BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Canadian Association of Second Language Teachers (CASLT) - ECPv6.15.18//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:Canadian Association of Second Language Teachers (CASLT)
X-ORIGINAL-URL:https://www.caslt.org/en/
X-WR-CALDESC:Events for Canadian Association of Second Language Teachers (CASLT)
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/Toronto
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20230312T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20231105T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20240310T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20241103T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20250309T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20251102T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20260308T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20261101T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240816T170000
DTEND;TZID=America/Toronto:20240816T183000
DTSTAMP:20260403T185931
CREATED:20240716T135042Z
LAST-MODIFIED:20240722T184443Z
UID:26512-1723827600-1723833000@www.caslt.org
SUMMARY:Networking Reception: Montreal
DESCRIPTION:CASLT’s Board of Directors is hosting an L+ networking reception in Montreal on August 16\, 2024. This get-together will be an opportunity to network with other players in the field of second and additional languages in Canada. It will also provide you with the opportunity to learn about a few of CASLT’s recent initiatives to support its vision of excellence in teaching languages. \nPlease register by Tuesday\, August 13 to confirm your presence.
URL:https://www.caslt.org/en/event/networking-reception-montreal/
LOCATION:Hôtel Bonaventure Montréal\, 900 de la Gauchetière Street W.\, Montréal\, Quebec\, H5A 1E4\, Canada
CATEGORIES:Networking
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/08/reception-iStock-530685723-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240926T100000
DTEND;TZID=America/Toronto:20240926T104500
DTSTAMP:20260403T185931
CREATED:20240912T194400Z
LAST-MODIFIED:20240912T194400Z
UID:27250-1727344800-1727347500@www.caslt.org
SUMMARY:Mauril in the Classroom Training
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-en-20240926/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240926T120000
DTEND;TZID=America/Toronto:20240926T124500
DTSTAMP:20260403T185931
CREATED:20240912T194427Z
LAST-MODIFIED:20240912T194427Z
UID:27243-1727352000-1727354700@www.caslt.org
SUMMARY:Formation Mauril en classe
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-fr-20240926/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240928T083000
DTEND;TZID=America/Toronto:20240929T130000
DTSTAMP:20260403T185931
CREATED:20240909T210804Z
LAST-MODIFIED:20240909T210804Z
UID:27220-1727512200-1727614800@www.caslt.org
SUMMARY:Canadian Association of Teachers of German National Conference
DESCRIPTION:
URL:https://www.caslt.org/en/event/catg-2024/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2021/10/CASLT-ACPLS_309289910.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240928T100000
DTEND;TZID=America/Toronto:20240928T104500
DTSTAMP:20260403T185931
CREATED:20240912T194643Z
LAST-MODIFIED:20240912T194712Z
UID:27256-1727517600-1727520300@www.caslt.org
SUMMARY:Mauril in the Classroom Training
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-en-20240928/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20240928T120000
DTEND;TZID=America/Toronto:20240928T124500
DTSTAMP:20260403T185931
CREATED:20240912T194852Z
LAST-MODIFIED:20240912T194922Z
UID:27259-1727524800-1727527500@www.caslt.org
SUMMARY:Formation Mauril en classe
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-fr-20240928/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260403T185931
CREATED:20240822T224946Z
LAST-MODIFIED:20240826T233317Z
UID:26995-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (B1)
DESCRIPTION:Course Details\nSchedule and Format\n\n8 lessons over 8 weeks that blend theory and practice:\n\nSynchronous 90-minute lessons on Tuesdays\, 6:30–8 p.m. ET (Zoom)\nAsynchronous learning activities during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 19\, 2024\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with a B1 CEFR French proficiency level who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B1 description and can-do statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B1 Description\nB1 level communicators can understand the main points of clear standard input on familiar matters regularly encountered in work\, school\, leisure\, etc. They can respond to situations that may arise while travelling in an area where the language is spoken. They can produce simple connected text on topics that are familiar or of personal interest. When describing experiences and events\, B1 communicators develop their skills by using increasingly complex structures. They can respond spontaneously to everyday situations. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at a B1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nActiver–Acquérir–Ancrer: Participants will activate prior knowledge\, acquire new information\, and anchor their learning through practical application.\nCollaborative Learning: Each synchronous class will involve collaborative learning and sharing of what was tried in the classroom\, fostering a community of practice.\nIterative Learning Process: Participants will engage in asynchronous learning by trying activities or approaches in their classrooms. They will then share their experiences and observations with peers during synchronous sessions. Reflective discussions will be held to deepen understanding and refine teaching practices.\nAdditional Resources: Supplementary resources for viewing and reading will be provided to support and extend learning.\n\nCourse Description\nIn this course\, participants will use their increasingly independent language skills to explore the challenges of FSL teaching\, including classroom space\, perceived value\, student diversity and engagement\, Differentiated Instruction (DI)\, and Universal Design for Learning (UDL). They will engage in meaningful and practical coursework designed to develop language proficiency specific to the FSL teaching profession. \nDuring this course\, we will listen\, read\, and share research; collaborate on solutions; and share experiences to develop excellent pedagogical practices — in B1 level French! By actively participating and reflecting on our own language learning journey\, we are equipping ourselves not only with tools we need to learn French\, but with insight into our students’ learning as well. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write while forming professional connections. FSL teacher-learners will share strategies\, ideas\, and resources (songs\, videos\, images\, text) beneficial for teachers (and students) at this level of language development. Teachers will build community around FSL teaching\, creating a network that will allow them to continue community building after the course\, thereby helping to combat the isolation of the FSL profession. \nParticipants will engage in both synchronous and asynchronous tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to engage students in their own learning journeys in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do we get to know our students? \nHow do we create community in the FSL classroom? \nHow can we use French effectively to build relationships and foster a sense of belonging?\nExplore personal identity and lived experiences in relation to creating community in professional practice. \nCo-create our virtual professional learning community using French as the primary means of communication. \nIncorporate strategies for community-building into teaching practices. \nDevelop and practice vocabulary and expressions related to introductions\, personal descriptions\, and community-building.\n\n\n2\nWhat are the levels of second/additional language learning according to the CEFR? \nHow do we assess our students’ levels of language acquisition? \nWhat professional needs must we meet to ensure student success? \nHow do we help students reinforce learning and develop autonomy in their language use? \nHow can we apply the CEFR framework to our own language learning journey?\nReflect on personal experiences and determine where we are on our own journey through the language learning continuum. \nDefine professional needs and expectations of community participation for this course and beyond. \nIncorporate strategies for assessing and supporting student language development into teaching practices. \nDevelop and practice vocabulary and expressions related to the CEFR and learner autonomy.\n\n\n3\nHow do we set our students up for success in the FSL classroom? \nHow can we use the Neurolinguistic Approach (NLA) to support oral language learning and engage students? \nHow can we apply NLA principles to our own language learning to enhance our oral proficiency?\nExplore the Neurolinguistic Approach (NLA) and its effectiveness in supporting oral language learning and student engagement. \nIncorporate NLA strategies into teaching practices. \nApply NLA strategies to personal language learning to improve oral proficiency.\n\n\n4\nHow do we ensure our evaluation practices are equitable in our FSL classroom? \nHow do we accurately assess what our students can do?\nExplore concepts of evaluation for learning and observation of learning. \nShare ideas on assessment and observation techniques to better understand our students. \nIncorporate the use of CEFR language descriptors in the classroom to meet student needs. \nApply CEFR B1 descriptors to self-assess personal language proficiency and set improvement goals.\n\n\n5\nHow can we apply the Action-Oriented Approach (AOA) in our FSL classrooms? \nHow can we create meaningful and authentic tasks to enhance student engagement?\nIdentify strategies to increase student engagement. \nDefine components and goals of action-oriented tasks. \nExplore action-oriented tasks at the B1 level. \nCo-create a B1 level task to be developed and worked on during the course. \nDevelop and practice vocabulary and expressions related to the AOA.\n\n\n6\nHow can we support our learners as they develop skills to accomplish action-oriented tasks?\nUse CEFR descriptors and “I can” statements to develop subtasks and student success criteria. \nDevelop and practice vocabulary and expressions related to planning and developing an action-oriented task.\n\n\n7\nHow can we apply Differentiated Instruction (DI) and Universal Design for Learning (UDL) principles in our FSL classrooms? \nHow do we use differentiated strategies to get students talking about visual texts? \nHow do we use differentiated strategies to get students talking about written texts in FSL?\nUse B1 level listening and speaking skills to develop a collective understanding of DI and UDL. \nExplore differentiation strategies to encourage student discussion using images and visual stories. \nCollaborate to build a bank of visual resources for use in our own contexts. \nIncorporate differentiated strategies for discussing written texts into teaching practices. \nIncorporate DI and UDL strategies into teaching practices to support students with diverse learning needs. \nDevelop and practice vocabulary and expressions related to DI and UDL.\n\n\n8\nHow do we use differentiated strategies to get students talking about oral texts in FSL? \nHow can we effectively use videos and audio texts to encourage student discussion?\nExplore differentiation strategies to encourage student discussion using video and audio content. \nExplore and engage in B1 level listening activities. \nDevelop and practice strategies for improving oral production and comprehension through discussions about audio and video content. \nBuild a bank of oral resources (videos\, podcasts\, audio clips) for use in FSL instruction. \nIncorporate strategies for discussing oral texts into teaching practices. \nDiscuss and share strategies for ongoing professional growth and continued application of our learnings in our teaching practices.
URL:https://www.caslt.org/en/event/french-for-teachers-b1-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/teenage-students-AdobeStock_380920032-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260403T185931
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
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/teacher-helping-group-AdobeStock_725537741-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260403T185931
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
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/high-five-AdobeStock_486455830-1920w-16-9-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260403T185931
CREATED:20240826T221648Z
LAST-MODIFIED:20240905T190138Z
UID:26982-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (B2)
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30–8:00 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 29\, 2024\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada who communicate with a B2 CEFR French proficiency level and wish to improve their linguistic skills in an inclusive and safe environment while developing their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B2 description and can-do statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B2 Description\nB2 level communicators can understand the main ideas of complex text on both concrete and abstract topics\, including technical discussions in their field of specialization. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. They can produce clear\, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. \nLanguage of the Course\nThis course uses a bilingual approach. Course content will be presented in French at a B2 level with visual and instructional supports. Participants may engage in coursework and discussions in English or French\, depending on their comfort level. \nThe instructor will model instructional strategies in French. Participants are encouraged to engage with coursework in French as much as possible to develop their proficiency. However\, they should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach class will be rooted in the activer-acquérir-ancrer model within a Universal Design for Learning framework.\nThe development of linguistic competencies will be addressed in the context of the FSL classroom. Some course activities may be adapted for classroom use to meet students’ proficiency level(s).\nPlurilingualism and choice will be respected and celebrated.\n\nCourse Description\nParticipants will engage in practical and meaningful coursework to develop language proficiency specific to the FSL teaching profession. They will use their increasingly independent language skills to gain a clear understanding of the proficiency expectations and assessment criteria of the B2 CEFR level and how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, teacher-learners will participate in various B2-level synchronous and asynchronous listening\, speaking\, reading\, and writing tasks in a gradual release of responsibility model. Participants will develop effective pedagogical practices and communication skills using research-based strategies and authentic texts. By actively participating and reflecting on their language learning journey\, they will equip themselves with tools to improve their French proficiency skills while gaining insight into their students’ learning needs. \nParticipants will: \n\nDevelop and participate in an inclusive and safe bi/plurilingual learning community.\nExamine B2 linguistic competencies related to oral comprehension\, oral production\, written production\, and written comprehension.\nParticipate in targeted practice of B2 linguistic and intercultural competencies in the FSL classroom context.\nReflect on and discuss instructional strategies to develop proficiency in French and how to effectively integrate them into classroom practice using clear directions and appropriate modelling.\n\nParticipants will work through tasks to reflect on their progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps while fostering strong connections with other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but also applies to other frameworks. \nLearning Outcomes\nBy the end of this eight-lesson course\, participants will: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices to value their demonstrated and growing proficiency.\nAccurately assess their CEFR language proficiency and the competency areas needing growth or reinforcement.\nDevelop the language skills necessary to facilitate learning in the French classroom.\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language.\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow can we develop our community to create an inclusive environment designed for learning and growth?\nCo-create and participate in an inclusive and safe learning community designed for growth and maintaining our affective filters. \nExamine B2 language proficiency descriptions to self-assess and identify areas for development.\n\n\n2\nHow can Action-Oriented scenarios support our learning and teaching practice?\nDefine the components and goals of the Action-Oriented Approach. \nExplore Action-Oriented tasks from A1–B2 CEFR levels.\n\n\n3\nHow can we develop our proficiency in French by using our oral comprehension skills?\nIdentify the expectations of B2 oral comprehension. \nEngage in B2-level listening activities. \nApply strategies to enhance oral comprehension proficiency.\n\n\n4\nHow can we develop our proficiency in French by using our oral production skills?\nIdentify the B2 linguistic competencies for spoken interaction and spoken production. \nEngage in B2-level speaking activities. \nApply strategies to enhance oral production proficiency.\n\n\n5\nHow can we develop our proficiency in French by using our written comprehension skills?\nExamine B2-level written comprehension samples to identify the competencies required. \nEngage in B2-level reading activities. \nApply strategies to enhance proficiency in written comprehension.\n\n\n6\nHow can we develop our proficiency in French by using our written production skills?\nExamine B2-level written production samples to identify the competencies required. \nEngage in B2-level writing activities. \nApply strategies to enhance proficiency in written production.\n\n\n7\nHow can we develop the intercultural competency to communicate effectively and appropriately?\nExamine the intercultural competency. \nCreate an environment of curiosity and inquiry to develop intercultural competence. \nEngage in B2-level authentic activities to develop intercultural competence.\n\n\n8\nHow can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.\nExplore ways of celebrating learning to create a supportive classroom environment designed for growth. \nShare the learning process and achievement of the B2 Action-Oriented task. \nUse the CEFR to self-assess and support assessment for proficiency growth. \nReflect on the power of communities of teaching and learning.
URL:https://www.caslt.org/en/event/french-for-teachers-b2-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/high-school-teacher-assisting-AdobeStock_470737067-1920w-16-9-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241002T130000
DTEND;TZID=America/Toronto:20241002T134500
DTSTAMP:20260403T185931
CREATED:20240912T195625Z
LAST-MODIFIED:20240912T195929Z
UID:27262-1727874000-1727876700@www.caslt.org
SUMMARY:Mauril in the Classroom Training
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-en-20241002-1/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241002T143000
DTEND;TZID=America/Toronto:20241002T151500
DTSTAMP:20260403T185931
CREATED:20240912T201707Z
LAST-MODIFIED:20240912T201756Z
UID:27276-1727879400-1727882100@www.caslt.org
SUMMARY:Formation Mauril en classe
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-fr-20241002-1/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241002T180000
DTEND;TZID=America/Toronto:20241002T184500
DTSTAMP:20260403T185931
CREATED:20240912T201917Z
LAST-MODIFIED:20240912T201959Z
UID:27279-1727892000-1727894700@www.caslt.org
SUMMARY:Formation Mauril en classe
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-fr-20241002-2/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241002T193000
DTEND;TZID=America/Toronto:20241002T201500
DTSTAMP:20260403T185931
CREATED:20240912T200934Z
LAST-MODIFIED:20240912T201117Z
UID:27268-1727897400-1727900100@www.caslt.org
SUMMARY:Mauril in the Classroom Training
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-en-20241002-2/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241004
DTEND;VALUE=DATE:20241005
DTSTAMP:20260403T185931
CREATED:20240419T190048Z
LAST-MODIFIED:20241003T223108Z
UID:25986-1728000000-1728086399@www.caslt.org
SUMMARY:Annual General Meeting and Networking Day 2024
DESCRIPTION:CASLT holds its Annual General Meeting (AGM) and Networking Day each fall. The event is a great opportunity for CASLT members\, partners\, and stakeholders in language education to discuss important updates\, network\, and share ideas. \nCASLT’s 2024 AGM and Networking Day will take place on Friday\, October 4 at the Sheraton Ottawa Hotel. The registration fee is $25. \nRegister\n  \nEvent Details and Documents\n  \n  \nSponsors\nThank you to the sponsors of our 2024 AGM and Networking Day.
URL:https://www.caslt.org/en/event/agm-nd-2024/
LOCATION:Sheraton Ottawa Hotel\, 150 Albert Street\, Ottawa\, Ontario\, K1P 5G2\, Canada
CATEGORIES:Annual General Meeting,Networking
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/01/calendar-iStock-1250558306-web.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241008T100000
DTEND;TZID=America/Toronto:20241008T104500
DTSTAMP:20260403T185931
CREATED:20240912T202627Z
LAST-MODIFIED:20240912T202716Z
UID:27282-1728381600-1728384300@www.caslt.org
SUMMARY:Formation Mauril en classe
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-fr-20241008/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241008T120000
DTEND;TZID=America/Toronto:20241008T124500
DTSTAMP:20260403T185931
CREATED:20240912T201444Z
LAST-MODIFIED:20240912T201603Z
UID:27271-1728388800-1728391500@www.caslt.org
SUMMARY:Mauril in the Classroom Training
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-en-20241008/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241016T190000
DTEND;TZID=America/Toronto:20241016T200000
DTSTAMP:20260403T185931
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:20241017T190000
DTEND;TZID=America/Toronto:20241017T200000
DTSTAMP:20260403T185931
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;VALUE=DATE:20241021
DTEND;VALUE=DATE:20241026
DTSTAMP:20260403T185931
CREATED:20241009T151143Z
LAST-MODIFIED:20241009T151143Z
UID:27649-1729468800-1729900799@www.caslt.org
SUMMARY:S'outiller pour dynamiser le niveau A1 et rendre les apprenants confiants\, compétents et fiers francophones
DESCRIPTION:
URL:https://www.caslt.org/en/event/francophoneli/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2021/11/CASLT-ACPLS_760359739-V2-e1640106410451.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241113T190000
DTEND;TZID=America/Toronto:20241113T200000
DTSTAMP:20260403T185931
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
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/09/teenage-AdobeStock_573074278-1200w.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241114T190000
DTEND;TZID=America/Toronto:20241114T200000
DTSTAMP:20260403T185931
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
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/09/teenage-AdobeStock_573074278-1200w.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241121T190000
DTEND;TZID=America/Toronto:20241121T201500
DTSTAMP:20260403T185931
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
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/10/presentation-globe-iStock-973297164-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241127T190000
DTEND;TZID=America/Toronto:20241127T201500
DTSTAMP:20260403T185931
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
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/10/diverse-friends-iStock-2148745637-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241129T093000
DTEND;TZID=America/Toronto:20241129T154500
DTSTAMP:20260403T185931
CREATED:20240815T225819Z
LAST-MODIFIED:20241209T163711Z
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
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/working-home-iStock-1287094206-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241204T190000
DTEND;TZID=America/Toronto:20241204T200000
DTSTAMP:20260403T185931
CREATED:20240930T213319Z
LAST-MODIFIED:20241008T190202Z
UID:27491-1733338800-1733342400@www.caslt.org
SUMMARY:Collaborative Strategies: Applying Differentiated Instruction in the Language Classroom — Part 2 (English)
DESCRIPTION:As language classrooms become more diverse\, effective differentiated instruction has never been more critical for fostering student engagement and success. In this interactive session\, educators will build on the foundational strategies from Part 1 by collaborating to design and refine differentiated strategies and activities for use in their language classrooms. Participants will share ideas\, engage in hands-on activities\, and receive feedback from peers to enhance their differentiated practices. By the end of the workshop\, attendees will have a set of refined and practical tools and strategies to effectively implement differentiated instruction in their language classrooms. Join us to connect\, create\, and collaborate in a hands-on workshop designed to build your pedagogical toolkit and your professional community!
URL:https://www.caslt.org/en/event/opl-20241204-en/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/09/group-students-library-iStock-1533629664-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241205T190000
DTEND;TZID=America/Toronto:20241205T200000
DTSTAMP:20260403T185931
CREATED:20241008T145019Z
LAST-MODIFIED:20241008T190204Z
UID:27591-1733425200-1733428800@www.caslt.org
SUMMARY:Collaborative Strategies: Applying Differentiated Instruction in the Language Classroom — Part 2 (French)
DESCRIPTION:As language classrooms become more diverse\, effective differentiated instruction has never been more critical for fostering student engagement and success. In this interactive session\, educators will build on the foundational strategies from Part 1 by collaborating to design and refine differentiated strategies and activities for use in their language classrooms. Participants will share ideas\, engage in hands-on activities\, and receive feedback from peers to enhance their differentiated practices. By the end of the workshop\, attendees will have a set of refined and practical tools and strategies to effectively implement differentiated instruction in their language classrooms. Join us to connect\, create\, and collaborate in a hands-on workshop designed to build your pedagogical toolkit and your professional community!
URL:https://www.caslt.org/en/event/opl-20241205-fr/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/09/group-students-library-iStock-1533629664-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250109T183000
DTEND;TZID=America/Toronto:20250227T200000
DTSTAMP:20260403T185931
CREATED:20240823T182328Z
LAST-MODIFIED:20241213T184311Z
UID:27062-1736447400-1740686400@www.caslt.org
SUMMARY:Finding\, Evaluating\, and Creating Resources for FSL Programs
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nAsynchronous tâche de préparation for each lesson (approx. 30 mins)\nSynchronous 60-minute class on Thursdays\, 6:30–8 p.m. ET (on Zoom)\nReflection and professional dialogue with other course participants are integral to the course\nEmphasis will be placed on the multitude of authentic\, free\, fiction and non-fiction resources of various genres developed by non-profit organizations in Canada and worldwide\, as well as picture books and informative texts published by authors that reflect a wide range of diverse lived experiences\n\nFirst class: January 9\, 2025 \nLast class: February 27\, 2025 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada. \nLanguage of the Course\nThis course is taught using a bilingual approach. The course content will be presented in English\, and participants may engage with coursework and discussions in English or French. \nInstructional Approach\n\nEach synchronous class will be taught using the activer–acquérir–ancrer model\nAn inquiry-based model with guiding questions will be used\nA variety of formats to support learning\, as appropriate to the task\, is encouraged\n\nCourse Description\nIn this course\, participants will explore strategies and considerations for effective resource selection and creation in French as a Second Language (FSL) programs. The content is adaptable to K–12 teachers of Core/Basic French\, Intensive/Extended French\, and/or French Immersion programs across Canada. Using principles of equity and inclusion as a foundation for critical analysis and resource design\, we will use an inquiry-based model to explore three overall guiding questions: \n\nWhat role does effective\, equitable resource selection/creation play in students’ academic achievement and well-being in FSL programs?\nWhat is the relationship between resource selection/creation and language proficiency frameworks and approaches (e.g.\, the CEFR and the Action-Oriented Approach)?\nHow does effective\, equitable resource selection/creation support an inclusive\, differentiated approach to language learning that fosters collaboration\, curiosity\, joy\, and independence?\n\nParticipants will engage in both synchronous and asynchronous tasks that promote interaction and reflection. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) and the Action-Oriented Approach (AOA)\, but the principles are also applicable to other frameworks and approaches. \nLearning Outcomes\nBy the end of this 8-lesson course\, participants will be able to: \n\nUnderstand some of the principles\, frameworks\, and tools that guide resource selection and creation in FSL programs\nDevelop familiarity with many readily available\, high-quality\, engaging\, relevant print and digital resources that support student learning\, engagement\, and well-being in FSL programs\nCritically analyze and create resources that foster equity\, inclusion\, collaboration\, curiosity\, joy\, and independence in FSL classrooms\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do our personal and diverse identities\, lived experiences\, interests\, and viewpoints influence our practices related to resource selection in FSL programs? \nHow might the principles of Culturally Relevant and Responsive Pedagogy (CRRP) guide our work in this area? \nHow do the guiding principles of decolonization\, equity\, anti-racism\, and anti-oppression ground our work in resource selection and creation?\nCo-create our virtual professional learning community. \nExplore the intersectionality and impact of personal identity and lived experiences with professional practice related to resource selection. \nIdentify some practices to stop\, start\, and continue based on their impact related to decolonization\, equity\, anti-racism\, and anti-oppression. \nReflect on personal experiences with resources in FSL programs. \nDevelop a collective understanding of principles of decolonization\, equity\, anti-racism\, and anti-oppression as they relate to resource selection and creation.\n\n\n2\nHow do the guiding principles of decolonization\, equity\, anti-racism\, and anti-oppression ground our work in resource selection and creation? \nWhat is Culturally Relevant and Responsive Pedagogy (CRRP)?\nDeepen our ability to assess bias and problematic representations. \nDevelop a collective understanding of CRRP and its critical role in resource selection and creation.\n\n\n3\nHow does CRRP guide us to keep learner identities and lived experiences at the centre of our work related to resource selection and creation\, to ensure relevance and engagement? \nWhat are the Common European Framework of Reference (CEFR) and the Action-Oriented Approach (AOA) to language learning?\nDeepen our ability to assess the relevance of resources as related to diverse learner identities and lived experiences. \nDevelop a collective understanding of the CEFR and its critical role in resource selection and creation. \nDevelop a collective understanding of the AOA and its critical role in resource selection and creation.\n\n\n4\nHow do the CEFR and the AOA guide us to keep learner identities and lived experiences at the centre of our work related to resource selection and creation\, to ensure relevance and engagement? \nWhat tools and strategies can be used to support equitable\, intentional\, purposeful resource selection and creation in FSL programs?\nDeepen our ability to assess the relevance of resources as related to how they support language learning goals and provincial/territorial curriculum. \nExplore resource selection in action (exploration of sample school board/district tools to support resource selection and creation.\n\n\n5\nWhat tools and strategies can be used to support equitable\, intentional\, purposeful resource selection and creation in FSL programs? \nHow can authentic\, relevant\, and engaging print and digital resources enhance student achievement and well-being in FSL programs?\nCreate a personal Resource Selection Tool (in line with the school board tool\, if applicable). \nExplore some high-quality\, widely available print resources in French. \nExplore some high-quality\, widely available audio and audiovisual resources in French. \nCritically analyze how some print\, audio\, and audiovisual resources reflect principles of CRRP and provide AOA language learning opportunities.\n\n\n6\nHow can authentic\, relevant\, and engaging print and digital resources enhance student achievement and well-being in FSL programs? \nWhat is the role of interactive tech tools in 21st century FSL classrooms? \nWhat is the Substitution-Augmentation-Modification-Redefinition (SAMR) model?\nExplore some high-quality\, widely available print resources in French. \n\ne.g. books\, websites\, blogs\, short stories\, poetry\, song lyrics\, etc.\n\nExplore some high-quality\, widely available audio and audiovisual resources in French. \n\ne.g. videos\, films\, audiobooks\, podcasts\, recordings\, songs\, etc.\n\nCritically analyze how some print\, audio and audiovisual resources reflect principles of CRRP and provide AOA language learning opportunities. \nDevelop an understanding of the SAMR model of technology integration. \nExplore some examples of technology tools and how they can enhance learning in FSL programs to foster inclusion\, creativity\, engagement\, and language acquisition.\n\n\n7\nHow do our personal and diverse identities\, lived experiences\, interests\, and viewpoints influence our practices related to resource selection and creation in FSL programs? \nHow might our knowledge of learning styles and the principles of CRRP guide our work in this area? \nWhen creating resources\, how might the use of Universal Design for Learning (UDL) principles foster a culture of inclusion and enhance learning for all students?\nExplore the intersectionality and impact of personal identity and lived experiences with professional practice related to resource creation (assessing our own biases/preferences and impact on the tools we choose to learn\, use\, and create). \nIdentify some practices to stop\, start\, and continue based on the purpose of the resource and its relation to the CEFR\, local curriculum\, and needs of additional language learners (versus Francophone students). \nReflect on personal experiences with resources in FSL programs. \nDeepen our understanding of UDL. \nExplore how the principles of UDL support the designing of effective resources that allow for multiple means of expression\, engagement\, and representation. \nExplore considerations that impact the accessibility of resources.\n\n\n8\nHow might the use of differentiation structures enhance the creation and effectiveness of resources in FSL programs to support and engage all learners? \nHow have my thinking and practices related to resource selection evolved during this course? \nWhat are my next moves?\nExplore differentiation structures that create possibilities for effectively co-creating learning experiences and resources with learners. \nIdentify and affirm key learning from the course. \nAddress lingering questions. \nIdentify next steps for transforming practice and professional learning and sharing.
URL:https://www.caslt.org/en/event/resources-fsl-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/computer-room-AdobeStock_281225696-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250114T183000
DTEND;TZID=America/Toronto:20250304T200000
DTSTAMP:20260403T185931
CREATED:20240823T190544Z
LAST-MODIFIED:20250114T191038Z
UID:27073-1736879400-1741118400@www.caslt.org
SUMMARY:FSL Teaching Approaches and Strategies
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nSynchronous 90-minute classes Tuesdays\, 6:30–8 p.m. ET (on Zoom)\nParticipants are asked to apply what they are learning in their own classrooms and share their observations with course colleagues.\nOptional activities: Reading/viewing activities complement the course discussions.\n\nFirst class: January 14\, 2025 \nLast class: March 4\, 2025 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$125 + tax\n\n\nNon-member*\n$185 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Intensive/Extended French\, or French Immersion programs (elementary or secondary) \nLanguage of the Course\nThis course is taught with a bilingual approach. Course content will be presented in English\, with classroom examples in French. Participants may engage with coursework and discussions in English or French. \nInstructional Approach\n\nAction-oriented: Each module will include authentic examples from FSL classrooms\, including videos of classrooms in action and examples of student work. Throughout the course\, participants will contribute their analyses\, questions\, and reflections as we examine these examples together and identify the teachers’ and students’ strategies for improving communication in French.\nDifferentiated: Each participant is asked to set out personalized learning objectives\, reflecting on their own professional learning goals for the course. The activities in the course are designed to be transferable to different teaching contexts. We will make explicit connections to how strategies can be adapted or selected based on student age\, interest\, and skill-level.\n\nCourse Description\nIn this course\, we will explore different approaches and strategies for teaching French. Why do some strategies work better in certain contexts or for teaching certain skills? Join us in a safe\, no-judgment professional learning environment where we will share examples of what works (and what doesn’t!). We will also discuss the research and experiences that inform our teaching practices. \nThe course is anchored in the pedagogy (Action-Oriented Approach) and language skill development (comprehension\, production\, interaction) of the Common European Framework of Reference for Languages (CEFR) but the principles are also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nDistinguish between different pedagogical approaches to teaching French as a second/additional language\nIdentify and compare a variety of evidence-based strategies to help students develop their communicative skills in listening\, speaking\, reading\, and writing\nApply those strategies to their own teaching context and receive feedback on their approach\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do your personal identity\, lived experiences\, interests\, and viewpoints influence the development of your proficiencies in the languages you use? \nWhat can we learn from historical approaches to teaching a second or additional language?\nRecognize the impact of personal learning experiences and preferences on our teaching choices/methods. \nExamine historical and evidence-based approaches used in second/additional language teaching. \nApply a Culturally Responsive Teaching approach to French language classrooms.\n\n\n2\nHow does the brain impact learning and second/additional language acquisition? \nIn what ways does teaching French as a second/additional language in a Universal Design for Learning (UDL) framework meet the needs of all my students?\nUnderstand how the brain can impact language acquisition. \nApply the framework of UDL to optimize teaching and developing student proficiency in French. \nConsider the affective filter when planning for language acquisition. \nIdentify the needs of your students.\n\n\n3\nHow can the Input Hypothesis develop beginner French skills? \nHow can Teaching Proficiency Through Reading and Storytelling (TPRS) and Accelerative Integrated Methodology (AIM) build a foundation for language acquisition?\nUse comprehensible input to develop proficiency in the French language. \nExamine the use of TPRS and AIM to build a foundation for language acquisition in your teaching practice.\n\n\n4\nTo what extent can the Neurolinguistic Approach (NLA) develop learner proficiency in the French language when learning a new structure or skill?\nExamine the use of the NLA to build a comprehensible-input foundation for language acquisition in your teaching practice. \nDesign learning experiences that put boucler la boucle into practice.\n\n\n5\nIn what ways can proficiency samples guide my understanding of expectations and French proficiency? \nIn what ways can I develop learner proficiency in written and oral production skills?\nUnderstand written and oral production proficiency levels of learners (from A1 to B2). \nDesign learning opportunities that develop written and oral production skills. \nIdentify supports for students before and during activities to address their learning needs.\n\n\n6\nIn what ways can proficiency samples guide my understanding of expectations and French proficiency? \nIn what ways can I develop learner proficiency in written and oral comprehension skills?\nUnderstand written and oral comprehension proficiency levels of learners (from A1 to B2). \nDesign learning opportunities that develop written and oral comprehension skills. \nIdentify supports for students before and during activities to address their learning needs.\n\n\n7\nTo what extent can the Action-Oriented Approach (AOA) be used to develop competencies so that students can achieve action-oriented tasks and use French effectively in a social context?\nExamine the use of the AOA to teach French as a second/additional language and develop communicative and intercultural competencies. \nDevelop students’ social agency and learner autonomy.\n\n\n8\nHow can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.\nReflect and plan purposefully to embed what you have learned into your teaching practice. \nUse the CEFR to continue to guide your practice for proficiency growth in the FSL classroom. \nReflect on the power of communities of teaching and learning.
URL:https://www.caslt.org/en/event/fsl-approaches-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/elementary-student-AdobeStock_376595031-1920w.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250131T093000
DTEND;TZID=America/Toronto:20250131T154500
DTSTAMP:20260403T185931
CREATED:20240816T202227Z
LAST-MODIFIED:20250128T181654Z
UID:26782-1738315800-1738338300@www.caslt.org
SUMMARY:Virtual Professional Learning Day (January)
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*\nStudent** Price\n\n\n\n\nFull day (9:30 a.m. to 3:45 p.m. ET)\n$75 + tax\n$105 + tax\nFree\n\n\nHalf day AM (9:30 a.m. to 12:30 p.m. ET)\n$40 + tax\n$70 + tax\nFree\n\n\nHalf day PM (12:45 p.m. to 3:45 p.m. ET)\n$40 + tax\n$70 + tax\nFree\n\n\n\n*Includes a one-year CASLT membership. \n**Must be an active CASLT Student Member. \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\nInclusive and Innovative: Dive into the Future of FSL Learning with the Neurolinguistic Approach \nLanguage: French \nAntonia Cetin\n\n\n11:00 a.m.\n11:15 a.m.\nBreak\n\n\n11:15 a.m.\n12:30 p.m.\nBreaking Barriers: Neurodiversity and Additional Language Learning \nLanguage: English \nAlexandra Arraiz Matute\, Tamara Sorenson Duncan\, and Jacob Williams\nUsing the Equity Audit Process to Foster Inclusion and Diversity in the Additional Language Classroom \nLanguage: French \nRubina Sharma\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.\nDebunking Myths and Shifting Paradigms: Embracing Plurilingualism in Language Education \nLanguage: English \nQuinton Stotz\nLiteracy Centres in the Language Classroom \nLanguage: French \nJosée Le Bouthillier\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\nLet’s Stop Talking about My Linguistic Insecurity! Instead\, Let’s Negotiate My Legitimacy \nLanguage: French \nMonica Tang\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. \nBreaking Barriers: Neurodiversity and Additional Language Learning\nAlexandra Arraiz Matute\, Tamara Sorenson Duncan\, and Jacob Williams \nEvery student deserves the opportunity to thrive in the additional language (L+) classroom\, yet learners with communication-based disabilities often miss out on opportunities for multilingual development. This workshop will focus on supporting multilingual development for learners with communication-based disabilities in French immersion and multilingual learners in English programs. Discover how recognizing and valuing neurodiversity can transform your language classroom\, make your language programs more inclusive and accessible\, and ensure that all students can thrive. By the end of this session\, participants will be equipped with research-informed\, innovative tools and strategies to enhance their teaching practices and advocate for successful L+ learning for every student in their classroom. \nTeacher Tool: Receive an inclusivity checklist for L+ programs. This practical tool will help educators assess and enhance inclusivity in their language classrooms through sections on classroom environment\, implicit bias\, teaching materials\, and student engagement. \nDebunking Myths and Shifting Paradigms: Embracing Plurilingualism in Language Education\nQuinton Stotz \nAs Canadian schools rapidly become more plurilingual\, many teachers are left wondering how to effectively navigate this linguistic diversity. This session dives into the transformative potential of plurilingualism by debunking three deep-seated myths about language. Grounded in the theoretical underpinnings of the Common European Framework of Reference for Languages (CEFR)\, participants will explore concepts such as translanguaging and grammaring. We will critically examine how monolingual bias influences classroom practices\, learning outcomes\, and policy decisions and discuss strategies to counteract deficit views that marginalize students and constrain teachers. Educators will receive practical insights and strategies to foster inclusive language classrooms that honour and leverage the diverse linguistic repertoires of their students. This session is indispensable for educators\, learners\, and advocates dedicated to advancing plurilingual education and promoting equity in language learning. \nTeacher Tool: Receive a set of reflection tools aimed at helping teachers and students validate their plurilingual repertoires and practices. The first tool encourages students to critically review their language learning experiences\, attitudes\, and competencies\, helping them see themselves as legitimate users of the target language. The second tool is designed for both new and experienced teachers and offers a similar introspective opportunity\, but with an additional component for reflecting on their teaching practices. \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\nInclusive and Innovative: Dive into the Future of FSL Learning with the Neurolinguistic Approach\nAntonia Cetin \nHave you ever asked yourself: “How do I get my students talking in French?” Join us for an inspiring exploration at the forefront of French as a second language (FSL) acquisition! Delve into the fascinating intersection of neuroscience and language learning to uncover how Neurolinguistic Approach (NLA) strategies revolutionize the way learners acquire and apply French language skills. This workshop will illuminate how NLA strategies not only facilitate but actively encourage spontaneous communication in French. Through practical demonstrations and insightful discussions\, educators will gain valuable insights into fostering a supportive environment where students feel empowered to express themselves confidently in French. Participants will leave energized and equipped with actionable techniques to effectively implement NLA strategies in their classrooms. Get ready to ignite a passion for speaking French among your students and enhance your confidence in guiding them towards linguistic fluency! \nTeacher Tool: Receive a comprehensive guide of NLA strategies for teaching oral language structures. Educators will practice these proven techniques during the session to ensure are ready to implement them effectively in their own classrooms. \nUsing the Equity Audit Process to Foster Inclusion and Diversity in the Additional Language Classroom\nRubina Sharma \nAre you ready to lead meaningful changes in your additional language (L+) program but aren’t sure where to start? By acknowledging the need for improvement\, educators can take the first step toward transformative change. In this session\, participants will engage in the equity audit process to identify and address gaps\, omissions\, and the under- and overrepresentation of diverse groups in their current resources\, lessons\, and activities. Designed for instructional leaders\, department heads\, and teachers of L+ students (including immersion\, bilingual\, extended\, and second/additional language programs)\, this session will equip participants with the tools and knowledge needed to evaluate how well their  programs reflect the diversity of language learners. \nTeacher Tool: Receive a sample equity audit tool and skills progression-based program planners (long-range planning tools) that focus on culturally relevant and responsive pedagogy (CRRP). These resources will help educators create more inclusive L+ programming\, ensuring their lessons better reflect and serve the diverse population of students they teach. \nLiteracy Centres in the Language Classroom\nJosée Le Bouthillier \nLiteracy centres are a teaching and learning tool through which students have repeated opportunities to practise literacy-learning targets and explore them more deeply. The centres also allow educators to encourage their students’ autonomy and to differentiate their teaching. Designing pedagogical tasks for the centres — that is\, activities that enhance the development of oral\, reading\, and writing skills — is essential to the quality of students’ learning experiences. How they are integrated into the teaching sequence is just as important. In this session\, Josée will explore the principles of designing pedagogical tasks for literacy centres and give examples of tasks that comply with these principles. These tasks are intended not only to captivate and motivate students but also to offer pedagogically rich learning experiences. In addition\, because student preparation and the teaching sequence are crucial to the success of literacy centres\, Josée will explain the teaching approach that enables students to perform literacy tasks autonomously. \nTeacher tool: Receive a detailed infographic designed to guide educators through creating effective teaching tasks for literacy centres\, including a clear teaching sequence to enhance student learning outcomes in language and literacy development. \nLet’s Stop Talking about My Linguistic Insecurity! Instead\, Let’s Negotiate My Legitimacy\nMonica Tang \nIn Canada\, French is an additional language (L+) for more than 50 percent of French teachers (ACPI\, 2018). On the one hand\, working in our L+ may be very satisfying because we can share the unique pleasure of discovering what we can do in another language. On the other hand\, we may worry that our French is not good enough\, even as teachers. This linguistic insecurity can be paralyzing and keep us from flourishing both personally and professionally. It may even lead us to consider giving up teaching French. However\, the key to strengthening our sense of security in our L+ is not the elimination of our errors but 1) valuing our L+ journey and 2) negotiating a legitimate L+ identity by cultivating positive positions. So\, what are these ideal positionings for a bilingual person? In this session\, by changing the focus from linguistic insecurity to a perspective of legitimacy\, we will learn about the ideal positions that we aim to develop as a bilingual person and how we can choose to actively cultivate them as a French teacher\, whether French is our first language or our L+. \nTeacher tool: The “Ideal positions for a positive bilingual identity” table gives an overview of the attitudes\, values\, and habits that we should cultivate as an L+ educator and student. The positions are divided into four categories: perception of linguistic identity\, perception of language skills\, perception of intercultural skills\, and belonging to a linguistic community.
URL:https://www.caslt.org/en/event/virtual-pl-day-jan-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/working-home-iStock-1059660850-1920w-16-9.jpg
END:VEVENT
END:VCALENDAR