturally Relevant and Responsive Pedagogy (CRRP)?
Deepen our ability to assess bias and problematic representations.
Develop a collective understanding of CRRP and its critical role in resource selection and creation.

3
How 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?
What are the Common European Framework of Reference (CEFR) and the Action-Oriented Approach (AOA) to language learning?
Deepen our ability to assess the relevance of resources as related to diverse learner identities and lived experiences.
Develop a collective understanding of the CEFR and its critical role in resource selection and creation.
Develop a collective understanding of the AOA and its critical role in resource selection and creation.

4
How 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?
What tools and strategies can be used to support equitable, intentional, purposeful resource selection and creation in FSL programs?
Deepen our ability to assess the relevance of resources as related to how they support language learning goals and provincial/territorial curriculum.
Explore resource selection in action (exploration of sample school board/district tools to support resource selection and creation.

5
What tools and strategies can be used to support equitable, intentional, purposeful resource selection and creation in FSL programs?
How can authentic, relevant, and engaging print and digital resources enhance student achievement and well-being in FSL programs?
Create a personal Resource Selection Tool (in line with the school board tool, if applicable).
Explore some high-quality, widely available print resources in French.
Explore some high-quality, widely available audio and audiovisual resources in French.
Critically analyze how some print, audio, and audiovisual resources reflect principles of CRRP and provide AOA language learning opportunities.

6
How can authentic, relevant, and engaging print and digital resources enhance student achievement and well-being in FSL programs?
What is the role of interactive tech tools in 21st century FSL classrooms?
What is the Substitution-Augmentation-Modification-Redefinition (SAMR) model?
Explore some high-quality, widely available print resources in French.

e.g. books, websites, blogs, short stories, poetry, song lyrics, etc.

Explore some high-quality, widely available audio and audiovisual resources in French.

e.g. videos, films, audiobooks, podcasts, recordings, songs, etc.

Critically analyze how some print, audio and audiovisual resources reflect principles of CRRP and provide AOA language learning opportunities.
Develop an understanding of the SAMR model of technology integration.
Explore some examples of technology tools and how they can enhance learning in FSL programs to foster inclusion, creativity, engagement, and language acquisition.

7
How do our personal and diverse identities, lived experiences, interests, and viewpoints influence our practices related to resource selection and creation in FSL programs?
How might our knowledge of learning styles and the principles of CRRP guide our work in this area?
When creating resources, how might the use of Universal Design for Learning (UDL) principles foster a culture of inclusion and enhance learning for all students?
Explore 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).
Identify 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).
Reflect on personal experiences with resources in FSL programs.
Deepen our understanding of UDL.
Explore how the principles of UDL support the designing of effective resources that allow for multiple means of expression, engagement, and representation.
Explore considerations that impact the accessibility of resources.

8
How might the use of differentiation structures enhance the creation and effectiveness of resources in FSL programs to support and engage all learners?
How have my thinking and practices related to resource selection evolved during this course?
What are my next moves?
Explore differentiation structures that create possibilities for effectively co-creating learning experiences and resources with learners.
Identify and affirm key learning from the course.
Address lingering questions.
Identify next steps for transforming practice and professional learning and sharing.

Collaborative Strategies: Applying Differentiated Instruction in the Language Classroom — Part 2 (French)
2024-12-05 19:00 - 20:00
As language classrooms become more diverse, effective differentiated instruction has never been more critical for fostering student engagement and success. In this interactive session, educators will build on the foundational strategies from Part 1 by collaborating to design and refine differentiated strategies and activities for use in their language classrooms. Participants will share ideas, engage in hands-on activities, and receive feedback from peers to enhance their differentiated practices. By the end of the workshop, attendees will have a set of refined and practical tools and strategies to effectively implement differentiated instruction in their language classrooms. Join us to connect, create, and collaborate in a hands-on workshop designed to build your pedagogical toolkit and your professional community!

Collaborative Strategies: Applying Differentiated Instruction in the Language Classroom — Part 2 (English)
2024-12-04 19:00 - 20:00

Virtual Professional Learning Day (November)
2024-11-29 09:30 - 15:45
CASLT’s Virtual PL Days provide a platform for teachers to connect with colleagues, engage in interactive professional learning opportunities, and share best practices. Our experienced team of professional learning facilitators will explore research-informed teaching approaches and strategies to inspire, motivate, and challenge teachers to improve their practice. The sessions will be recorded and participants will also leave each workshop with a ready-to-use teacher tool.
Registration Options
Multiple registration options are available to accommodate scheduling and budgetary constraints:

Option
Member Price
Non-Member Price*

Full day (9:30 a.m. to 3:45 p.m. ET)
$75 + tax
$105 + tax

Half day AM (9:30 a.m. to 12:30 p.m. ET)
$40 + tax
$70 + tax

Half day PM (12:45 p.m. to 3:45 p.m. ET)
$40 + tax
$70 + tax

*Includes a one-year CASLT membership.
Schedule
Each Virtual PL Day will include two streams (one in English and one in French) of four 75-minute workshops. Full day registration includes access to all four workshop blocks, and half day registration (either AM or PM) includes access to two workshop blocks.

Start Time*
End Time*
Description

9:30 a.m.
9:45 a.m.
Welcome and Introduction (Full day or Half day AM registrants)

9:45 a.m.
11:00 a.m.
Unlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading
Language: English
Adriana Ramírez
Bridging Gaps: A UDL Framework for Inclusive Language Education
Language: French
Stephanie Jackson

11:00 a.m.
11:15 a.m.
Break

11:15 a.m.
12:30 p.m.
Play Your Way to Fluency: Building Language Proficiency One Game at a Time
Language: English
Shauna Néro
In the Zone: Flow in an Additional Language
Language: French
Marc-Albert Paquette et Nancy Langlois

12:30 p.m.
1:00 p.m.
Break (Full day registrants)

12:45 p.m.
1:00 p.m.
Welcome and Introduction (Half day PM registrants)

1:00 p.m.
2:15 p.m.
Aligning Learning, Teaching, and Assessment: The CEFR in Action
Language: English
Danielle Hunter
Encouraging Autonomy and Skills Development Through Learning Centres
Language: French
Shauna Néro

2:15 p.m.
2:30 p.m.
Break

2:30 p.m.
3:45 p.m.
Redefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom
Language: English
Wei Cai
Leading a Culture of Change: Using the Equity Audit Process to Initiate and Implement Inclusive and Diverse Resources in FSL
Language: French
Rubina Sharma

* Eastern Standard Time
Session Descriptions
English Sessions
Unlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading
Adriana Ramírez
Have you ever found yourself captivated by a movie scene, wishing you could bring that same level of engagement to your language classroom? Discover the dynamic combination of Movie Talks and Embedded Reading, a powerful duo that transforms lessons into immersive experiences, keeping students engaged and learning. Movie Talks use short video clips to provide Comprehensible Input (CI). Embedded Reading involves creating multiple versions of the same text, starting with a simple baseline and progressively adding more details, vocabulary, and complexity. This scaffolded approach helps students build comprehension of initially challenging texts. In this workshop, you’ll learn how to masterfully blend these two techniques, creating a synergy that introduces more vocabulary, grammar structures, and cultural context. Unlock the door to a world of CI, where language learning becomes an immersive, enjoyable journey.
Teacher Tool: Receive a ready-to-go embedded reading in Spanish, English, or French, complete with comprehension questions and a series of activities to accompany your Movie Talk lessons. This tool will provide content for up to four classes.
Play Your Way to Fluency: Building Language Proficiency One Game at a Time
Shauna Néro
Imagine a language classroom where students are so engaged they forget they’re learning. In this interactive workshop, participants will discover how to create a fun and interactive classroom environment that fosters language acquisition through play and social interaction. We will explore the power of a gamification pedagogy to improve and develop students’ proficiency and agency through research-based strategies that are designed to reuse and recycle language structures and vocabulary in authentic and fun ways. Participants will also learn how to use digital tools to design games that are adapted to the needs, and target languages, of their students. Come prepared to play and leave with practical ideas for placing your students at the centre of their learning through fun.
Teacher Tool: Receive strategies to design and create a classroom game to develop students’ literacy competencies through Canva. Share the game link and explain its learning objectives and instructions in the CASLT CoLab to support fellow language teachers.
Aligning Learning, Teaching, and Assessment: The CEFR in Action
Danielle Hunter
For over 20 years, the Common European Framework of Reference for Languages (CEFR) has been a guiding tool widely used in the Canadian context to foster innovation in language education. Published by one of the world’s leading human rights organizations and based on decades of extensive research, the CEFR was updated and extended in 2020 with the release of the CEFR Companion Volume. This session will provide a brief overview of the CEFR and explore the methodological perspective adopted in the framework: the action-oriented approach. Emphasis will be placed on how to align learning, teaching, and assessment using the CEFR’s “can-do” descriptors. Participants will receive ready-to-use examples of action-oriented scenarios, including action-oriented tasks, collections of sub-tasks, and sample assessment tools.
Teacher Tool: Receive a constructive alignment-based tip sheet for building their own action-oriented scenarios that promote active learning, critical thinking, and real-world application, enhancing overall student engagement and achievement.
Redefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom
Wei Cai
Imagine having a versatile, intelligent assistant to support your language teaching efforts, engaging students like never before. Welcome to the future of language education with ChatGPT! This innovative workshop delves into the transformative potential of ChatGPT in creating dynamic, supportive environments for language learning. It will offer concrete guidelines and creative ideas for incorporating ChatGPT into various aspects of language education. Explore how ChatGPT can revolutionize your teaching methods with practical examples, learn strategies for crafting effective prompts that yield desired outcomes, and discover how to seamlessly integrate task-based language teaching principles into your curriculum. Join us to unlock the full potential of ChatGPT and elevate your language teaching to new heights.
Teacher Tool: Receive a ChatGPT activity template to help you plan and implement ChatGPT-driven activities, ensuring you can easily adapt and apply these innovative techniques in your classroom.
French Sessions
Bridging Gaps: A UDL Framework for Inclusive Language Education
Stephanie Jackson
The “Universal Design for Learning” approach, commonly known as UDL, is a framework for designing inclusive, culturally responsive, and trauma-informed learning experiences for all students. The UDL framework has the potential to eliminate opportunity gaps that exclude many learners, especially those who have been historically marginalized or underserved. This workshop will focus on strategies to implement the CAST model for UDL to support the learning needs of all language learners in an additional language or immersion setting. Teachers attending this session will gain valuable insights into how UDL can help eliminate opportunity gaps and foster a more inclusive learning environment. By the end of the session, educators will be equipped with the tools and knowledge to effectively integrate UDL into their lesson plans and classroom activities, ultimately supporting the success and well-being of every student.
Teacher Tool: Receive a practical guide for implementing UDL in the additional language classroom. This resource will help language educators offer flexibility and choice to students while removing barriers that can prevent learners from accessing information.
In the Zone: Flow in an Additional Language
Marc-Albert Paquette and Nancy Langlois
Do you know that feeling of getting so engaged in something that you lose track of time? What if we could have this kind of experience in an additional language? This phenomenon, known as “flow,” is a state of total immersion in which learning becomes both effective and enjoyable. Drawing on recent research on intrinsic motivation in additional-language didactics, we will explore how this concept can transform the additional-language learning experience. During this session, we will propose concrete guidelines and activities to undertake with your students to increase their engagement and encourage a state of flow in your classroom.
Teacher Tool: You will receive a turnkey kit for adding flow to your additional-language tasks. In it are checklist posters to help you use flow, lesson plans and a selection of turnkey guidelines for your classroom activities, and asynchronous webinars providing you with more information on the subject.
Encouraging Autonomy and Skills Development Through Learning Centres
Shauna Néro
Imagine a classroom where the students are actively engaged and enthusiastic about learning. In this session, participants will discover research that supports pedagogical practices featuring learning centres to develop learners’ literacy skills. By using learning centres to reinforce targeted structures and vocabulary, teachers enable students to interact in a playful and learning-centric way. Each participant will leave the session with practical strategies and ideas for putting this approach into action in the classroom right away.
Teacher Tool: Develop a series of three learning centres based on criteria that will enable you to achieve the objectives of the study program you’re teaching. Then, share resources and a description of the three centres in the CASLT CoLab to strengthen our community and learn from everyone’s professional expertise.
Leading a Culture of Change: Using the Equity Audit Process to Initiate and Implement Inclusive and Diverse Resources in FSL
Rubina Sharma
Are you ready to lead meaningful changes in your FSL program but aren’t sure where to start? By acknowledging the need for improvement, educators can take the first step toward transformative change. In this session, participants will engage in the equity audit process to identify and address gaps, omissions, and the under- and overrepresentation of diverse groups in their current FSL resources, lessons, and activities. Designed for instructional leaders, department heads, and teachers of FSL students in grades 7-12 (including Immersion, Extended, and Core French programs), this session will equip participants with the tools and knowledge needed to evaluate how well their FSL programs reflect the diversity of FSL learners and the global Francophone community.
Teacher Tool: Receive sample equity audit tools and skills progression-based program planners (long-range planning tools) that focus on culturally relevant and responsive pedagogy (CRRP). These resources will help educators create more inclusive FSL programming, ensuring their lessons better reflect and serve the diverse population of students they teach.

Using Gender Neutral and Inclusive Language in the FSL Classroom
2024-11-27 19:00 - 20:15
Recent research, reports, and ministerial policies highlight the importance of making strides toward creating more inclusive FSL classrooms. This can be challenging given the grammatical male–female gender binary in the French language. So how can FSL teachers create gender-inclusive learning environments that move beyond the gender binary? One way is by using gender neutral and/or inclusive language. In this interactive session, we will begin by sharing the results of a survey completed by FSL teachers in FSL Disrupt aiming to learn about how they include (or exclude) conversations, topics, and activities around gender and sexuality in their classrooms. We will address the worries or concerns teachers may have about approaching questions of gender and sexuality in the FSL classroom. To support FSL teachers, we will also discuss the difference between grammatical gender and social gender, provide examples of gender inclusive and neutral language (e.g., the iel pronoun, epicene forms of words, and circumlocution strategies), and provide strategies for addressing resistance or discomfort from students and colleagues. By the end of the session, we hope you leave feeling more confident to use gender neutral and/or inclusive language in your FSL classroom.

Moving Toward Criticality: FSL Teachers’ Definitions of and Perspectives on Culture
2024-11-21 19:00 - 20:15
Culture is an essential element of language teaching, however, how teachers understand culture in FSL education is often unquestioned. This discussion-based presentation shares the findings related to culture from a 2023 survey completed with FSL teachers in FSL Disrupt. We will share how teachers defined culture, how they viewed the link between language and culture, and the role of student cultures in FSL classrooms. We will participate in interactive discussions about culture and develop our own definitions and conceptualizations of its connection with language. Given the need for students to develop intercultural competence, this presentation will offer critical reflection points for teachers to explore their own understanding of culture and present ways to move toward more critical conceptualizations of it. The presenters will offer an antiracist, anti-bias framework for intercultural competence in FSL.

Meeting Every Learner’s Needs: A Differentiated Approach to Language Teaching — Part 1 (French)
2024-11-14 19:00 - 20:00
Picture a vibrant classroom where each student’s unique background and learning style are not just acknowledged but embraced and celebrated. In a world where every student’s voice deserves to be heard, how can we create language classrooms where no learner is left behind? Differentiated instruction is a powerful approach for designing inclusive and responsive language learning experiences to meet diverse student needs. This session will introduce practical strategies for implementing differentiated instruction in language classrooms, focusing on tailoring lessons to meet varied learning styles, proficiency levels, and backgrounds. Educators will explore methods to adapt content, processes, and assessments to support all learners, including those who have been historically marginalized or underserved. Participants will leave with actionable insights on creating flexible and engaging language lessons to promote student success and well-being.
Join us on December 5 for Part 2, “Collaborative Strategies: Applying Differentiated Instruction in the Language Classroom,” which will explore the concrete applications of these foundational strategies. Participants will collaborate to design practical activities that elevate language instruction.

Meeting Every Learner’s Needs: A Differentiated Approach to Language Teaching — Part 1 (English)
2024-11-13 19:00 - 20:00
Picture a vibrant classroom where each student’s unique background and learning style are not just acknowledged but embraced and celebrated. In a world where every student’s voice deserves to be heard, how can we create language classrooms where no learner is left behind? Differentiated instruction is a powerful approach for designing inclusive and responsive language learning experiences to meet diverse student needs. This session will introduce practical strategies for implementing differentiated instruction in language classrooms, focusing on tailoring lessons to meet varied learning styles, proficiency levels, and backgrounds. Educators will explore methods to adapt content, processes, and assessments to support all learners, including those who have been historically marginalized or underserved. Participants will leave with actionable insights on creating flexible and engaging language lessons to promote student success and well-being.
Join us on December 4 for Part 2, “Collaborative Strategies: Applying Differentiated Instruction in the Language Classroom,” which will explore the concrete applications of these foundational strategies. Participants will collaborate to design practical activities that elevate language instruction.

Get Them Talking! Building Language Skills Through Interactive Games and Activities (French)
2024-10-17 19:00 - 20:00
Imagine a classroom buzzing with conversation, where students eagerly express themselves in the target language. This isn’t just a dream — it’s achievable through simple, engaging activities that spark a passion for speaking. In this interactive, hands-on workshop, Kate will draw from her 16 years of experience teaching Core and Post-Intensive French to address common challenges in language classrooms. She will share her top ten oral activities, carefully curated to boost student engagement and language use. These low-prep, high-impact strategies are designed to transform hesitant speakers into confident communicators. Participants will discover practical techniques to encourage target language use; explore various engaging, easy-to-implement activities; and gain access to a comprehensive slide deck with instructions and resources. Kate’s valuable insights and ready-to-use tools will energize your lessons and help build students’ speaking confidence.
