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X-WR-CALNAME:Canadian Association of Second Language Teachers (CASLT)
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X-WR-CALDESC:Events for Canadian Association of Second Language Teachers (CASLT)
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DTSTART;TZID=America/Toronto:20260311T113000
DTEND;TZID=America/Toronto:20260311T122000
DTSTAMP:20260403T100034
CREATED:20260205T200825Z
LAST-MODIFIED:20260206T001931Z
UID:31548-1773228600-1773231600@www.caslt.org
SUMMARY:Défi francophonie: Grades 3-7 Core French (March 11\, 2026)
DESCRIPTION:Sign up your Grades 3-7 Core French class for our 2025 Défi francophonie! Your students will have fun with the French language and have the chance to win prizes during our live Canada-wide Kahoot! challenges. Be sure to do the practice Kahoot! quizzes to help prepare them! \nFor more information
URL:https://www.caslt.org/en/event/kahoot-3-7-core-20260311/
LOCATION:Zoom
CATEGORIES:Other
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260311T130000
DTEND;TZID=America/Toronto:20260311T135000
DTSTAMP:20260403T100034
CREATED:20260205T201731Z
LAST-MODIFIED:20260206T001926Z
UID:31553-1773234000-1773237000@www.caslt.org
SUMMARY:Défi francophonie: Grades 8-12 French as a Second Language (March 11\, 2026)
DESCRIPTION:Sign up your Grades 8-12 French as a Second Language class for our 2026 Défi francophonie! Your students will have fun with the French language and have the chance to win prizes during our live Canada-wide Kahoot! challenges. Be sure to do the practice Kahoot! quizzes to help prepare them! \nFor more information
URL:https://www.caslt.org/en/event/kahoot-8-12-fsl-20260311/
LOCATION:Zoom
CATEGORIES:Other
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/03/students-participating-iStock-1210929329-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260312T090000
DTEND;TZID=America/Toronto:20260312T095000
DTSTAMP:20260403T100034
CREATED:20260205T210013Z
LAST-MODIFIED:20260206T001923Z
UID:31561-1773306000-1773309000@www.caslt.org
SUMMARY:Défi francophonie: Grades 8-12 French as a Second Language (March 12\, 2026)
DESCRIPTION:Sign up your Grades 8-12 French as a Second Language class for our 2026 Défi francophonie! Your students will have fun with the French language and have the chance to win prizes during our live Canada-wide Kahoot! challenges. Be sure to do the practice Kahoot! quizzes to help prepare them! \nFor more information
URL:https://www.caslt.org/en/event/kahoot-8-12-fsl-20260312/
LOCATION:Zoom
CATEGORIES:Other
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/03/students-participating-iStock-1210929329-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260312T113000
DTEND;TZID=America/Toronto:20260312T122000
DTSTAMP:20260403T100034
CREATED:20260205T210743Z
LAST-MODIFIED:20260206T001918Z
UID:31564-1773315000-1773318000@www.caslt.org
SUMMARY:Défi francophonie: Grades 3-7 French Immersion (March 12\, 2026)
DESCRIPTION:Sign up your Grades 3-7 French Immersion class for our 2026 Défi francophonie! Your students will have fun with the French language and have the chance to win prizes during our live Canada-wide Kahoot! challenges. Be sure to do the practice Kahoot! quizzes to help prepare them! \nFor more information
URL:https://www.caslt.org/en/event/kahoot-3-7-fi-20260312/
LOCATION:Zoom
CATEGORIES:Other
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/03/students-participating-iStock-1210929329-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260312T130000
DTEND;TZID=America/Toronto:20260312T135000
DTSTAMP:20260403T100034
CREATED:20260205T211621Z
LAST-MODIFIED:20260206T001914Z
UID:31568-1773320400-1773323400@www.caslt.org
SUMMARY:Défi francophonie: Grades 3-7 Core French (March 12\, 2026)
DESCRIPTION:Sign up your Grades 3-7 Core French class for our 2026 Défi francophonie! Your students will have fun with the French language and have the chance to win prizes during our live Canada-wide Kahoot! challenges. Be sure to do the practice Kahoot! quizzes to help prepare them! \nFor more information
URL:https://www.caslt.org/en/event/kahoot-3-7-core-20260312/
LOCATION:Zoom
CATEGORIES:Other
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/03/students-participating-iStock-1210929329-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260320T133000
DTEND;TZID=America/Toronto:20260320T150000
DTSTAMP:20260403T100034
CREATED:20260318T144035Z
LAST-MODIFIED:20260318T144035Z
UID:31860-1774013400-1774018800@www.caslt.org
SUMMARY:International Day of La Francophonie: A hundred years of French theatre with the Théâtre Cercle Molière
DESCRIPTION:
URL:https://www.caslt.org/en/event/international-day-of-la-francophonie-theatre-cercle-moliere/
CATEGORIES:Community Spotlight
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260331T183000
DTEND;TZID=America/Toronto:20260331T193000
DTSTAMP:20260403T100034
CREATED:20260313T161739Z
LAST-MODIFIED:20260313T161739Z
UID:31786-1774981800-1774985400@www.caslt.org
SUMMARY:Webinar: Unlocking Mystery in the FSL Classroom
DESCRIPTION:
URL:https://www.caslt.org/en/event/unlocking-mystery-fsl/
CATEGORIES:Community Spotlight
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260407T190000
DTEND;TZID=America/Toronto:20260526T203000
DTSTAMP:20260403T100034
CREATED:20260305T185141Z
LAST-MODIFIED:20260305T185141Z
UID:31732-1775588400-1779827400@www.caslt.org
SUMMARY:Strategies for Creating Inclusive FSL Classrooms – Spring 2026
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 7:00-8:30 p.m. ET (on Zoom)\nEmphasis will be placed on peer learning through structured group discussions and visits from expert guest speakers\, allowing participants to learn from each others’ experiences and perspectives\nParticipants will engage in a cyclical process of learning foundational concepts\, creating practical tools and strategies\, collaborating with peers\, implementing these tools and strategies in their own contexts\, and self reflection\n\n\n\nFirst class: April 7\, 2026 \nLast class: May 26\, 2026 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended\, or French Immersion programs across Canada. \nLanguage of the Course\nThis course uses a bilingual approach. Course content will be presented in English\, and participants may engage in coursework and discussions in English or French. \nInstructional Approach\n\nAdult Learning Model: This approach recognizes that adult learners bring diverse experiences and prefer self-directed\, relevant learning. It emphasizes practical application and respects participants’ prior knowledge and autonomy.\nGuest Speakers: We will invite experts to share diverse\, real-world insights and perspectives.\nCo-operative Learning: The course will incorporate structured group work to promote collaboration and peer learning.\nAction-Focused Reflection: Participants will engage in a continuous cycle of applying concepts\, reflecting on outcomes\, and sharing insights.\nResponsive Instruction: The instructor will assess and adapt to participants’ learning styles\, offering multiple ways to engage with the course content.\nProblem Solving and Inquiry: The course will present real-world scenarios for analysis\, encourage participants to formulate their own questions\, and promote research-based problem-solving. This will help participants develop skills in critical analysis\, decision-making\, and applying theoretical knowledge to practical situations.\n\nCourse Description\nThis foundational course is designed for teachers of French as a second/additional language (FSL)\, particularly those who are new to the field or lack a specific pedagogical background in social justice\, equity\, diversity\, inclusion\, and Indigenous reconciliation. Participants will explore how these crucial concepts can be effectively applied within FSL education. The course provides a supportive environment for educators to understand social justice issues\, learn strategies for creating inclusive classrooms\, address systemic barriers\, and implement equity\, diversity\, and inclusion (EDI) principles in their practice. Through interactive sessions and guided reflection\, participants will work toward ensuring a positive learning environment for all students\, maximizing student success and well-being\, recognizing and eliminating barriers caused by systemic oppression\, and transforming FSL education to be more equitable and accessible. This course lays a strong foundation for ongoing professional growth in EDI practices within FSL education. \nLearning Outcomes\nBy the end of this eight-lesson course\, participants will: \n\nUnderstand the impact they have (and have had) as educators on FSL learners in their care.\nBe equipped with strategies to recognize\, disrupt\, and eliminate persistent barriers in FSL education.\nBe prepared to take an active and courageous role in ensuring truly inclusive FSL classrooms\, maximizing student success.\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nWho am I? What are my social identities? Who are my students? \nHow do I foster an environment to create trusting relationships with my learners? \nWhat is my philosophy of teaching and learning in general? In FSL contexts? \nWhat are my goals for this course?\nReflect on personal philosophy regarding language teaching/learning in general and French (as an additional) language teaching/learning. \nReflect on identities as a French language speaker and how these identities relate to our positionality and impact FSL classroom teaching and learning.\n\n\n2\nWhat do I need to learn\, unlearn\, and discover about language learning\, maintenance\, and preservation — past and present — in Canada\, with particular attention to Indigenous languages? \nWhat do I need to learn\, unlearn\, and discover about FSL’s past and present in Canada? \nWhat role do I want to play in that legacy? How?\nLearn about the variety of Indigenous languages\, linguistic imperialism in colonization\, and Indigenous language revitalization in Canada. \nHeighten awareness regarding the colonial history of French language diffusion and minority language protection in Ontario\, Canada\, and beyond. \nExplore research about FSL and inclusivity/exclusivity. \nPlan for inclusive FSL teaching and learning in my context.\n\n\n3\nWhat is Culturally Relevant and Responsive Pedagogy (CRRP) and how does it relate to teaching and learning FSL? \nWhat are Intercultural Understanding\, Awareness\, and Communication (IU/IA)\, and how do they relate to teaching and learning FSL? \nHow are CRRP and IU/IA connected?\nUnderstand the tenets of CRRP in the FSL context. \nLearn about perspectives on IU/IA in the FSL context. \nExplore the ways CRRP\, as a stance\, can position FSL teachers to support the development of IU/IA skills in learners.\n\n\n4\nWhat does it mean to be racialized in FSL learning environments? \nHow do I begin recognizing\, disrupting\, and eliminating racial inequities in FSL?\nExplore the emerging and much-needed research on racism in FSL learning environments. \nMake connections to colonialism and linguistic imperialism. \nDevelop a lens to question\, recognize\, interrupt\, and eliminate racial discrimination in FSL contexts.\n\n\n5\nInclusion vs. inclusive: How do I support all learners in FSL classrooms? \nHow is inclusion different from and similar to inclusivity in FSL? \nWhat strategies can support me in recognizing\, honouring\, and adapting my FSL program to different learner profiles\, styles\, and needs?\nDelve into best practices for reaching the needs of various learners in French as an additional language classrooms\, focusing on differentiated instruction and Universal Design for Learning. \nInterrogate policies that are barriers to all learners accessing French language learning. \nExplore how to recognize\, honour\, and adapt FSL programs to learner profiles\, styles\, and needs.\n\n\n6\nWhat is the difference between multilingualism and plurilingualism? \nHow does a student’s linguistic portfolio support their learning of French? \nHow do I value plurilingualism in FSL while promoting the development of French knowledge\, skills\, and competencies?\nGain an understanding of the importance of languages and student identity. \nInterrogate our own biases and the positions of additional language researchers regarding plurilingualism in FSL learning environments. \nExplore best practice possibilities in FSL learning with plurilingual learners.\n\n\n7\nIs there research on the experiences of 2SLGBTQ+ learners in FSL? \nIs your current FSL curriculum affirmative of 2SLGBTQ+ communities and legacies — past and present? How will I know? What will I do?\nRead about the experiences of 2SLGBTQ+ students and staff in FSL contexts to better understand their realities. \nEngage in an audit of FSL resources to highlight 2SLGBTQ+ affirming materials and remove/critically frame anti-2SLGBTQ+ resources. \nDevelop a lens to question\, recognize\, interrupt\, and eliminate anti-2SLGBTQ+l discrimination in FSL contexts.\n\n\n8\nWhere do I go from here? \nWhat tangible steps can I plan to prepare an environment where all students can be seen\, valued\, and celebrated? \nHow can I share with my colleagues outside of this course the ways I have gained the courage to engage in equity actions that lead to social justice in FSL? \nWhat more do I need now?\nMake an action-focused plan to prepare an environment where all students can be seen\, valued\, and celebrated. \nPlan for the participation in or establishment of equity-minded FSL educator networks.
URL:https://www.caslt.org/en/event/inclusive-classrooms-2026/
LOCATION:Zoom
CATEGORIES:FSL Fundamentals,Professional Learning
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260409T190000
DTEND;TZID=America/Toronto:20260528T203000
DTSTAMP:20260403T100034
CREATED:20260305T184041Z
LAST-MODIFIED:20260305T191614Z
UID:31736-1775761200-1780000200@www.caslt.org
SUMMARY:Finding\, Evaluating\, and Creating Resources for FSL Programs – Spring 2026
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\, 7:00–8:30 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: April 9\, 2026 \nLast class: May 28\, 2026 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada. \nLanguage of the Course\nThis course 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-2026/
LOCATION:Zoom
CATEGORIES:FSL Fundamentals,Professional Learning
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20261016
DTEND;VALUE=DATE:20261017
DTSTAMP:20260403T100034
CREATED:20260316T170151Z
LAST-MODIFIED:20260316T195716Z
UID:31825-1792108800-1792195199@www.caslt.org
SUMMARY:Annual General Meeting and Networking Day 2026
DESCRIPTION:CASLT holds its Annual General Meeting (AGM) and Networking Day each fall. The event is an opportunity for CASLT members\, partners\, and stakeholders in language education to discuss important updates\, network\, and share ideas. \nCASLT’s 2026 AGM and Networking Day will take place on Friday\, October 16 at the Sheraton Ottawa Hotel.
URL:https://www.caslt.org/en/event/agm-nd-2026/
LOCATION:Sheraton Ottawa Hotel\, 150 Albert Street\, Ottawa\, Ontario\, K1P 5G2\, Canada
CATEGORIES:Networking,Annual General Meeting
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20270401
DTEND;VALUE=DATE:20270404
DTSTAMP:20260403T100034
CREATED:20251022T141758Z
LAST-MODIFIED:20251219T215731Z
UID:30534-1806537600-1806796799@www.caslt.org
SUMMARY:Languages Without Borders 2027
DESCRIPTION:Mark your calendars: LWB 2027 will take place at the Calgary TELUS Convention Centre.
URL:https://www.caslt.org/en/event/lwb-2027/
LOCATION:Calgary TELUS Convention Centre\, 136 8th Avenue SE\, Calgary\, Alberta\, T2G 0K6\, Canada
CATEGORIES:Languages Without Borders
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