Canadian Association of Second Language Teachers (CASLT)

Défi francophonie: Grades 3-7 French Immersion (March 12, 2026)
2026-03-12 11:30 - 12:20 (America/Toronto) | Zoom
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!
For more information

Défi francophonie: Grades 3-7 Core French (March 12, 2026)
2026-03-12 13:00 - 13:50 (America/Toronto) | Zoom
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!
For more information

International Day of La Francophonie: A hundred years of French theatre with the Théâtre Cercle Molière
2026-03-20 13:30 - 15:00 (America/Toronto)

Webinar: Unlocking Mystery in the FSL Classroom
2026-03-31 18:30 - 19:30 (America/Toronto)

Strategies for Creating Inclusive FSL Classrooms – Spring 2026
2026-04-07 19:00 - 2026-05-26 20:30 (America/Toronto) | Zoom
Course Details
Schedule and Format

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

Synchronous classes on Tuesdays from 7:00-8:30 p.m. ET (on Zoom)
Emphasis will be placed on peer learning through structured group discussions and visits from expert guest speakers, allowing participants to learn from each others’ experiences and perspectives
Participants will engage in a cyclical process of learning foundational concepts, creating practical tools and strategies, collaborating with peers, implementing these tools and strategies in their own contexts, and self reflection

First class: April 7, 2026
Last class: May 26, 2026
Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$145 + tax

Non-member*
$200 + tax

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

Adult Learning Model: This approach recognizes that adult learners bring diverse experiences and prefer self-directed, relevant learning. It emphasizes practical application and respects participants’ prior knowledge and autonomy.
Guest Speakers: We will invite experts to share diverse, real-world insights and perspectives.
Co-operative Learning: The course will incorporate structured group work to promote collaboration and peer learning.
Action-Focused Reflection: Participants will engage in a continuous cycle of applying concepts, reflecting on outcomes, and sharing insights.
Responsive Instruction: The instructor will assess and adapt to participants’ learning styles, offering multiple ways to engage with the course content.
Problem Solving and Inquiry: The course will present real-world scenarios for analysis, encourage participants to formulate their own questions, and promote research-based problem-solving. This will help participants develop skills in critical analysis, decision-making, and applying theoretical knowledge to practical situations.

Course Description
This foundational course is designed for teachers of French as a second/additional language (FSL), particularly those who are new to the field or lack a specific pedagogical background in social justice, equity, diversity, inclusion, and Indigenous reconciliation. Participants will explore how these crucial concepts can be effectively applied within FSL education. The course provides a supportive environment for educators to understand social justice issues, learn strategies for creating inclusive classrooms, address systemic barriers, and implement equity, diversity, and inclusion (EDI) principles in their practice. Through interactive sessions and guided reflection, participants will work toward ensuring a positive learning environment for all students, maximizing student success and well-being, recognizing and eliminating barriers caused by systemic oppression, and transforming FSL education to be more equitable and accessible. This course lays a strong foundation for ongoing professional growth in EDI practices within FSL education.
Learning Outcomes
By the end of this eight-lesson course, participants will:

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

5
Inclusion vs. inclusive: How do I support all learners in FSL classrooms?
How is inclusion different from and similar to inclusivity in FSL?
What strategies can support me in recognizing, honouring, and adapting my FSL program to different learner profiles, styles, and needs?
Delve into best practices for reaching the needs of various learners in French as an additional language classrooms, focusing on differentiated instruction and Universal Design for Learning.
Interrogate policies that are barriers to all learners accessing French language learning.
Explore how to recognize, honour, and adapt FSL programs to learner profiles, styles, and needs.

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

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

8
Where do I go from here?
What tangible steps can I plan to prepare an environment where all students can be seen, valued, and celebrated?
How can I share with my colleagues outside of this course the ways I have gained the courage to engage in equity actions that lead to social justice in FSL?
What more do I need now?
Make an action-focused plan to prepare an environment where all students can be seen, valued, and celebrated.
Plan for the participation in or establishment of equity-minded FSL educator networks.

Finding, Evaluating, and Creating Resources for FSL Programs – Spring 2026
2026-04-09 19:00 - 2026-05-28 20:30 (America/Toronto) | Zoom
Course Details
Schedule and Format
8 lessons over 8 weeks that blend theory and practice:

Asynchronous tâche de préparation for each lesson (approx. 30 mins)
Synchronous 90-minute class on Thursdays, 7:00–8:30 p.m. ET (on Zoom)
Reflection and professional dialogue with other course participants are integral to the course
Emphasis will be placed on the multitude of authentic, free, fiction and non-fiction resources of various genres developed by non-profit organizations in Canada and worldwide, as well as picture books and informative texts published by authors that reflect a wide range of diverse lived experiences

First class: April 9, 2026
Last class: May 28, 2026
Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$145 + tax

Non-member*
$200 + tax

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

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

Course Description
In this course, participants will explore strategies and considerations for effective resource selection and creation in French as a Second Language (FSL) programs. The content is adaptable to K–12 teachers of Core/Basic French, Intensive/Extended French, and/or French Immersion programs across Canada. Using principles of equity and inclusion as a foundation for critical analysis and resource design, we will use an inquiry-based model to explore three overall guiding questions:

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

Participants will engage in both synchronous and asynchronous tasks that promote interaction and reflection.
Please note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) and the Action-Oriented Approach (AOA), but the principles are also applicable to other frameworks and approaches.
Learning Outcomes
By the end of this 8-lesson course, participants will be able to:

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

4
How do the CEFR and the AOA guide us to keep learner identities and lived experiences at the centre of our work related to resource selection and creation, to ensure relevance and engagement?
What tools and strategies can be used to support equitable, intentional, purposeful resource selection and creation in FSL programs?
Deepen our ability to assess the relevance of resources as related to how they support language learning goals and provincial/territorial curriculum.
Explore resource selection in action (exploration of sample school board/district tools to support resource selection and creation.

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

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

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

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

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

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

7
How do our personal and diverse identities, lived experiences, interests, and viewpoints influence our practices related to resource selection and creation in FSL programs?
How might our knowledge of learning styles and the principles of CRRP guide our work in this area?
When creating resources, how might the use of Universal Design for Learning (UDL) principles foster a culture of inclusion and enhance learning for all students?
Explore the intersectionality and impact of personal identity and lived experiences with professional practice related to resource creation (assessing our own biases/preferences and impact on the tools we choose to learn, use, and create).
Identify some practices to stop, start, and continue based on the purpose of the resource and its relation to the CEFR, local curriculum, and needs of additional language learners (versus Francophone students).
Reflect on personal experiences with resources in FSL programs.
Deepen our understanding of UDL.
Explore how the principles of UDL support the designing of effective resources that allow for multiple means of expression, engagement, and representation.
Explore considerations that impact the accessibility of resources.

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

CCERBAL Research Forum: Special Showcase
2026-05-22 11:00 - 12:30 (America/Toronto)

Creating Access to Language Learning for All (English)
2026-05-26 19:00 - 20:00 (America/Toronto) | Zoom
In 2025, Reshara Alviarez conducted a study for CASLT’s Success for All: Supporting Learners With Exceptionalities in the Language Classroom project. The study consulted 11 educators across Canada with the aim of determining ways to ensure that all learners, including those with exceptionalities, succeed in the language classroom. This session will discuss the findings of the study as well as provide an overview of the Success for All project deliverables, including the teacher handbook, administrators’ guide, teacher toolkit, and asynchronous online course. Participants will learn practical ways to make language learning more accessible to students with exceptionalities by looking at lessons, assessment charts, and modified evaluation strategies in the upcoming project deliverables.
This webinar is part of CASLT’s Success for All project, a series dedicated to supporting language educators in fostering inclusive learning environments. Between December 2025 and May 2026, this four-part webinar series will explore key topics such as understanding diverse learner needs and barriers to language learning, inclusive strategies for classrooms and whole schools, and practical classroom methods and resources.
The project defines “learners with exceptionalities” as learners who may require specialized support and accommodations due to behavioural, communicative, physical, and/or intellectual exceptionalities. Our definition is intentionally broad and inclusive, recognizing that terminology in this field evolves and that individual preferences may differ. We strive to use respectful language that promotes dignity, equity, and belonging for all learners, and we welcome feedback as our shared understanding continues to develop.

Creating Access to Language Learning for All (French)
2026-05-28 19:00 - 20:00 (America/Toronto) | Zoom

FSL Staff Summer Institute: Association franco-yukonnaise
2026-07-20 08:00 - 2026-07-24 13:00 (America/Whitehorse)

French for Teachers (A1) – Fall 2026
2026-10-07 19:00 - 2026-12-02 20:30 (America/Toronto) | Zoom
Course Details
Schedule and Format

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

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

First class: October 7, 2026 (no class on November 11, 2026, for Remembrance Day)
Last class: December 2, 2026

Registration Fees
Registration includes a complimentary digital publication of your choice from the CASLT Boutique. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$185 + tax

Non-member*
$250 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of Core, Extended, or French Immersion programs who communicate with an A1 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice.
Placement
Registrants do not need to take a language assessment and may place themselves by reviewing the CEFR A1 description and “can-do” statements. All four proficiency courses will run at the same time, so instructors may use their discretion to move participants to a different level.
CEFR A1 Description
A1 level communicators can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. They can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know, and things they have. An A1 communicator can interact in a simple way provided that the other person talks slowly and clearly and is prepared to help.
Language of the Course
This course is taught with a bilingual approach. The course content will be presented in French at an A1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency.
While some of the course content will be presented in English, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions.
Instructional Approach

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

Course Description
In this course, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use.
In an inclusive, welcoming environment rooted strongly in Culturally Responsive and Relevant Pedagogy (CRRP) practice, participants will be invited to listen, speak, read, and write in A1-level French while forming professional connections with one another. Teacher-learners will be provided with ongoing opportunities to engage with one another in A1-level French language. Listening and reading tasks will be provided with supports appropriate to A1 language learners. Participants are encouraged to use their French language orally and in written form for a variety of authentic targeted purposes. Teacher-learners will self-assess based on their progress and proficiency throughout the course.
Participants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators.
Please note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR), but the material is also applicable to other frameworks.
Learning Outcomes
By the end of this 8-week course, participants will be able to:

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

Course Overview

Lesson
Guiding Theme
Learning Objectives

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

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

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

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

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

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

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

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

French for Teachers (A2) – Fall 2026
2026-10-07 19:00 - 2026-12-02 20:30 (America/Toronto) | Zoom
Course Details
Schedule and Format

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

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

First class: October 7, 2026 (no class on November 11, 2026, for Remembrance Day)
Last class: December 2, 2026

Registration Fees
Registration includes a complimentary digital publication of your choice from the CASLT Boutique. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$185 + tax

Non-member*
$250 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of Core, Extended, or French Immersion programs who communicate with an A2 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice.
Placement
Registrants do not need to take a language assessment and may place themselves by reviewing the CEFR A2 description and “can-do” statements. All four proficiency courses will run at the same time, so instructors may use their discretion to move participants to a different level.
CEFR A2 Description
A2 level communicators can understand sentences and frequently used expressions related to areas of most immediate relevance. They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. A2 level communicators can describe in simple terms aspects of their background, immediate environment, and matters in areas of immediate need.
Language of the Course
This course is taught with a bilingual approach. The course content will be presented in French at an A2 level with bilingual instructions. Participants may engage with coursework and discussions in English or French, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency.
While some of the course content will be presented in English, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions.
Instructional Approach

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

Course Description
In this course, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. Participants will gain a clear understanding of the proficiency expectations and evaluation criteria for the A2 level and of how these expectations can be integrated into the FSL classroom.
In an inclusive and welcoming environment, participants will be invited to listen, speak, read, and write in French while forming professional connections. Participants will engage in both synchronous and asynchronous tasks to promote reflection and professional dialogue with other course participants.
Participants in the course will:

Develop an inclusive and safe learning community through pairing and sharing activities
Examine A2 linguistic competencies as they relate to oral comprehension, oral production, written production, and written comprehension
Participate in targeted practice of A2 linguistic competencies in the context of the FSL classroom
Practice using A2 linguistic strategies in their classrooms and giving feedback to FSL students using appropriate classroom language
Reflect on and discuss instructional strategies for oral comprehension, oral production, written production, and written comprehension and the most effective ways to integrate these strategies into classroom practice using clear directions and appropriate modelling

Participants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy.
Please note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR), but the material is also applicable to other frameworks.
Learning Outcomes
By the end of this 8-week course, participants will be able to:

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

French for Teachers (B1) – Fall 2026
2026-10-07 19:00 - 2026-12-02 20:30 (America/Toronto) | Zoom
Course Details
Schedule and Format

8 lessons over 8 weeks that blend theory and practice:

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

First class: October 7, 2026 (no class on November 11, 2026, for Remembrance Day)
Last class: December 2, 2026

Registration Fees
Registration includes a complimentary digital publication of your choice from the CASLT Boutique. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$185 + tax

Non-member*
$250 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of Core, Extended, or French Immersion programs who communicate with a B1 CEFR French proficiency level who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice.
Placement
Registrants do not need to take a language assessment and may place themselves by reviewing the CEFR B1 description and can-do statements. All four proficiency courses will run at the same time, so instructors may use their discretion to move students to a different level.
CEFR B1 Description
B1 level communicators can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. They can respond to situations that may arise while travelling in an area where the language is spoken. They can produce simple connected text on topics that are familiar or of personal interest. When describing experiences and events, B1 communicators develop their skills by using increasingly complex structures. They can respond spontaneously to everyday situations.
Language of the Course
This course is taught with a bilingual approach. The course content will be presented in French at a B1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency.
Instructional Approach

Activer–Acquérir–Ancrer: Participants will activate prior knowledge, acquire new information, and anchor their learning through practical application.
Collaborative Learning: Each synchronous class will involve collaborative learning and sharing of what was tried in the classroom, fostering a community of practice.
Iterative Learning Process: Participants will engage in asynchronous learning by trying activities or approaches in their classrooms. They will then share their experiences and observations with peers during synchronous sessions. Reflective discussions will be held to deepen understanding and refine teaching practices.
Additional Resources: Supplementary resources for viewing and reading will be provided to support and extend learning.

Course Description
In this course, participants will use their increasingly independent language skills to explore the challenges of FSL teaching, including classroom space, perceived value, student diversity and engagement, Differentiated Instruction (DI), and Universal Design for Learning (UDL). They will engage in meaningful and practical coursework designed to develop language proficiency specific to the FSL teaching profession.
During this course, we will listen, read, and share research; collaborate on solutions; and share experiences to develop excellent pedagogical practices — in B1 level French! By actively participating and reflecting on our own language learning journey, we are equipping ourselves not only with tools we need to learn French, but with insight into our students’ learning as well.
In an inclusive and welcoming environment, participants will be invited to listen, speak, read, and write while forming professional connections. FSL teacher-learners will share strategies, ideas, and resources (songs, videos, images, text) beneficial for teachers (and students) at this level of language development. Teachers will build community around FSL teaching, creating a network that will allow them to continue community building after the course, thereby helping to combat the isolation of the FSL profession.
Participants will engage in both synchronous and asynchronous tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators.
Please note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but the material is also applicable to other frameworks.
Learning Outcomes
By the end of this 8-week course, participants will be able to:

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

French for Teachers (B2) – Fall 2026
2026-10-07 19:00 - 2026-12-02 20:30 (America/Toronto) | Zoom
Course Details
Schedule and Format

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

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

First class: October 7, 2026 (no class on November 11, 2026, for Remembrance Day)
Last class: December 2, 2026

Registration Fees
Registration includes a complimentary digital publication of your choice from the CASLT Boutique. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$185 + tax

Non-member*
$250 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of K–12 Core, Intensive/Extended French, or French Immersion programs across Canada who communicate with a B2 CEFR French proficiency level and wish to improve their linguistic skills in an inclusive and safe environment while developing their pedagogical practice.
Placement
Registrants do not need to take a language assessment and may place themselves by reviewing the CEFR B2 description and can-do statements. All four proficiency courses will run at the same time, so instructors may use their discretion to move students to a different level.
CEFR B2 Description
B2 level communicators can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. They can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Language of the Course
This course uses a bilingual approach. Course content will be presented in French at a B2 level with visual and instructional supports. Participants may engage in coursework and discussions in English or French, depending on their comfort level. Participants are encouraged to engage with coursework in French as much as possible to develop their proficiency.
Instructional Approach

Each class will be rooted in the activer-acquérir-ancrer model within a Universal Design for Learning framework.
The development of linguistic competencies will be addressed in the context of the FSL classroom. Some course activities may be adapted for classroom use to meet students’ proficiency level(s).
Plurilingualism and choice will be respected and celebrated.

Course Description
Participants will engage in practical and meaningful coursework to develop language proficiency specific to the FSL teaching profession. They will use their increasingly independent language skills to gain a clear understanding of the proficiency expectations and assessment criteria of the B2 CEFR level and how these expectations can be integrated into the FSL classroom.
In an inclusive and welcoming environment, teacher-learners will participate in various B2-level synchronous and asynchronous listening, speaking, reading, and writing tasks in a gradual release of responsibility model. Participants will develop effective pedagogical practices and communication skills using research-based strategies and authentic texts. By actively participating and reflecting on their language learning journey, they will equip themselves with tools to improve their French proficiency skills while gaining insight into their students’ learning needs.
Participants will:

Develop and participate in an inclusive and safe bi/plurilingual learning community.
Examine B2 linguistic competencies related to oral comprehension, oral production, written production, and written comprehension.
Participate in targeted practice of B2 linguistic and intercultural competencies in the FSL classroom context.
Reflect on and discuss instructional strategies to develop proficiency in French and how to effectively integrate them into classroom practice using clear directions and appropriate modelling.

Participants will work through tasks to reflect on their progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps while fostering strong connections with other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy.
Please note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but also applies to other frameworks.
Learning Outcomes
By the end of this eight-lesson course, participants will:

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

Strategies for Creating Inclusive FSL Classrooms – Fall 2026
2026-10-15 19:00 - 2026-12-03 20:30 (America/Toronto) | Zoom
Course Details
Schedule and Format

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

Synchronous classes on Thursdays from 7:00-8:30 p.m. ET (on Zoom)
Emphasis will be placed on peer learning through structured group discussions and visits from expert guest speakers, allowing participants to learn from each others’ experiences and perspectives
Participants will engage in a cyclical process of learning foundational concepts, creating practical tools and strategies, collaborating with peers, implementing these tools and strategies in their own contexts, and self reflection

First class: October 15, 2026
Last class: December 3, 2026

Registration Fees
Registration includes a complimentary digital publication of your choice from the CASLT Boutique. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$185 + tax

Non-member*
$250 + tax

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

Adult Learning Model: This approach recognizes that adult learners bring diverse experiences and prefer self-directed, relevant learning. It emphasizes practical application and respects participants’ prior knowledge and autonomy.
Guest Speakers: We will invite experts to share diverse, real-world insights and perspectives.
Co-operative Learning: The course will incorporate structured group work to promote collaboration and peer learning.
Action-Focused Reflection: Participants will engage in a continuous cycle of applying concepts, reflecting on outcomes, and sharing insights.
Responsive Instruction: The instructor will assess and adapt to participants’ learning styles, offering multiple ways to engage with the course content.
Problem Solving and Inquiry: The course will present real-world scenarios for analysis, encourage participants to formulate their own questions, and promote research-based problem-solving. This will help participants develop skills in critical analysis, decision-making, and applying theoretical knowledge to practical situations.

Course Description
This foundational course is designed for teachers of French as a second/additional language (FSL), particularly those who are new to the field or lack a specific pedagogical background in social justice, equity, diversity, inclusion, and Indigenous reconciliation. Participants will explore how these crucial concepts can be effectively applied within FSL education. The course provides a supportive environment for educators to understand social justice issues, learn strategies for creating inclusive classrooms, address systemic barriers, and implement equity, diversity, and inclusion (EDI) principles in their practice. Through interactive sessions and guided reflection, participants will work toward ensuring a positive learning environment for all students, maximizing student success and well-being, recognizing and eliminating barriers caused by systemic oppression, and transforming FSL education to be more equitable and accessible. This course lays a strong foundation for ongoing professional growth in EDI practices within FSL education.
Learning Outcomes
By the end of this eight-lesson course, participants will:

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

5
Inclusion vs. inclusive: How do I support all learners in FSL classrooms?
How is inclusion different from and similar to inclusivity in FSL?
What strategies can support me in recognizing, honouring, and adapting my FSL program to different learner profiles, styles, and needs?
Delve into best practices for reaching the needs of various learners in French as an additional language classrooms, focusing on differentiated instruction and Universal Design for Learning.
Interrogate policies that are barriers to all learners accessing French language learning.
Explore how to recognize, honour, and adapt FSL programs to learner profiles, styles, and needs.

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

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

8
Where do I go from here?
What tangible steps can I plan to prepare an environment where all students can be seen, valued, and celebrated?
How can I share with my colleagues outside of this course the ways I have gained the courage to engage in equity actions that lead to social justice in FSL?
What more do I need now?
Make an action-focused plan to prepare an environment where all students can be seen, valued, and celebrated.
Plan for the participation in or establishment of equity-minded FSL educator networks.

Annual General Meeting and Networking Day 2026
2026-10-16 | Sheraton Ottawa Hotel, 150 Albert Street, Ottawa, Ontario, K1P 5G2, Canada
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.
CASLT’s 2026 AGM and Networking Day will take place on Friday, October 16 at the Sheraton Ottawa Hotel.

Virtual Professional Learning Day (November 2026)
2026-11-20 10:00 - 15:00 (America/Toronto) | Zoom
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.
This year’s Virtual PL Day will focus on a single, timely theme: artificial intelligence (AI) in language education. Feedback from our members highlights a clear need for practical support, space to explore emerging tools, and opportunities to discuss the pedagogical, ethical, and equity implications of AI in additional language teaching contexts.
The day will feature sessions in English and French that combine short, focused presentations with structured collaborative time so participants can engage in collaborative planning, guided experimentation, and problem-solving with colleagues from across Canada. Each session will produce at least one concrete takeaway that participants can bring back to their own classrooms and programs.
Stay tuned for more details and registration information!
Registration Options
Multiple registration options are available to accommodate scheduling and budgetary constraints:

Option
Member Price
Student Member Price
Non-Member Price*

Full day (10:00 a.m. to 3:00 p.m. ET)
$105 + tax
$75 + tax
$140 + tax

Half day AM (10:00 a.m. to 12:15 p.m. ET)
$70 + tax
$45 + tax
$95 + tax

Half day PM (12:45 p.m. to 3:00 p.m. ET)
$70 + tax
$45 + tax
$95 + tax

*Includes a one-year CASLT membership.

FSL Teaching Approaches and Strategies – Winter 2027
2027-01-19 19:00 - 2027-03-09 20:30 (America/Toronto) | Zoom
Course Details
Schedule and Format

8 lessons over 8 weeks that blend theory and practice:

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

First class: January 19, 2027
Last class: March 9, 2027

Registration Fees
Registration includes a complimentary digital publication of your choice from the CASLT Boutique. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$185 + tax

Non-member*
$250 + tax

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

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

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

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

Finding, Evaluating, and Creating Resources for FSL Programs – Winter 2027
2027-01-20 19:00 - 2027-03-10 20:30 (America/Toronto) | Zoom
Course Details
Schedule and Format

8 lessons over 8 weeks that blend theory and practice:

Asynchronous tâche de préparation for each lesson (approx. 30 mins)
Synchronous 90-minute class on Wednesdays, 7:00–8:30 p.m. ET (on Zoom)
Reflection and professional dialogue with other course participants are integral to the course
Emphasis will be placed on the multitude of authentic, free, fiction and non-fiction resources of various genres developed by non-profit organizations in Canada and worldwide, as well as picture books and informative texts published by authors that reflect a wide range of diverse lived experiences

First class: January 20, 2027
Last class: March 10, 2027

Registration Fees
Registration includes a complimentary digital publication of your choice from the CASLT Boutique. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$185 + tax

Non-member*
$250 + tax

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

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

Course Description
In this course, participants will explore strategies and considerations for effective resource selection and creation in French as a Second Language (FSL) programs. The content is adaptable to K–12 teachers of Core/Basic French, Intensive/Extended French, and/or French Immersion programs across Canada. Using principles of equity and inclusion as a foundation for critical analysis and resource design, we will use an inquiry-based model to explore three overall guiding questions:

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

Participants will engage in both synchronous and asynchronous tasks that promote interaction and reflection.
Please note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) and the Action-Oriented Approach (AOA), but the principles are also applicable to other frameworks and approaches.
Learning Outcomes
By the end of this 8-lesson course, participants will be able to:

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

4
How do the CEFR and the AOA guide us to keep learner identities and lived experiences at the centre of our work related to resource selection and creation, to ensure relevance and engagement?
What tools and strategies can be used to support equitable, intentional, purposeful resource selection and creation in FSL programs?
Deepen our ability to assess the relevance of resources as related to how they support language learning goals and provincial/territorial curriculum.
Explore resource selection in action (exploration of sample school board/district tools to support resource selection and creation.

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

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

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

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

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

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

7
How do our personal and diverse identities, lived experiences, interests, and viewpoints influence our practices related to resource selection and creation in FSL programs?
How might our knowledge of learning styles and the principles of CRRP guide our work in this area?
When creating resources, how might the use of Universal Design for Learning (UDL) principles foster a culture of inclusion and enhance learning for all students?
Explore the intersectionality and impact of personal identity and lived experiences with professional practice related to resource creation (assessing our own biases/preferences and impact on the tools we choose to learn, use, and create).
Identify some practices to stop, start, and continue based on the purpose of the resource and its relation to the CEFR, local curriculum, and needs of additional language learners (versus Francophone students).
Reflect on personal experiences with resources in FSL programs.
Deepen our understanding of UDL.
Explore how the principles of UDL support the designing of effective resources that allow for multiple means of expression, engagement, and representation.
Explore considerations that impact the accessibility of resources.

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

Effective Assessment Strategies for FSL – Winter 2027
2027-01-21 19:00 - 2027-03-11 20:30 (America/Toronto) | Zoom
Course Details
Schedule and Format

8 lessons over 8 weeks that blend theory and practice:

Synchronous 90-minute classes Thursdays, 7:00–8:30 p.m. ET (on Zoom)

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

First class: January 21, 2027
Last class: March 11, 2027

Registration Fees
Registration includes a complimentary digital publication of your choice from the CASLT Boutique. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$185 + tax

Non-member*
$250 + tax

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

Flipped Classroom: Participants will engage with course materials before class, allowing in-class time to be used for deeper discussion, hands-on activities, and collaborative learning.
Peer Learning: Participants will be encouraged to learn from each other through structured group discussions and collaborative planning.
Reflective Practice: Participants will engage in regular written reflections to critically evaluate their learning and teaching practices.
Applied Learning: The course will focus on creating and adapting practical, context-specific tools and resources grounded in sound theoretical principles. Participants will engage in a continuous learning, application, and reflection cycle.

Course Description
How can we assess and evaluate our students in French while fostering engagement, motivation, and authentic use of the target language? What is the solution to assessment overwhelm and endless nights marking “my favourite animal” slideshows? This foundational course will explore best practices of assessment and evaluation in French as a second/additional language. Participants will learn practical and time-saving strategies for designing and implementing authentic and engaging assessments to evaluate student language proficiency in a classroom with diverse needs. The course covers essential topics, including assessment frameworks, triangulation of evidence, differentiation, inclusion, curriculum alignment, reporting, workflow, and international language credentials. Participants will engage in hands-on activities and discussions emphasizing collaborative planning and practical application. By the end of the course, participants will have developed a personalized repertoire of formative and summative assessments tailored to their specific contexts.
Learning Outcomes
By the end of this 8-lesson course, participants will:

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

Languages Without Borders 2027
2027-04-01 - 2027-04-03 | Calgary TELUS Convention Centre, 136 8th Avenue SE, Calgary, Alberta, T2G 0K6, Canada
Mark your calendars: LWB 2027 will take place at the Calgary TELUS Convention Centre.

Call for Proposals
