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UID:26691-1732872600-1732895100@www.caslt.org
SUMMARY:Virtual Professional Learning Day (November)
DESCRIPTION: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. \nRegistration Options\nMultiple registration options are available to accommodate scheduling and budgetary constraints: \n\n\n\nOption\nMember Price\nNon-Member Price*\n\n\n\n\nFull day (9:30 a.m. to 3:45 p.m. ET)\n$75 + tax\n$105 + tax\n\n\nHalf day AM (9:30 a.m. to 12:30 p.m. ET)\n$40 + tax\n$70 + tax\n\n\nHalf day PM (12:45 p.m. to 3:45 p.m. ET)\n$40 + tax\n$70 + tax\n\n\n\n*Includes a one-year CASLT membership. \nSchedule\nEach 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. \n\n\n\nStart Time*\nEnd Time*\nDescription\n\n\n\n\n9:30 a.m.\n9:45 a.m.\nWelcome and Introduction (Full day or Half day AM registrants)\n\n\n9:45 a.m.\n11:00 a.m.\nUnlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading  \nLanguage: English \nAdriana Ramírez\nBridging Gaps: A UDL Framework for Inclusive Language Education \nLanguage: French \nStephanie Jackson\n\n\n11:00 a.m.\n11:15 a.m.\nBreak\n\n\n11:15 a.m.\n12:30 p.m.\nPlay Your Way to Fluency: Building Language Proficiency One Game at a Time \nLanguage: English \nShauna Néro\nIn the Zone: Flow in an Additional Language \nLanguage: French \nMarc-Albert Paquette et Nancy Langlois\n\n\n12:30 p.m.\n1:00 p.m.\nBreak (Full day registrants)\n\n\n12:45 p.m.\n1:00 p.m.\nWelcome and Introduction (Half day PM registrants)\n\n\n1:00 p.m.\n2:15 p.m.\nAligning Learning\, Teaching\, and Assessment: The CEFR in Action \nLanguage: English \nDanielle Hunter\nEncouraging Autonomy and Skills Development Through Learning Centres \nLanguage: French \nShauna Néro\n\n\n2:15 p.m.\n2:30 p.m.\nBreak\n\n\n2:30 p.m.\n3:45 p.m.\nRedefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom \nLanguage: English \nWei Cai\nLeading a Culture of Change: Using the Equity Audit Process to Initiate and Implement Inclusive and Diverse Resources in FSL \nLanguage: French \nRubina Sharma\n\n\n\n* Eastern Standard Time \nSession Descriptions\nEnglish Sessions\nUnlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading\nAdriana Ramírez \nHave 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. \nTeacher 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. \nPlay Your Way to Fluency: Building Language Proficiency One Game at a Time\nShauna Néro \nImagine 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. \nTeacher 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. \nAligning Learning\, Teaching\, and Assessment: The CEFR in Action\nDanielle Hunter \nFor 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. \nTeacher 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. \nRedefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom\nWei Cai \nImagine 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. \nTeacher 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. \nFrench Sessions\nBridging Gaps: A UDL Framework for Inclusive Language Education\nStephanie Jackson \nThe “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. \nTeacher 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. \nIn the Zone: Flow in an Additional Language\nMarc-Albert Paquette and Nancy Langlois \nDo 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. \nTeacher 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. \nEncouraging Autonomy and Skills Development Through Learning Centres\nShauna Néro \nImagine 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. \nTeacher 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. \nLeading a Culture of Change: Using the Equity Audit Process to Initiate and Implement Inclusive and Diverse Resources in FSL\nRubina Sharma \nAre 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. \nTeacher 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.
URL:https://www.caslt.org/en/event/virtual-pl-day-nov-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241127T190000
DTEND;TZID=America/Toronto:20241127T201500
DTSTAMP:20260414T165140
CREATED:20241008T193409Z
LAST-MODIFIED:20241008T193409Z
UID:27619-1732734000-1732738500@www.caslt.org
SUMMARY:Using Gender Neutral and Inclusive Language in the FSL Classroom
DESCRIPTION: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.
URL:https://www.caslt.org/en/event/opl-20241127/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241121T190000
DTEND;TZID=America/Toronto:20241121T201500
DTSTAMP:20260414T165140
CREATED:20241008T193501Z
LAST-MODIFIED:20241008T193501Z
UID:27599-1732215600-1732220100@www.caslt.org
SUMMARY:Moving Toward Criticality: FSL Teachers’ Definitions of and Perspectives on Culture
DESCRIPTION: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.
URL:https://www.caslt.org/en/event/opl-20241121/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241114T190000
DTEND;TZID=America/Toronto:20241114T200000
DTSTAMP:20260414T165140
CREATED:20240916T205243Z
LAST-MODIFIED:20241008T190200Z
UID:27398-1731610800-1731614400@www.caslt.org
SUMMARY:Meeting Every Learner’s Needs: A Differentiated Approach to Language Teaching — Part 1 (French)
DESCRIPTION: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. \nJoin 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.
URL:https://www.caslt.org/en/event/opl-20241114-fr/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241113T190000
DTEND;TZID=America/Toronto:20241113T200000
DTSTAMP:20260414T165140
CREATED:20240916T205130Z
LAST-MODIFIED:20241008T190158Z
UID:27393-1731524400-1731528000@www.caslt.org
SUMMARY:Meeting Every Learner’s Needs: A Differentiated Approach to Language Teaching — Part 1 (English)
DESCRIPTION: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. \nJoin 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.
URL:https://www.caslt.org/en/event/opl-20241113-en/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241017T190000
DTEND;TZID=America/Toronto:20241017T200000
DTSTAMP:20260414T165140
CREATED:20240916T201829Z
LAST-MODIFIED:20241008T190157Z
UID:27375-1729191600-1729195200@www.caslt.org
SUMMARY:Get Them Talking! Building Language Skills Through Interactive Games and Activities (French)
DESCRIPTION: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.
URL:https://www.caslt.org/en/event/opl-20241017-fr/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/09/schoolchildren-AdobeStock_408571723-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241016T190000
DTEND;TZID=America/Toronto:20241016T200000
DTSTAMP:20260414T165140
CREATED:20240916T201144Z
LAST-MODIFIED:20241008T190155Z
UID:27356-1729105200-1729108800@www.caslt.org
SUMMARY:Get Them Talking! Building Language Skills Through Interactive Games and Activities (English)
DESCRIPTION: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.
URL:https://www.caslt.org/en/event/opl-20241016-en/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/09/schoolchildren-AdobeStock_408571723-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260414T165140
CREATED:20240826T221648Z
LAST-MODIFIED:20240905T190138Z
UID:26982-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (B2)
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30–8:00 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 29\, 2024\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada who communicate with a B2 CEFR French proficiency level and wish to improve their linguistic skills in an inclusive and safe environment while developing their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B2 description and can-do statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B2 Description\nB2 level communicators can understand the main ideas of complex text on both concrete and abstract topics\, including technical discussions in their field of specialization. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. They can produce clear\, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. \nLanguage of the Course\nThis course uses a bilingual approach. Course content will be presented in French at a B2 level with visual and instructional supports. Participants may engage in coursework and discussions in English or French\, depending on their comfort level. \nThe instructor will model instructional strategies in French. Participants are encouraged to engage with coursework in French as much as possible to develop their proficiency. However\, they should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach class will be rooted in the activer-acquérir-ancrer model within a Universal Design for Learning framework.\nThe development of linguistic competencies will be addressed in the context of the FSL classroom. Some course activities may be adapted for classroom use to meet students’ proficiency level(s).\nPlurilingualism and choice will be respected and celebrated.\n\nCourse Description\nParticipants will engage in practical and meaningful coursework to develop language proficiency specific to the FSL teaching profession. They will use their increasingly independent language skills to gain a clear understanding of the proficiency expectations and assessment criteria of the B2 CEFR level and how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, teacher-learners will participate in various B2-level synchronous and asynchronous listening\, speaking\, reading\, and writing tasks in a gradual release of responsibility model. Participants will develop effective pedagogical practices and communication skills using research-based strategies and authentic texts. By actively participating and reflecting on their language learning journey\, they will equip themselves with tools to improve their French proficiency skills while gaining insight into their students’ learning needs. \nParticipants will: \n\nDevelop and participate in an inclusive and safe bi/plurilingual learning community.\nExamine B2 linguistic competencies related to oral comprehension\, oral production\, written production\, and written comprehension.\nParticipate in targeted practice of B2 linguistic and intercultural competencies in the FSL classroom context.\nReflect on and discuss instructional strategies to develop proficiency in French and how to effectively integrate them into classroom practice using clear directions and appropriate modelling.\n\nParticipants will work through tasks to reflect on their progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps while fostering strong connections with other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but also applies to other frameworks. \nLearning Outcomes\nBy the end of this eight-lesson course\, participants will: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices to value their demonstrated and growing proficiency.\nAccurately assess their CEFR language proficiency and the competency areas needing growth or reinforcement.\nDevelop the language skills necessary to facilitate learning in the French classroom.\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language.\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow can we develop our community to create an inclusive environment designed for learning and growth?\nCo-create and participate in an inclusive and safe learning community designed for growth and maintaining our affective filters. \nExamine B2 language proficiency descriptions to self-assess and identify areas for development.\n\n\n2\nHow can Action-Oriented scenarios support our learning and teaching practice?\nDefine the components and goals of the Action-Oriented Approach. \nExplore Action-Oriented tasks from A1–B2 CEFR levels.\n\n\n3\nHow can we develop our proficiency in French by using our oral comprehension skills?\nIdentify the expectations of B2 oral comprehension. \nEngage in B2-level listening activities. \nApply strategies to enhance oral comprehension proficiency.\n\n\n4\nHow can we develop our proficiency in French by using our oral production skills?\nIdentify the B2 linguistic competencies for spoken interaction and spoken production. \nEngage in B2-level speaking activities. \nApply strategies to enhance oral production proficiency.\n\n\n5\nHow can we develop our proficiency in French by using our written comprehension skills?\nExamine B2-level written comprehension samples to identify the competencies required. \nEngage in B2-level reading activities. \nApply strategies to enhance proficiency in written comprehension.\n\n\n6\nHow can we develop our proficiency in French by using our written production skills?\nExamine B2-level written production samples to identify the competencies required. \nEngage in B2-level writing activities. \nApply strategies to enhance proficiency in written production.\n\n\n7\nHow can we develop the intercultural competency to communicate effectively and appropriately?\nExamine the intercultural competency. \nCreate an environment of curiosity and inquiry to develop intercultural competence. \nEngage in B2-level authentic activities to develop intercultural competence.\n\n\n8\nHow can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.\nExplore ways of celebrating learning to create a supportive classroom environment designed for growth. \nShare the learning process and achievement of the B2 Action-Oriented task. \nUse the CEFR to self-assess and support assessment for proficiency growth. \nReflect on the power of communities of teaching and learning.
URL:https://www.caslt.org/en/event/french-for-teachers-b2-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260414T165140
CREATED:20240824T003744Z
LAST-MODIFIED:20240826T233256Z
UID:27039-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (A1)
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30–8:00 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 29\, 2024\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A1 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A1 description and “can-do” statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A1 Description\nA1 level communicators can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. They can introduce themselves and others and can ask and answer questions about personal details such as where they live\, people they know\, and things they have. An A1 communicator can interact in a simple way provided that the other person talks slowly and clearly and is prepared to help. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be approached from an asset-based perspective.\nEach synchronous class will be rooted in the activer–acquérir–ancrer model and a differentiated approach to teaching and learning.\nPlurilingualism and student voice and choice will be respected and celebrated.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. \nIn an inclusive\, welcoming environment rooted strongly in Culturally Responsive and Relevant Pedagogy (CRRP) practice\, participants will be invited to listen\, speak\, read\, and write in A1-level French while forming professional connections with one another. Teacher-learners will be provided with ongoing opportunities to engage with one another in A1-level French language. Listening and reading tasks will be provided with supports appropriate to A1 language learners. Participants are encouraged to use their French language orally and in written form for a variety of authentic targeted purposes. Teacher-learners will self-assess based on their progress and proficiency throughout the course. \nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to facilitate learning in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Theme\nLearning Objectives\n\n\n1\nSetting up for Success: Creating a space (and a headspace!) for learning\nIntroduce “coups de cœur” for A1 language acquisition. \nShare effective strategies for using the target language in all strands. \nDiscuss how to apply strategies for language acquisition as teacher-learners and how to use these in the FSL classroom.\n\n\n2\nThe First Five: Getting to Know Your Learners and Creating an Inclusive Environment for Learning\nUse inclusive strategies to welcome learners. \nModel space of accountability to promote inclusion. \nTake linguistic and social risks to become more comfortable using the target language (French) in an educational milieu.\n\n\n3\nThe CEFR and the Growth Mindset: What is Already in Your Teaching Toolbox?\nUse “je peux” statements to self-assess proficiency. \nUse action-oriented tasks to promote and encourage a growth mindset. \nExplore and develop the growth mindset to reframe challenges as opportunities.\n\n\n4\nMaximizing Success Using the Cycle for Learning\nDevelop and use vocabulary linked to the cycle for learning to improve professional practice. \nDefine and explore individual efficacy. \nUse the cycle for learning to connect the growth mindset with individual efficacy.\n\n\n5\nAssessment and Evaluation: Demonstrating Progress of Learning\nDevelop opportunities for the classroom to honour student voice and choice through assessment and evaluation opportunities rooted in Culturally Responsive and Relevant Pedagogy (CRRP). \nExplore how Universal Design for Learning (UDL) and Differentiated Instruction (DI) can be used to create and implement opportunities for creative and alternative assessments.\n\n\n6\nThe Journey to Proficiency and the Importance of Self-Reflection\nPractice using tools for self-reflection. \nCreate opportunities for metacognitive practice to encourage opportunities for growth specific to French as a Second Language (FSL).\n\n\n7\nCelebrating Learning and Sharing Success\nIdentify the importance of celebrating learning as part of a growth mindset and efficacy. \nExplore ways of celebrating learning to create a supportive classroom environment. \nReflect on the power of communities of teaching and learning.\n\n\n8\nNext steps: How and Where Will the Journey Lead?\nDiscuss next steps and needs to be successful as language learners and as FSL educators. \nShare recommendations for sources and resources for use in both personal language acquisition and pedagogy.
URL:https://www.caslt.org/en/event/french-for-teachers-a1-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260414T165140
CREATED:20240823T231559Z
LAST-MODIFIED:20240826T233307Z
UID:27030-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (A2)
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30–8:00 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 29\, 2024\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A2 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A2 description and “can-do” statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A2 Description\nA2 level communicators can understand sentences and frequently used expressions related to areas of most immediate relevance. They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. A2 level communicators can describe in simple terms aspects of their background\, immediate environment\, and matters in areas of immediate need. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A2 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be rooted in the activer–acquérir–ancrer \nDevelopment of linguistic competencies will be addressed in the context of the FSL classroom.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. Participants will gain a clear understanding of the proficiency expectations and evaluation criteria for the A2 level and of how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write in French while forming professional connections. Participants will engage in both synchronous and asynchronous tasks to promote reflection and professional dialogue with other course participants. \nParticipants in the course will: \n\nDevelop an inclusive and safe learning community through pairing and sharing activities\nExamine A2 linguistic competencies as they relate to oral comprehension\, oral production\, written production\, and written comprehension\nParticipate in targeted practice of A2 linguistic competencies in the context of the FSL classroom\nPractice using A2 linguistic strategies in their classrooms and giving feedback to FSL students using appropriate classroom language\nReflect on and discuss instructional strategies for oral comprehension\, oral production\, written production\, and written comprehension and the most effective ways to integrate these strategies into classroom practice using clear directions and appropriate modelling\n\nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to give clear directions\, engage students in basic discussion on familiar topics\, and give constructive feedback in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow will we build an inclusive and safe learning community? \nWhat are the linguistic competencies of A2 as identified in the CEFR?\nExplore activities that promote the sharing of resources and ideas. \nExamine A2 language proficiency descriptions to self-assess. \nIdentify areas of development for augmenting their proficiency.\n\n\n2\nWhat are the oral comprehension skills of A2 as identified in the CEFR? \nIn what ways can we augment oral comprehension skills?\nExamine A2 language oral comprehension proficiency descriptions. \nIdentify barriers to oral comprehension. \nExplore activities that improve oral comprehension.\n\n\n3\nWhat are the oral production skills of A2 as identified in the CEFR? \nHow will we augment oral interaction skills?\nExamine A2 language oral interaction and production proficiency descriptions. \nExplore activities that improve oral interaction.\n\n\n4\nWhat are the barriers to successful oral interaction? \nIn what ways can we address barriers to successful oral interaction and production?\nIdentify the barriers to successful oral production and interaction. \nIdentify the best strategies to build A2 oral production and interaction skills.\n\n\n5\nWhat are the written comprehension skills of A2 as identified in the CEFR? \nIn what ways can we develop written comprehension skills? \nWhich strategies can we use and implement in the classroom?\nIdentify the A2 linguistic competencies required for written comprehension. \nExamine models of A2 written comprehension tasks. \nApply written comprehension strategies to enhance teacher and student proficiency.\n\n\n6\nWhat are the written production skills of A2 as identified in the CEFR? \nIn what ways can we augment written production skills? \nWhich strategies can we use and implement in the classroom?\nIdentify the A2 linguistic competencies required for written production. \nExamine and assess A2-level written production samples. \nIdentify and apply strategies to enhance teacher and student proficiency in written production.\n\n\n7\nHow can we move forward? \nWhat resources can help improve the linguistic competences of teachers and students?\nDevelop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources.\n\n\n8\nHow can we use self-assessment and professional learning practices for proficiency growth? \nWhat professional communities and resources can we access?\nDevelop self-assessment and professional learning practices for augmenting linguistic competence. \nDevelop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources.
URL:https://www.caslt.org/en/event/french-for-teachers-a2-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260414T165140
CREATED:20240822T224946Z
LAST-MODIFIED:20240826T233317Z
UID:26995-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (B1)
DESCRIPTION:Course Details\nSchedule and Format\n\n8 lessons over 8 weeks that blend theory and practice:\n\nSynchronous 90-minute lessons on Tuesdays\, 6:30–8 p.m. ET (Zoom)\nAsynchronous learning activities during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 19\, 2024\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with a B1 CEFR French proficiency level who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B1 description and can-do statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B1 Description\nB1 level communicators can understand the main points of clear standard input on familiar matters regularly encountered in work\, school\, leisure\, etc. They can respond to situations that may arise while travelling in an area where the language is spoken. They can produce simple connected text on topics that are familiar or of personal interest. When describing experiences and events\, B1 communicators develop their skills by using increasingly complex structures. They can respond spontaneously to everyday situations. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at a B1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nActiver–Acquérir–Ancrer: Participants will activate prior knowledge\, acquire new information\, and anchor their learning through practical application.\nCollaborative Learning: Each synchronous class will involve collaborative learning and sharing of what was tried in the classroom\, fostering a community of practice.\nIterative Learning Process: Participants will engage in asynchronous learning by trying activities or approaches in their classrooms. They will then share their experiences and observations with peers during synchronous sessions. Reflective discussions will be held to deepen understanding and refine teaching practices.\nAdditional Resources: Supplementary resources for viewing and reading will be provided to support and extend learning.\n\nCourse Description\nIn this course\, participants will use their increasingly independent language skills to explore the challenges of FSL teaching\, including classroom space\, perceived value\, student diversity and engagement\, Differentiated Instruction (DI)\, and Universal Design for Learning (UDL). They will engage in meaningful and practical coursework designed to develop language proficiency specific to the FSL teaching profession. \nDuring this course\, we will listen\, read\, and share research; collaborate on solutions; and share experiences to develop excellent pedagogical practices — in B1 level French! By actively participating and reflecting on our own language learning journey\, we are equipping ourselves not only with tools we need to learn French\, but with insight into our students’ learning as well. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write while forming professional connections. FSL teacher-learners will share strategies\, ideas\, and resources (songs\, videos\, images\, text) beneficial for teachers (and students) at this level of language development. Teachers will build community around FSL teaching\, creating a network that will allow them to continue community building after the course\, thereby helping to combat the isolation of the FSL profession. \nParticipants will engage in both synchronous and asynchronous tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to engage students in their own learning journeys in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do we get to know our students? \nHow do we create community in the FSL classroom? \nHow can we use French effectively to build relationships and foster a sense of belonging?\nExplore personal identity and lived experiences in relation to creating community in professional practice. \nCo-create our virtual professional learning community using French as the primary means of communication. \nIncorporate strategies for community-building into teaching practices. \nDevelop and practice vocabulary and expressions related to introductions\, personal descriptions\, and community-building.\n\n\n2\nWhat are the levels of second/additional language learning according to the CEFR? \nHow do we assess our students’ levels of language acquisition? \nWhat professional needs must we meet to ensure student success? \nHow do we help students reinforce learning and develop autonomy in their language use? \nHow can we apply the CEFR framework to our own language learning journey?\nReflect on personal experiences and determine where we are on our own journey through the language learning continuum. \nDefine professional needs and expectations of community participation for this course and beyond. \nIncorporate strategies for assessing and supporting student language development into teaching practices. \nDevelop and practice vocabulary and expressions related to the CEFR and learner autonomy.\n\n\n3\nHow do we set our students up for success in the FSL classroom? \nHow can we use the Neurolinguistic Approach (NLA) to support oral language learning and engage students? \nHow can we apply NLA principles to our own language learning to enhance our oral proficiency?\nExplore the Neurolinguistic Approach (NLA) and its effectiveness in supporting oral language learning and student engagement. \nIncorporate NLA strategies into teaching practices. \nApply NLA strategies to personal language learning to improve oral proficiency.\n\n\n4\nHow do we ensure our evaluation practices are equitable in our FSL classroom? \nHow do we accurately assess what our students can do?\nExplore concepts of evaluation for learning and observation of learning. \nShare ideas on assessment and observation techniques to better understand our students. \nIncorporate the use of CEFR language descriptors in the classroom to meet student needs. \nApply CEFR B1 descriptors to self-assess personal language proficiency and set improvement goals.\n\n\n5\nHow can we apply the Action-Oriented Approach (AOA) in our FSL classrooms? \nHow can we create meaningful and authentic tasks to enhance student engagement?\nIdentify strategies to increase student engagement. \nDefine components and goals of action-oriented tasks. \nExplore action-oriented tasks at the B1 level. \nCo-create a B1 level task to be developed and worked on during the course. \nDevelop and practice vocabulary and expressions related to the AOA.\n\n\n6\nHow can we support our learners as they develop skills to accomplish action-oriented tasks?\nUse CEFR descriptors and “I can” statements to develop subtasks and student success criteria. \nDevelop and practice vocabulary and expressions related to planning and developing an action-oriented task.\n\n\n7\nHow can we apply Differentiated Instruction (DI) and Universal Design for Learning (UDL) principles in our FSL classrooms? \nHow do we use differentiated strategies to get students talking about visual texts? \nHow do we use differentiated strategies to get students talking about written texts in FSL?\nUse B1 level listening and speaking skills to develop a collective understanding of DI and UDL. \nExplore differentiation strategies to encourage student discussion using images and visual stories. \nCollaborate to build a bank of visual resources for use in our own contexts. \nIncorporate differentiated strategies for discussing written texts into teaching practices. \nIncorporate DI and UDL strategies into teaching practices to support students with diverse learning needs. \nDevelop and practice vocabulary and expressions related to DI and UDL.\n\n\n8\nHow do we use differentiated strategies to get students talking about oral texts in FSL? \nHow can we effectively use videos and audio texts to encourage student discussion?\nExplore differentiation strategies to encourage student discussion using video and audio content. \nExplore and engage in B1 level listening activities. \nDevelop and practice strategies for improving oral production and comprehension through discussions about audio and video content. \nBuild a bank of oral resources (videos\, podcasts\, audio clips) for use in FSL instruction. \nIncorporate strategies for discussing oral texts into teaching practices. \nDiscuss and share strategies for ongoing professional growth and continued application of our learnings in our teaching practices.
URL:https://www.caslt.org/en/event/french-for-teachers-b1-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240419T103000
DTEND;TZID=America/Toronto:20240419T154500
DTSTAMP:20260414T165140
CREATED:20230816T192057Z
LAST-MODIFIED:20240815T175514Z
UID:23424-1713522600-1713541500@www.caslt.org
SUMMARY:Virtual Professional Learning Day (April)
DESCRIPTION:Registration is now closed\nCASLT’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. \nRegistration Options\nMultiple registration options are available to accommodate scheduling and budgetary constraints: \n\n\n\nOption\nMember Price\nNon-Member Price*\n\n\n\n\nFull day (10:30 a.m. to 3:45 p.m. ET)\n$55 + tax\n$85 + tax\n\n\nHalf day AM (10:30 a.m. to 2:00 p.m. ET)\n$30 + tax\n$60 + tax\n\n\nHalf day PM (12:15 p.m. to 3:45 p.m. ET)\n$30 + tax\n$60 + tax\n\n\n\n*Includes a one-year CASLT membership. \nSchedule\nEach Virtual PL Day will include two streams of three 90-minute workshops. Each workshop will be offered once in English and once in French. Full day registration includes access to all three workshops\, and half day registration (either AM or PM) includes access to two workshops. \n\n\n\nStart Time*\nEnd Time*\nDescription\n\n\n\n\n10:30 a.m.\n10:45 a.m.\nWelcome and Introduction (Full day or Half day AM registrants)\n\n\n10:45 a.m.\n12:15 p.m.\nLinguistic Security: How to Develop Oral Confidence for All FSL Learners \nDenis Cousineau\nChanger les perspectives en FLS : centration sur la voix et l’identité des élèves\, ainsi que la PSAC \nKaren Devonish-Mazzotta\n\n\n12:15 p.m.\n12:30 p.m.\nBreak (Full day or Half day AM registrants) \nWelcome and Introduction (Half day PM registrants)\n\n\n12:30 p.m.\n2:00 p.m.\nEquity\, Diversity\, and Inclusion: Using a Structured Literacy Approach in the FSL Classroom \nLindsay Cochrane\nSécurité linguistique : comment développer la confiance orale pour tous les apprenants du FLS \nDenis Cousineau\n\n\n2:00 p.m.\n2:15 p.m.\nBreak\n\n\n2:15 p.m.\n3:45 p.m.\nShifting Perspectives in FSL: Centring Student Voices\, Identity\, and CRRP \nKaren Devonish-Mazzotta\nL’équité\, la diversité et l’inclusion : utiliser une approche de la littératie structurée dans la classe de FLS \nLindsay Cochrane\n\n\n\n* Eastern Daylight Time \nSession Descriptions\nEquity\, Diversity\, and Inclusion: Using a Structured Literacy Approach in the FSL Classroom\nFacilitator: Lindsay Cochrane\nDiscover the Science of Reading and how to use a Structured Literacy approach to reading and writing in your FSL classroom (Tier 1) as well as in small reading remediation groups for struggling readers (Tier 2). This session will explain how to adapt evidence-based strategies from Orton-Gillingham for FSL students. In this workshop\, Lindsay will share the What\, Why\, and How of adapting a Structured Literacy approach in the FSL language classroom. Teachers will leave this workshop with practical\, high yield strategies for each of the six elements of a Structured Literacy approach — oral language\, phonemic awareness\, phonics\, vocabulary development\, fluency\, listening and reading comprehension — as well as strategies to support student printing and spelling skills. Most importantly\, teachers will leave this workshop feeling confident in their ability to help struggling readers in FSL and inspired to learn more about the Science of Reading to support second language learners! \nLinguistic Security: How to Develop Oral Confidence for All FSL Learners\nFacilitator: Denis Cousineau\nLearning an additional language is always a challenge. It makes us vulnerable and requires a willingness to take risks. This often frightens us because we want to understand and be understood. What happens if I make a mistake or use the wrong word? Will I look ridiculous? Millions of people face these questions every day when they put their language skills into action\, starting with their listening\, production\, and interaction skills. For some researchers\, the focus is on that anxiety known as linguistic insecurity. Others\, like Monica Tang\, focus on the construction of a legitimate bilingual or multilingual identity. This workshop will look at a pedagogical approach that aims to develop a greater sense of security\, identity\, and even confidence in speaking. Like any good swimming instructor\, let’s help our students learn to float without worrying about drowning! Some may go on to swim in the Olympics while others play in our wonderful Canadian lakes\, but let’s allow everyone to have fun. Confident bilingualism is within everyone’s grasp! \nShifting Perspectives in FSL: Centring Student Voices\, Identity\, and CRRP\nFacilitator: Karen Devonish-Mazzotta\nTo better engage FSL learners\, educators must shift their attention to centring student voice\, student interest\, student agency\, and student identity. When students have more opportunities to see themselves in the FSL classroom and to make meaningful and relevant connections with their lived experiences\, second language learning becomes an opportunity to explore and apply language in transformative ways. During this workshop\, participants will engage in a deep dive reflection on their social identities and how these inform their practice\, FSL pedagogy\, and learning. A juxtaposition between Culturally Relevant and Responsive Pedagogy\, Intercultural Understanding and Awareness\, and French as a Second Language curriculum will provide an opportunity to explore anti-oppressive teaching strategies and to highlight the importance of critical consciousness in all aspects of FSL policy\, practice\, teaching\, and learning.
URL:https://www.caslt.org/en/event/virtual-pl-day-april-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/08/professional-at-computer-AdobeStock_315993329-1920w-16-9.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240227T190000
DTEND;TZID=America/Toronto:20240227T203000
DTSTAMP:20260414T165140
CREATED:20231215T201032Z
LAST-MODIFIED:20231215T201032Z
UID:24864-1709060400-1709065800@www.caslt.org
SUMMARY:Centring Student Voice and Choice: Strategies and Tools for Leveraging Inquiry to Promote Language Development (French)
DESCRIPTION:Ever wondered how to harness the power of inquiry-based learning in your language classroom? In this session\, participants will explore how to leverage the inquiry process to promote developing language competencies while integrating culturally responsive and reflective resources. Through hands-on activities\, discover practical strategies that not only enhance language skills but also leave a lasting impact on both student learning and teacher practice. Engage in collaborative discussions with fellow educators and examine exemplars of student inquiry projects in breakout rooms tailored to elementary and secondary French Immersion. Join us for a thought-provoking and practical exploration of inquiry-based language teaching.
URL:https://www.caslt.org/en/event/opl-20240227/
LOCATION:Zoom
CATEGORIES:Professional Learning
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240226T190000
DTEND;TZID=America/Toronto:20240226T203000
DTSTAMP:20260414T165140
CREATED:20231215T200900Z
LAST-MODIFIED:20231215T200903Z
UID:24856-1708974000-1708979400@www.caslt.org
SUMMARY:Centring Student Voice and Choice: Strategies and Tools for Leveraging Inquiry to Promote Language Development (English)
DESCRIPTION:Ever wondered how to harness the power of inquiry-based learning in your language classroom? In this session\, participants will explore how to leverage the inquiry process to promote developing language competencies while integrating culturally responsive and reflective resources. Through hands-on activities\, discover practical strategies that not only enhance language skills but also leave a lasting impact on both student learning and teacher practice. Engage in collaborative discussions with fellow educators and examine exemplars of student inquiry projects in breakout rooms tailored to elementary and secondary French Immersion. Join us for a thought-provoking and practical exploration of inquiry-based language teaching.
URL:https://www.caslt.org/en/event/opl-20240226/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/12/teenage-students-collaborating-iStock-875575940-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240202T103000
DTEND;TZID=America/Toronto:20240202T154500
DTSTAMP:20260414T165140
CREATED:20230816T174143Z
LAST-MODIFIED:20240130T153004Z
UID:23387-1706869800-1706888700@www.caslt.org
SUMMARY:Virtual Professional Learning Day (February)
DESCRIPTION:Registration is now closed.\nCASLT’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. \nRegistration Options\nMultiple registration options are available to accommodate scheduling and budgetary constraints: \n\n\n\nOption\nMember Price\nNon-Member Price*\n\n\nFull day (10:30 a.m. to 3:45 p.m. ET)\n$55 + tax\n$85 + tax\n\n\nHalf day AM (10:30 a.m. to 2:00 p.m. ET)\n$30 + tax\n$60 + tax\n\n\nHalf day PM (12:15 p.m. to 3:45 p.m. ET)\n$30 + tax\n$60 + tax\n\n\n\n*Includes a one-year CASLT membership. \nSchedule\nEach Virtual PL Day will include two streams of three 90-minute workshops. Each workshop will be offered once in English and once in French. Full day registration includes access to all three workshops\, and half day registration (either AM or PM) includes access to two workshops. \n\n\n\nStart Time*\nEnd Time*\nDescription\n\n\n10:30 a.m.\n10:45 a.m.\nWelcome and Introduction (Full day or Half day AM registrants)\n\n\n10:45 a.m.\n12:15 p.m.\nEquity\, Diversity\, and Inclusion: Using a Structured Literacy Approach in the FSL Classroom \nKim Lockhart \nChanger les perspectives en FLS : centration sur la voix et l’identité des élèves\, ainsi que la PSAC \nKaren Devonish-Mazzotta & Cécile Robertson\n\n\n12:15 p.m.\n12:30 p.m.\nBreak (Full day or Half day AM registrants) \nWelcome and Introduction (Half day PM registrants)\n\n\n12:30 p.m.\n2:00 p.m.\nShifting Perspectives in FSL: Centring Student Voices\, Identity\, and CRRP \nKaren Devonish-Mazzotta & Cécile Robertson\nSécurité linguistique : comment développer la confiance orale pour tous les apprenants du FLS \nDenis Cousineau\n\n\n2:00 p.m.\n2:15 p.m.\nBreak\n\n\n2:15 p.m.\n3:45 p.m.\nLinguistic Security: How to Develop Oral Confidence for All FSL Learners \nDenis Cousineau\nL’équité\, la diversité et l’inclusion : utiliser une approche de la littératie structurée dans la classe de FLS \nKim Lockhart\n\n\n\n* Eastern Standard Time \nSession Descriptions\nEquity\, Diversity\, and Inclusion: Using a Structured Literacy Approach in the FSL Classroom\nFacilitator: Kim Lockhart\nDiscover the Science of Reading and how to use a Structured Literacy approach to reading and writing in your FSL classroom (Tier 1) as well as in small reading remediation groups for struggling readers (Tier 2). This session will explain how to adapt evidence-based strategies from Orton-Gillingham for FSL students. In this workshop\, Kim will share the What\, Why\, and How of adapting a Structured Literacy approach in the FSL language classroom. Teachers will leave this workshop with practical\, high yield strategies for each of the six elements of a Structured Literacy approach — oral language\, phonemic awareness\, phonics\, vocabulary development\, fluency\, listening and reading comprehension — as well as strategies to support student printing and spelling skills. Most importantly\, teachers will leave this workshop feeling confident in their ability to help struggling readers in FSL and inspired to learn more about the Science of Reading to support second language learners! \nLinguistic Security: How to Develop Oral Confidence for All FSL Learners\nFacilitator: Denis Cousineau\nLearning an additional language is always a challenge. It makes us vulnerable and requires a willingness to take risks. This often frightens us because we want to understand and be understood. What happens if I make a mistake or use the wrong word? Will I look ridiculous? Millions of people face these questions every day when they put their language skills into action\, starting with their listening\, production\, and interaction skills. For some researchers\, the focus is on that anxiety known as linguistic insecurity. Others\, like Monica Tang\, focus on the construction of a legitimate bilingual or multilingual identity. This workshop will look at a pedagogical approach that aims to develop a greater sense of security\, identity\, and even confidence in speaking. Like any good swimming instructor\, let’s help our students learn to float without worrying about drowning! Some may go on to swim in the Olympics while others play in our wonderful Canadian lakes\, but let’s allow everyone to have fun. Confident bilingualism is within everyone’s grasp! \nShifting Perspectives in FSL: Centring Student Voices\, Identity\, and CRRP\nFacilitators: Karen Devonish-Mazzotta and Cécile Robertson\nTo better engage FSL learners\, educators must shift their attention to centring student voice\, student interest\, student agency\, and student identity. When students have more opportunities to see themselves in the FSL classroom and to make meaningful and relevant connections with their lived experiences\, second language learning becomes an opportunity to explore and apply language in transformative ways. During this workshop\, participants will engage in a deep dive reflection on their social identities and how these inform their practice\, FSL pedagogy\, and learning. A juxtaposition between Culturally Relevant and Responsive Pedagogy\, Intercultural Understanding and Awareness\, and French as a Second Language curriculum will provide an opportunity to explore anti-oppressive teaching strategies and to highlight the importance of critical consciousness in all aspects of FSL policy\, practice\, teaching\, and learning.
URL:https://www.caslt.org/en/event/virtual-pl-day-february-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240124T190000
DTEND;TZID=America/Toronto:20240124T200000
DTSTAMP:20260414T165140
CREATED:20231206T200533Z
LAST-MODIFIED:20231215T204815Z
UID:24728-1706122800-1706126400@www.caslt.org
SUMMARY:Beyond Words: Fostering Social-Emotional Learning in the Language Classroom (French)
DESCRIPTION:Social-emotional learning (SEL) purposefully develops students’ social and emotional competencies and supports the development of their executive functioning skills. Executive functioning includes “a set of cognitive skills that are important for the conscious and effortful control of thoughts\, actions\, and behaviors” (Chung et al.\, 2022). How can you develop these in the context of the language classroom? \nDeveloping a classroom environment that provides space for students to check in at the beginning of class by reflecting and assessing their emotional state helps them determine their best way to learn and acquire the additional language. Effective routines can provide consistency\, stability\, and greater learner autonomy. Meeting the social and emotional needs of your students means that they can learn to maintain low affective filters\, which helps motivate them to acquire language and develop their additional language competencies. \nParticipants will learn from a blend of research-based evidence and a variety of practical teaching strategies and routines help them meet the needs of all students. The strategies shared in this workshop will be presented in a French context but can be translated and applied to any language. \nReference\nChung\, K. K. H.\, Li\, X.\, Lam\, C. B.\, Fung\, W. K.\, & Liu\, C. (2022). What predicts first‐ and second‐language difficulties? Testing language and executive functioning skills as correlates. Learning Disabilities Research and Practice\, 37(2)\, 85–99. https://doi.org/10.1111/ldrp.12275
URL:https://www.caslt.org/en/event/opl-20240224/
LOCATION:Zoom
CATEGORIES:Professional Learning
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240122T190000
DTEND;TZID=America/Toronto:20240122T200000
DTSTAMP:20260414T165140
CREATED:20231204T200620Z
LAST-MODIFIED:20231215T204828Z
UID:24598-1705950000-1705953600@www.caslt.org
SUMMARY:Beyond Words: Fostering Social-Emotional Learning in the Language Classroom (English)
DESCRIPTION:Social-emotional learning (SEL) purposefully develops students’ social and emotional competencies and supports the development of their executive functioning skills. Executive functioning includes “a set of cognitive skills that are important for the conscious and effortful control of thoughts\, actions\, and behaviors” (Chung et al.\, 2022). How can you develop these in the context of the language classroom? \nDeveloping a classroom environment that provides space for students to check in at the beginning of class by reflecting and assessing their emotional state helps them determine their best way to learn and acquire the additional language. Effective routines can provide consistency\, stability\, and greater learner autonomy. Meeting the social and emotional needs of your students means that they can learn to maintain low affective filters\, which helps motivate them to acquire language and develop their additional language competencies. \nParticipants will learn from a blend of research-based evidence and a variety of practical teaching strategies and routines help them meet the needs of all students. The strategies shared in this workshop will be presented in a French context but can be translated and applied to any language. \nReference\nChung\, K. K. H.\, Li\, X.\, Lam\, C. B.\, Fung\, W. K.\, & Liu\, C. (2022). What predicts first‐ and second‐language difficulties? Testing language and executive functioning skills as correlates. Learning Disabilities Research and Practice\, 37(2)\, 85–99. https://doi.org/10.1111/ldrp.12275
URL:https://www.caslt.org/en/event/opl-20240122/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/12/teacher-children-AdobeStock_113099064-1920w-16-9-e1726179278541.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240116T190000
DTEND;TZID=America/Toronto:20240222T200000
DTSTAMP:20260414T165140
CREATED:20230630T214545Z
LAST-MODIFIED:20230706T144847Z
UID:14947-1705431600-1708632000@www.caslt.org
SUMMARY:Finding\, Evaluating\, and Creating Resources for FSL Programs
DESCRIPTION:Course Details\nSchedule and Format\n12 lessons over 6 weeks that blend theory and practice: \n\nAsynchronous tâche de préparation for each lesson (approx. 30 mins)\nSynchronous 60-minute class on Tuesdays and Thursdays\, 7–8 p.m. EST (Zoom)\nReflection and professional dialogue with other course participants are integral to the course\nEmphasis will be placed on the multitude of authentic\, free\, fiction and non-fiction resources of various genres developed by non-profit organizations in Canada and worldwide\, as well as picture books and informative texts published by authors that reflect a wide range of diverse lived experiences\n\nFirst class: January 16\, 2024 \nLast class: February 22\, 2024 \nRegistration Fees\n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$120 + tax\n\n\nNon-member*\n$180 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended\, or French Immersion programs across Canada \nLanguage of the Course\nThis course is taught using a bilingual approach. The course content will be presented in English\, and participants may engage with coursework and discussions in English or French. \nInstructional Approach\n\nEach synchronous class will be taught using the activer–acquérir–ancrer model\nAn inquiry-based model with guiding questions will be used\nA variety of formats to support learning\, as appropriate to the task\, is encouraged\n\nCourse Description\nIn this course\, participants will explore strategies and considerations for effective resource selection and creation in French as a Second Language (FSL) programs. The content is adaptable to K–12 teachers of Core/Basic French\, Intensive/Extended French\, and/or French Immersion programs across Canada. Using principles of equity and inclusion as a foundation for critical analysis and resource design\, we will use an inquiry-based model to explore three overall guiding questions: \n\nWhat role does effective\, equitable resource selection/creation play in students’ academic achievement and well-being in FSL programs?\nWhat is the relationship between resource selection/creation and language proficiency frameworks and approaches (e.g.\, the CEFR and the Action-Oriented Approach)?\nHow does effective\, equitable resource selection/creation support an inclusive\, differentiated approach to language learning that fosters collaboration\, curiosity\, joy\, and independence?\n\nParticipants will engage in both synchronous and asynchronous tasks that promote interaction and reflection. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) and the Action-Oriented Approach (AOA)\, but the principles are also applicable to other frameworks and approaches. \nLearning Outcomes\nBy the end of this 12-lesson course\, participants will be able to: \n\nUnderstand some of the principles\, frameworks\, and tools that guide resource selection and creation in FSL programs\nDevelop familiarity with many readily available\, high-quality\, engaging\, relevant print and digital resources that support student learning\, engagement\, and well-being in FSL programs\nCritically analyze and create resources that foster equity\, inclusion\, collaboration\, curiosity\, joy\, and independence in FSL classrooms\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do our personal and diverse identities\, lived experiences\, interests and viewpoints influence our practices related to resource selection in FSL programs? \nHow might the principles of Culturally Relevant & Responsive Pedagogy (CRRP) guide our work in this area?\nCo-create our virtual professional learning community \nExplore the intersectionality and impact of personal identity and lived experience with professional practice related to resource selection \nIdentify some practices to stop\, start\, and continue based on their impact related to equity\, decolonization\, anti-racism\, and anti-oppression \nReflect on personal experiences with resources in FSL programs\n\n\n2\nHow do the guiding principles of decolonization\, equity\, anti-racism\, and anti-oppression ground our work in resource selection and creation?\nDevelop a common understanding of some principles of decolonization\, equity\, anti-racism\, and anti-oppression as they relate to resource selection and creation \nDeepen our ability to assess bias and problematic representations\n\n\n3\nWhat is Culturally Relevant & Responsive Pedagogy (CRRP)? \nHow does it guide us to keep learner identity and lived experience at the centre of our work of resource selection and creation? \nHow does CRRP help to ensure relevance and engagement?\nDevelop a common understanding of CRRP and its critical role in resource selection and creation \nDeepen our ability to assess the relevance of resources as related to diverse learner identities and lived experiences\n\n\n4\nWhat is the Common European Framework of Reference (CEFR)? What is the Action-Oriented Approach (AOA)? \nHow do they guide us to keep learner identities and lived experiences at the centre of our work of resource selection and creation? \nHow do the CEFR and the AOA help ensure relevance and engagement?\nDevelop a common understanding of the CEFR and the AOA and their critical role in resource selection and creation \nDeepen our ability to assess the relevance of resources as related to how they support language learning goals and provincial/territorial curricula\n\n\n5\nWhat tools and strategies can be used to support equitable\, intentional\, purposeful resource selection and creation in FSL programs?\nExplore resource selection in action (sample school board tools to support resource selection and creation) \nCreate a personal resource selection tool (in line with participants’ school board guidelines/tools\, if applicable)\n\n\n6\nHow can authentic\, relevant\, engaging print and digital resources enhance student achievement and well-being in FSL programs? (Part one)\nExplore some high-quality\, widely available print resources in French (e.g.\, books\, websites\, blogs\, short stories\, poetry\, song lyrics\, etc.) \nExplore some high-quality\, widely available audio and audiovisual resources in French (e.g.\, videos\, films\, audiobooks\, podcasts\, recordings\, songs\, etc.) \nCritically analyze how some print\, audio\, and audiovisual resources reflect CRRP principles and provide opportunities for AOA language learning\n\n\n7\nHow can authentic\, relevant\, engaging print and digital resources enhance student achievement and well-being in FSL programs? (Part two\, using different resources)\nExplore some high-quality\, widely available print resources in French (e.g.\, books\, websites\, blogs\, short stories\, poetry\, song lyrics\, etc.) \nExplore some high-quality\, widely available audio and audiovisual resources in French (e.g.\, videos\, films\, audiobooks\, podcasts\, recordings\, songs\, etc.) \nCritically analyze how some print\, audio\, and audiovisual resources reflect CRRP principles and provide opportunities for AOA language learning\n\n\n8\nWhat is the role of interactive tech tools in 21st century FSL classrooms? \nWhat is the Substitution-Augmentation-Modification-Redefinition (SAMR) model?\nDevelop an understanding of the SAMR model of technology integration \nExplore some examples of technology tools and how they can foster inclusion\, creativity\, engagement\, and language acquisition in FSL programs\n\n\n9\nHow do our personal and diverse identities\, lived experiences\, interests\, and viewpoints influence our practices of resource selection and creation in FSL programs? \nHow might our knowledge of learning styles and CRRP principles guide our work in this area?\nExplore the intersectionality and impact of personal identity and lived experiences with professional practice related to resource creation (assessing our own biases/preferences and impact on the tools we choose to learn\, use\, and create) \nIdentify some practices to stop\, start\, and continue based on the purpose of the resource and its relation to the CEFR\, local curriculum\, and needs of additional language learners (versus Francophone students) \nReflect on personal experiences with resources in FSL programs\n\n\n10\nWhen creating resources\, how might the use of Universal Design for Learning (UDL) principles foster a culture of inclusion and enhance learning for all students?\nDeepen our understanding of UDL \nExplore how UDL principles support designing effective resources that allow for multiple means of expression\, engagement\, and representation \nExplore considerations regarding the accessibility of resources\n\n\n11\nHow might Differentiated Instruction (DI) enhance the creation and effectiveness of resources in FSL programs to support and engage all learners?\nExplore differentiation structures for effectively co-creating learning experiences and resources with learners \n·       Choice board \n·       Role\, Audience\, Format\, Topic (RAFT) \n·       Cube\n\n\n12\nHow have my resource selection thinking and practices evolved during this course? \nWhat are my next moves?\nIdentify and affirm key learning from the course \nAddress any lingering questions \nIdentify next steps for transforming practice\, professional learning\, and sharing
URL:https://www.caslt.org/en/event/finding-evaluating-creating-resources-fsl/
LOCATION:Zoom
CATEGORIES:Professional Learning
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20231120T190000
DTEND;TZID=America/Toronto:20231120T201500
DTSTAMP:20260414T165140
CREATED:20231017T191056Z
LAST-MODIFIED:20231103T165017Z
UID:24004-1700506800-1700511300@www.caslt.org
SUMMARY:Celebrating Joy in the Core French Classroom with Diverse Novels and Picture Books
DESCRIPTION:CASLT is proud to partner with the Ontario Modern Language Teachers’ Association and the FSL Disrupt Project team to host this online professional learning workshop. \nInterested in updating your classroom bookshelves with culturally relevant and responsive materials? Novels and picture books are great resources to help your students think critically. The FSL Disrupt team has curated a list of teacher-approved texts and novels that our increasingly diverse secondary and elementary learners have found engaging\, identity-affirming\, and thought-provoking. In this session\, teachers will learn about the FSL Disrupt project\, gain access to resources via our website\, and listen to testimonials and book reviews from teachers currently engaged in the work of diversifying and centring texts that focus on Joy and Excellence in Core French classrooms. As the session unfolds\, we will divide into dedicated breakout sessions catering to grades 4–8 (elementary) and 9–12 (high school) educators. Take part in this interactive workshop by reading a book and sharing your review on its appropriateness with fellow FSL teachers. Check out any of the novels on the FSL Disrupt website and visit the resources page from previous book club meetings to see what this learning looks like! \nThis session will be useful to any language teachers who work with beginner-level students starting out in the target language.
URL:https://www.caslt.org/en/event/opl-20231120/
LOCATION:Zoom
CATEGORIES:Professional Learning
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20231106T190000
DTEND;TZID=America/Toronto:20231106T201500
DTSTAMP:20260414T165140
CREATED:20231017T183843Z
LAST-MODIFIED:20231103T164823Z
UID:23853-1699297200-1699301700@www.caslt.org
SUMMARY:Celebrating Joy in the French Immersion Classroom with Diverse Novels and Picture Books
DESCRIPTION:CASLT is proud to partner with the Ontario Modern Language Teachers’ Association and the FSL Disrupt Project team to host this online professional learning workshop. \nInterested in updating your classroom bookshelves with culturally relevant and responsive materials? Novels and picture books are great resources to help your students think critically. The FSL Disrupt team has curated a list of teacher-approved texts and novels that our increasingly diverse secondary and elementary learners have found engaging\, identity-affirming\, and thought-provoking. In this session\, teachers will learn about the FSL Disrupt Project\, gain access to resources via our website\, and listen to testimonials and book reviews from teachers currently engaged in the work of diversifying and centring texts that focus on Joy and Excellence in French Immersion classrooms. As the session unfolds\, we will divide into dedicated breakout sessions catering to grades K–8 (elementary) and 9–12 (high school) educators. Take part in this interactive workshop by reading a book and sharing your review on its appropriateness with fellow FSL teachers. Check out any of the novels on the FSL Disrupt website and visit the resources page from previous book club meetings to see what this learning looks like! \nThis session will be useful to any language teachers working with intermediate and advanced students immersed in the target language.
URL:https://www.caslt.org/en/event/opl-20231106/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/10/reading-studentts-highschool-iStock-1140883268-1920w-not-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20231024T190000
DTEND;TZID=America/Toronto:20231205T200000
DTSTAMP:20260414T165140
CREATED:20230630T213025Z
LAST-MODIFIED:20230728T172950Z
UID:14938-1698174000-1701806400@www.caslt.org
SUMMARY:French for Teachers (B1)
DESCRIPTION:Course Details\nSchedule and Format\n12 lessons over 6 weeks that blend theory and practice: \n\nSynchronous 60-minute lessons on Tuesdays and Thursdays\, 7–8 p.m. EST (Zoom)\nAsynchronous learning activities during the week\n\nFirst class: October 24\, 2023 \nLast class: December 5\, 2023 \n*No class October 31\, 2023 \nRegistration Fees\n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$120 + tax\n\n\nNon-member*\n$180 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with a B1 CEFR French proficiency level who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B1 description and can-do statements. All three proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B1 Description\nB1 level communicators can understand the main points of clear standard input on familiar matters regularly encountered in work\, school\, leisure\, etc. They can respond to situations that may arise while travelling in an area where the language is spoken. They can produce simple connected text on topics that are familiar or of personal interest. When describing experiences and events\, B1 communicators develop their skills by using increasingly complex structures. They can respond spontaneously to everyday situations. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at a B1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be rooted in the activer–acquérir–ancrer \nEach synchronous class consists of collaborative learning and sharing what was tried in the classroom.\nAsynchronous learning consists of trying activities or approaches in the classroom.\nAdditional resources for viewing and reading will be provided.\n\nCourse Description\nIn this course\, participants will use their increasingly independent language skills to explore the challenges of FSL teaching\, including classroom space\, perceived value\, student diversity and engagement\, Differentiated Instruction (DI)\, and Universal Design for Learning (UDL). They will engage in meaningful and practical coursework designed to develop language proficiency specific to the FSL teaching profession. \nDuring this course\, we will listen\, read\, and share research; collaborate on solutions; and share experiences to develop excellent pedagogical practices — in B1 level French! By actively participating and reflecting on our own language learning journey\, we are equipping ourselves not only with tools we need to learn French\, but with insight into our students’ learning as well. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write while forming professional connections. FSL teacher-learners will share strategies\, ideas\, and resources (songs\, videos\, images\, text) beneficial for teachers (and students) at this level of language development. Teachers will build community around FSL teaching\, creating a network that will allow them to continue community building after the course\, thereby helping to combat the isolation of the FSL profession. \nParticipants will engage in both synchronous and asynchronous tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 6-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to engage students in their own learning journeys in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nWeek\nTopic \nLearning Objectives\n\n\n1\nCreating Community and Establishing Norms: Getting to Know Ourselves and Our Students\nReflect on personal experiences and determine where we are on our language learning continuum \nExplore personal identity and lived experiences with professional practice related to creating community \nDefine professional needs and expectations of community participation for this course and beyond \nCo-create our virtual professional learning community\n\n\n2\nStudent Diversity and Engagement: Setting Our Students Up for Success\nExplore the Neurolinguistic Approach (NLA) in supporting oral language learning and engaging students \nExplore concepts of evaluation and observation for learning \nShare ideas on assessment and observation in getting to know our students\n\n\n3\nThe Action-Oriented Perspective: Planning for Success\nIdentify strategies to increase student engagement \nPlan an action-oriented task and subtasks \nIncorporate the use of CEFR language descriptors in the classroom to meet student needs \nIdentify and experiment with supports tailored to B1 learners\n\n\n4\nDifferentiated Instruction and Universal Design for Learning: Strategies to Get Them Talking\nDevelop a common understanding of Differentiated Instruction (DI) and Universal Design for Learning (UDL) \nExplore differentiation strategies to encourage student discussion (visual images\, visual stories\, videos\, audio text) \nBuild a bank of visual resources \nIncorporate strategies into teaching practices \nObserve and share results of using these strategies\n\n\n5\nDifferentiation Strategies to Get Them Talking: Working Towards Success\nExplore differentiation strategies to encourage student discussion (questions\, texts) \nBuild a bank of differentiated questions \nExplore the role of the NLA in supporting reading and writing \nIncorporate strategies into teaching practices \nObserve and share results of using these strategies\n\n\n6\nProviding Guided Practice: Developing Learner Autonomy and Confidence\nExplore centres and stations as guided practice to develop learner autonomy and confidence \nShare strategies for using classroom space \nReflect on the perceived value of FSL programming and share strategies for enhancing it
URL:https://www.caslt.org/en/event/french-for-teachers-b1/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/06/teacher-students-tablets-iStock-1045322962-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20231024T190000
DTEND;TZID=America/Toronto:20231205T200000
DTSTAMP:20260414T165140
CREATED:20230630T200249Z
LAST-MODIFIED:20230706T144817Z
UID:14930-1698174000-1701806400@www.caslt.org
SUMMARY:French for Teachers (A2)
DESCRIPTION:Course Details\nSchedule and Format\n12 lessons over 6 weeks that blend theory and practice: \n\nSynchronous 60-minute lessons on Tuesdays and Thursdays\, 7–8 p.m. EST (Zoom)\nAsynchronous learning activities during the week\n\nFirst class: October 24\, 2023 \nLast class: December 5\, 2023 \n*No class October 31\, 2023 \nRegistration Fees\n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$120 + tax\n\n\nNon-member*\n$180 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A2 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A2 description and “can-do” statements. All three proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A2 Description\nA2 level communicators can understand sentences and frequently used expressions related to areas of most immediate relevance. They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. A2 level communicators can describe in simple terms aspects of their background\, immediate environment\, and matters in areas of immediate need. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A2 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be rooted in the activer–acquérir–ancrer \nDevelopment of linguistic competencies will be addressed in the context of the FSL classroom.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. Participants will gain a clear understanding of the proficiency expectations and evaluation criteria for the A2 level and of how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write in French while forming professional connections. Participants will engage in both synchronous and asynchronous tasks to promote reflection and professional dialogue with other course participants. \nParticipants in the course will: \n\nDevelop an inclusive and safe learning community through pairing and sharing activities\nExamine A2 linguistic competencies as they relate to oral comprehension\, oral production\, written production\, and written comprehension\nParticipate in targeted practice of A2 linguistic competencies in the context of the FSL classroom\nPractice using A2 linguistic strategies in their classrooms and giving feedback to FSL students using appropriate classroom language\nReflect on and discuss instructional strategies for oral comprehension\, oral production\, written production\, and written comprehension and the most effective ways to integrate these strategies into classroom practice using clear directions and appropriate modelling\n\nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 6-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to give clear directions\, engage students in basic discussion on familiar topics\, and give constructive feedback in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nWeek\nTopic\nLearning Objectives\n\n\n1\nWhat Are CEFR A2 Linguistic Competencies?\nExamine A2 language proficiency descriptions to self-assess and identify areas for development \nUse pairing and sharing to develop an inclusive learning community\n\n\n2\nHow Can We Develop Oral Comprehension Skills?\nIdentify the expectations of A2 oral comprehension \nEngage in a range of A2 listening activities \nApply strategies to enhance listening proficiency\n\n\n3\nHow Can We Develop Oral Production Skills?\nIdentify the A2 linguistic competencies for spoken interaction and spoken production \nApply strategies to enhance oral production proficiency\n\n\n4\nHow Can We Develop Written Comprehension Skills?\nExamine A2-level written comprehension samples to identify the competencies required \nApply strategies to enhance proficiency in written comprehension\n\n\n5\nHow Can We Develop Written Production Skills?\nExamine A2-level written production samples to identify the competencies required \nApply strategies to enhance proficiency in written production\n\n\n6\nHow Can We Move Forward? Using Self-Assessment and Professional Learning Practices for Growth\nDevelop a toolkit of strategies to enhance oral and written language proficiency \nUse self-assessment and professional learning practices for proficiency growth \nDevelop a sense of belonging to professional communities \nShare best practices and additional resources
URL:https://www.caslt.org/en/event/french-for-teachers-a2/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/06/teacher-class-young-students-AdobeStock_241610214-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20231024T190000
DTEND;TZID=America/Toronto:20231205T200000
DTSTAMP:20260414T165140
CREATED:20230630T150628Z
LAST-MODIFIED:20230717T192500Z
UID:14894-1698174000-1701806400@www.caslt.org
SUMMARY:French for Teachers (A1)
DESCRIPTION:Course Details\nSchedule and Format\n12 lessons over 6 weeks that blend theory and practice: \n\nSynchronous 60-minute lessons on Tuesdays and Thursdays\, 7–8 p.m. EST (Zoom)\nAsynchronous learning activities during the week\n\nFirst class: October 24\, 2023 \nLast class: December 5\, 2023 \n*No class October 31\, 2023 \nRegistration Fees\n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$120 + tax\n\n\nNon-member*\n$180 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A1 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A1 description and “can-do” statements. All three proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A1 Description\nA1 level communicators can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. They can introduce themselves and others and can ask and answer questions about personal details such as where they live\, people they know\, and things they have. An A1 communicator can interact in a simple way provided that the other person talks slowly and clearly and is prepared to help. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be approached from an asset-based perspective.\nEach synchronous class will be rooted in the activer–acquérir–ancrer model and a differentiated approach to teaching and learning.\nPlurilingualism and student voice and choice will be respected and celebrated.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. \nIn an inclusive\, welcoming environment rooted strongly in Culturally Responsive and Relevant Pedagogy (CRRP) practice\, participants will be invited to listen\, speak\, read\, and write in A1-level French while forming professional connections with one another. Teacher-learners will be provided with ongoing opportunities to engage with one another in A1-level French language. Listening and reading tasks will be provided with supports appropriate to A1 language learners. Participants are encouraged to use their French language orally and in written form for a variety of authentic targeted purposes. Teacher-learners will self-assess based on their progress and proficiency throughout the course. \nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 6-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to facilitate learning in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nWeek\nTopic \nLearning Objectives\n\n\n1\nThe First Five: Getting to Know Your Learners and Creating an Inclusive Environment for Learning\nUse inclusive strategies to welcome learners \nModel space of accountability to promote inclusion \nTake linguistic and social risks to become more comfortable using the target language (French) in an educational milieu\n\n\n2\nThe CEFR and the Growth Mindset: What is Already in Your Teaching Toolbox?\nUse “je peux” statements to self-assess proficiency \nUse action-oriented tasks to promote and encourage a growth mindset \nExplore and develop the growth mindset to reframe challenges as opportunities\n\n\n3\nMaximizing Success Using the Cycle for Learning\nDevelop and use vocabulary linked to the cycle for learning to improve professional practice \nDefine and explore individual efficacy \nUse the cycle for learning to connect the growth mindset with individual efficacy\n\n\n4\nAssessment and Evaluation: Demonstrating Progress of Learning\nDevelop opportunities for the classroom to honour student voice and choice through assessment and evaluation opportunities rooted in Culturally Responsive and Relevant Pedagogy (CRRP) \nExplore how Universal Design for Learning (UDL) and Differentiated Instruction (DI) can be used to create and implement opportunities for creative and alternative assessments\n\n\n5\nThe Journey to Proficiency and the Importance of Self-Reflection\nPractice using tools for self-reflection \nCreate opportunities for metacognitive practice to encourage opportunities for growth specific to French as a Second Language\n\n\n6\nCelebrating Learning and Sharing Success\nIdentify the importance of celebrating learning as part of a growth mindset and efficacy \nExplore ways of celebrating learning to create a supportive classroom environment \nReflect on the power of communities of teaching and learning
URL:https://www.caslt.org/en/event/french-for-teachers-a1/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/06/teacher-students-class-AdobeStock_279231692-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230920T190000
DTEND;TZID=America/Toronto:20230920T200000
DTSTAMP:20260414T165140
CREATED:20230731T152321Z
LAST-MODIFIED:20230731T170045Z
UID:23191-1695236400-1695240000@www.caslt.org
SUMMARY:Teaching with Comprehensible Input Novels in the Language Classroom
DESCRIPTION:Classroom novels are a potent tool for taking students on a cultural journey\, allowing them to see and understand a culture different from their own. Comprehensible input (CI) novels allow learners to understand most\, but not all\, of the words and structures used. Reading a novel as a class helps students with their language acquisition process. It facilitates a deeper understanding of the story and gives students tools to make stronger connections and build robust mental representations. \nThis workshop will share different activities that enable teachers to scaffold the process of reading a novel as a class while fostering an atmosphere where students can fall in love with the culture and story of each CI novel. The focus will be on hands-on activities and sharing tips and ideas\, and there will be a question-and-answer period at the end of the session. \nThis workshop will be presented in English only. The session will recorded and posted on the CASLT CoLab afterwards.
URL:https://www.caslt.org/en/event/opl-20230920/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/07/students-reading-books-AdobeStock_140000761-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230912T190000
DTEND;TZID=America/Toronto:20231019T200000
DTSTAMP:20260414T165140
CREATED:20230630T194403Z
LAST-MODIFIED:20230630T213731Z
UID:14920-1694545200-1697745600@www.caslt.org
SUMMARY:FSL Teaching Approaches and Strategies
DESCRIPTION:Course Details\nSchedule and Format\n12 lessons over 6 weeks that blend theory and practice: \n\nSynchronous 60-minute classes Tuesdays and Thursdays\, 7–8 p.m. EST (Zoom)\nTuesday evening classes are synchronous and all participants attend.\nThursday evening classes are offered synchronously or asynchronously. Participants may either attend the live class or work through the module on their own and post a reflection.\nParticipants are asked to apply what they are learning in their own classrooms and share their observations with course colleagues.\nOptional activities: Reading/viewing activities complement the course discussions.\n\nFirst class: September 12\, 2023 \nLast class: October 19\, 2023 \nRegistration Fees\n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$120 + tax\n\n\nNon-member*\n$180 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs (elementary or secondary) \nLanguage of the Course\nThis course is taught with a bilingual approach. Course content will be presented in English\, with classroom examples in French. Participants may engage with coursework and discussions in English or French. \nInstructional Approach\n\nAction-oriented: Each module will include authentic examples from FSL classrooms\, including videos of classrooms in action and examples of student work. Throughout the course\, participants will contribute their analyses\, questions\, and reflections as we examine these examples together and identify the teachers’ and students’ strategies for improving communication in French.\nDifferentiated: Each participant is asked to set out personalized learning objectives\, reflecting on their own professional learning goals for the course. The activities in the course are designed to be transferable to different teaching contexts. We will make explicit connections to how strategies can be adapted or selected based on student age\, interest\, and skill-level.\n\nCourse Description\nIn this course\, we will explore different approaches and strategies for teaching French. Why do some strategies work better in certain contexts or for teaching certain skills? Join us in a safe\, no-judgment professional learning environment where we will share examples of what works (and what doesn’t!). We will also discuss the research and experiences that inform our teaching practices. \nThe course is anchored in the pedagogy (Action-Oriented Approach) and language skill development (comprehension\, production\, interaction) of the Common European Framework of Reference for Languages (CEFR) but the principles are also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 6-week course\, participants will be able to: \n\nDistinguish between different pedagogical approaches to teaching French as a second/additional language\nIdentify and compare a variety of evidence-based strategies to help students develop their communicative skills in listening\, speaking\, reading\, and writing\nApply those strategies to their own teaching context and receive feedback on their approach\n\nCourse Overview\n\n\n\nWeek\nTopic \nLearning Objectives\n\n\n1\nHow Did You Learn French (Or Other Second Language)?\nRecognize the impact of personal learning experiences and preferences on our teaching choices/methods \nIdentify some historical and evidence-based approaches to second language teaching: grammar-translation\, audio-visual\, communicative\, and action-oriented (socio-actional) \nDiscuss and compare classroom examples of these approaches\n\n\n2\nWhat Is Our Common Understanding of “Strategies”?\nCompare strategies\, skills\, and teaching habits \nConnect the Action-Oriented Approach with three types of strategies: cognitive\, metacognitive\, and socio-emotional\n\n\n3\nSecond Language Pedagogy: A Science or an Art?\nIdentify strategies supported by evidence \nDiscuss the role of experience and intuition (in addition to evidence) \nReflect on the popularity of some approaches despite a lack of research evidence\n\n\n4\nWhat Teaching and Learning Strategies Are Particularly Useful to Support Listening and Reading (Comprehension)?\nRecognize the different purposes for listening or reading\, and that teaching strategies should be based on purpose \nSelect a comprehension strategy presented in class to try in your classroom and create a single-point assessment rubric\n\n\n5\nHow Do We Design Opportunities for Oral and Written Interaction?\nIdentify supports for students before and during interaction activities to address their learning needs \nSelect a support strategy presented in class to try in your classroom and create a single-point assessment rubric\n\n\n6\nPlanning: Collaborating and Reflecting \nWhat Strategies Work for Me and My Students?\nCo-create criteria for selecting/applying teaching strategies (How do we know if a strategy was effective? How will students know?) \nShare and reflect on the results of a classroom experience based on the week 4 or 5 strategies \nPractice giving feedback based on strategies that support communicative skills \nRevise and submit your assessment rubric (comprehension or interaction) for instructor feedback
URL:https://www.caslt.org/en/event/fsl-teaching-approaches-strategies/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/06/teacher-male-students-8-9-AdobeStock_279231428-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230405T190000
DTEND;TZID=America/Toronto:20230405T200000
DTSTAMP:20260414T165140
CREATED:20230309T145300Z
LAST-MODIFIED:20230331T213507Z
UID:14124-1680721200-1680724800@www.caslt.org
SUMMARY:Inspiring Action: Leadership Strategies for Empowering Language Teachers (French)
DESCRIPTION:With the COVID-19 pandemic\, technology has come to play a vital role in language classrooms. As part of our mission to support second language teachers and teaching throughout Canada\, CASLT is hosting a series of Online Professional Learning webinars exploring the role of technology in language teaching and learning. \nSupporting staff is an integral part of leading a school and helps mitigate teacher attrition. Research consistently demonstrates that teachers thrive in environments where they feel supported and valued and have trusting relationships with their administrators. Since the introduction of online learning\, administrators may have wondered how they could continue to support language teachers in new blended learning environments. This interactive panel discussion will focus on practical strategies for school leaders to inspire and empower these language teachers. Join our panelists\, including current administrators and a language teacher\, to ask your questions and discuss best practices for supporting language teachers in blended teaching assignments. \nThe session will recorded and posted on the CASLT CoLab afterwards.
URL:https://www.caslt.org/en/event/opl-20230405/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/03/team-meeting-iStock-640177478-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230403T190000
DTEND;TZID=America/Toronto:20230403T200000
DTSTAMP:20260414T165140
CREATED:20230329T165220Z
LAST-MODIFIED:20230331T213434Z
UID:14115-1680548400-1680552000@www.caslt.org
SUMMARY:Inspiring Action: Leadership Strategies for Empowering Language Teachers (English)
DESCRIPTION:With the COVID-19 pandemic\, technology has come to play a vital role in language classrooms. As part of our mission to support second language teachers and teaching throughout Canada\, CASLT is hosting a series of Online Professional Learning webinars exploring the role of technology in language teaching and learning. \nSupporting staff is an integral part of leading a school and helps mitigate teacher attrition. Research consistently demonstrates that teachers thrive in environments where they feel supported and valued and have trusting relationships with their administrators. Since the introduction of online learning\, administrators may have wondered how they could continue to support language teachers in new blended learning environments. This interactive panel discussion will focus on practical strategies for school leaders to inspire and empower these language teachers. Join our panelists\, including current administrators and a language teacher\, to ask your questions and discuss best practices for supporting language teachers in blended teaching assignments. \nThe session will recorded and posted on the CASLT CoLab afterwards.
URL:https://www.caslt.org/en/event/opl-20230403/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/03/team-meeting-iStock-640177478-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230301T190000
DTEND;TZID=America/Toronto:20230301T200000
DTSTAMP:20260414T165140
CREATED:20230210T205353Z
LAST-MODIFIED:20230210T213407Z
UID:13741-1677697200-1677700800@www.caslt.org
SUMMARY:Connecting Language Learners to the World Outside: A Panel Discussion (French)
DESCRIPTION:With the COVID-19 pandemic\, technology has come to play a vital role in language classrooms. As part of our mission to support second language teachers and teaching throughout Canada\, CASLT is hosting a series of Online Professional Learning webinars exploring the role of technology in language teaching and learning. \nLanguage doesn’t exist in a vacuum\, so why should our language classrooms? Connecting language students to the real world in authentic and meaningful ways can be a highly motivating way to encourage learning. In 2020\, the recipients of two of CASLT’s Research and Special Initiatives Grants set out to explore different ways to connect their students to the outside world. Karen and Serena explored the development of intercultural understanding and awareness fostered among students participating in a virtual “Web Pals” language exchange. Laun and Ashleigh had their students interview fluent French speakers for a podcast to inspire them to be more engaged. Join our panel discussion to learn more about each of these projects and how you can implement their strategies in your own classroom. \nThe session will recorded and posted on the CASLT CoLab afterwards.
URL:https://www.caslt.org/en/event/opl-20230301/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/02/girls-2-backpack-AdobeStock_224638353-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230227T190000
DTEND;TZID=America/Toronto:20230227T200000
DTSTAMP:20260414T165140
CREATED:20230210T205627Z
LAST-MODIFIED:20230210T213401Z
UID:13726-1677524400-1677528000@www.caslt.org
SUMMARY:Connecting Language Learners to the World Outside: A Panel Discussion (English)
DESCRIPTION:With the COVID-19 pandemic\, technology has come to play a vital role in language classrooms. As part of our mission to support second language teachers and teaching throughout Canada\, CASLT is hosting a series of Online Professional Learning webinars exploring the role of technology in language teaching and learning. \nLanguage doesn’t exist in a vacuum\, so why should our language classrooms? Connecting language students to the real world in authentic and meaningful ways can be a highly motivating way to encourage learning. In 2020\, the recipients of two of CASLT’s Research and Special Initiatives Grants set out to explore different ways to connect their students to the outside world. Karen and Serena explored the development of intercultural understanding and awareness fostered among students participating in a virtual “Web Pals” language exchange. Laun and Ashleigh had their students interview fluent French speakers for a podcast to inspire them to be more engaged. Join our panel discussion to learn more about each of these projects and how you can implement their strategies in your own classroom. \nThe session will recorded and posted on the CASLT CoLab afterwards.
URL:https://www.caslt.org/en/event/opl-20230227/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/02/girls-2-backpack-AdobeStock_224638353-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230215T190000
DTEND;TZID=America/Toronto:20230215T200000
DTSTAMP:20260414T165140
CREATED:20230118T014843Z
LAST-MODIFIED:20230210T213356Z
UID:13527-1676487600-1676491200@www.caslt.org
SUMMARY:The Contradiction of Being a French L+ Teacher: Issues to Consider to Support Immersion Teachers (French)
DESCRIPTION:The French immersion faculty is evolving. While it was once predominantly composed of people with French as their dominant language (L1)\, a recent study by ACPI (2019) points out that\, in fact\, the majority of today’s French immersion teachers outside of Quebec speak French as an additional language (L+). For those who work in their non-dominant language\, the experience can include feelings that are complex and sometimes contradictory. \nThe powerful experience of learning French in immersion is what makes a career in immersion appealing to so many graduates of the program. That being said\, the decision to teach in immersion is often accompanied by a certain amount of stress that arises as these teacher-graduates attempt to integrate into the immersion language community. These feelings go beyond personal linguistic insecurity to concerns around legitimately belonging to the immersion language community. \nDespite a desire to belong\, new French L+ teachers can feel a strong sense of non-belonging when the only aspects of linguistic identity that are considered are accent and French-language proficiency. Teacher-graduates seek to assert their contributions to the immersion program and to have a voice within this community. Collectively\, we need to reflect on our perception of what defines the legitimacy of L+ teachers and ask ourselves how our perception of this legitimacy can affect their access to this community. \nThis workshop will explore the complexities of bilingual life through the story of a French immersion teacher and suggest ways to support the legitimacy of bilingual teachers. \nThe session will recorded and posted on the CASLT CoLab afterwards.
URL:https://www.caslt.org/en/event/opl-20230215/
LOCATION:Zoom
CATEGORIES:Professional Learning
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