Canadian Association of Second Language Teachers (CASLT)

Virtual Professional Learning Day (April)
2024-04-19 10:30 - 15:45 (America/Toronto) | Zoom
Registration is now closed
CASLT’s Virtual PL Days provide a platform for teachers to connect with colleagues, engage in interactive professional learning opportunities, and share best practices. Our experienced team of professional learning facilitators will explore research-informed teaching approaches and strategies to inspire, motivate, and challenge teachers to improve their practice.
Registration Options
Multiple registration options are available to accommodate scheduling and budgetary constraints:

Option
Member Price
Non-Member Price*

Full day (10:30 a.m. to 3:45 p.m. ET)
$55 + tax
$85 + tax

Half day AM (10:30 a.m. to 2:00 p.m. ET)
$30 + tax
$60 + tax

Half day PM (12:15 p.m. to 3:45 p.m. ET)
$30 + tax
$60 + tax

*Includes a one-year CASLT membership.
Schedule
Each Virtual PL Day will include two streams of three 90-minute workshops. Each workshop will be offered once in English and once in French. Full day registration includes access to all three workshops, and half day registration (either AM or PM) includes access to two workshops.

Start Time*
End Time*
Description

10:30 a.m.
10:45 a.m.
Welcome and Introduction (Full day or Half day AM registrants)

10:45 a.m.
12:15 p.m.
Linguistic Security: How to Develop Oral Confidence for All FSL Learners
Denis Cousineau
Changer les perspectives en FLS : centration sur la voix et l’identité des élèves, ainsi que la PSAC
Karen Devonish-Mazzotta

12:15 p.m.
12:30 p.m.
Break (Full day or Half day AM registrants)
Welcome and Introduction (Half day PM registrants)

12:30 p.m.
2:00 p.m.
Equity, Diversity, and Inclusion: Using a Structured Literacy Approach in the FSL Classroom
Lindsay Cochrane
Sécurité linguistique : comment développer la confiance orale pour tous les apprenants du FLS
Denis Cousineau

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

2:15 p.m.
3:45 p.m.
Shifting Perspectives in FSL: Centring Student Voices, Identity, and CRRP
Karen Devonish-Mazzotta
L’équité, la diversité et l’inclusion : utiliser une approche de la littératie structurée dans la classe de FLS
Lindsay Cochrane

* Eastern Daylight Time
Session Descriptions
Equity, Diversity, and Inclusion: Using a Structured Literacy Approach in the FSL Classroom
Facilitator: Lindsay Cochrane
Discover the Science of Reading and how to use a Structured Literacy approach to reading and writing in your FSL classroom (Tier 1) as well as in small reading remediation groups for struggling readers (Tier 2). This session will explain how to adapt evidence-based strategies from Orton-Gillingham for FSL students. In this workshop, Lindsay will share the What, Why, and How of adapting a Structured Literacy approach in the FSL language classroom. Teachers will leave this workshop with practical, high yield strategies for each of the six elements of a Structured Literacy approach — oral language, phonemic awareness, phonics, vocabulary development, fluency, listening and reading comprehension — as well as strategies to support student printing and spelling skills. Most importantly, teachers will leave this workshop feeling confident in their ability to help struggling readers in FSL and inspired to learn more about the Science of Reading to support second language learners!
Linguistic Security: How to Develop Oral Confidence for All FSL Learners
Facilitator: Denis Cousineau
Learning an additional language is always a challenge. It makes us vulnerable and requires a willingness to take risks. This often frightens us because we want to understand and be understood. What happens if I make a mistake or use the wrong word? Will I look ridiculous? Millions of people face these questions every day when they put their language skills into action, starting with their listening, production, and interaction skills. For some researchers, the focus is on that anxiety known as linguistic insecurity. Others, like Monica Tang, focus on the construction of a legitimate bilingual or multilingual identity. This workshop will look at a pedagogical approach that aims to develop a greater sense of security, identity, and even confidence in speaking. Like any good swimming instructor, let’s help our students learn to float without worrying about drowning! Some may go on to swim in the Olympics while others play in our wonderful Canadian lakes, but let’s allow everyone to have fun. Confident bilingualism is within everyone’s grasp!
Shifting Perspectives in FSL: Centring Student Voices, Identity, and CRRP
Facilitator: Karen Devonish-Mazzotta
To better engage FSL learners, educators must shift their attention to centring student voice, student interest, student agency, and student identity. When students have more opportunities to see themselves in the FSL classroom and to make meaningful and relevant connections with their lived experiences, second language learning becomes an opportunity to explore and apply language in transformative ways. During this workshop, participants will engage in a deep dive reflection on their social identities and how these inform their practice, FSL pedagogy, and learning. A juxtaposition between Culturally Relevant and Responsive Pedagogy, Intercultural Understanding and Awareness, and French as a Second Language curriculum will provide an opportunity to explore anti-oppressive teaching strategies and to highlight the importance of critical consciousness in all aspects of FSL policy, practice, teaching, and learning.

Honing Our Craft Canada
2024-04-20 09:00 - 13:00 (America/Vancouver)
We are thrilled to invite you to our upcoming virtual conference, “Honing Our Craft Canada,” in collaboration with the BC Association of Teachers of Modern Languages. Mark your calendars for April 20th, where we will embark on a transformative journey to enhance language education across Canada. Topics will include inclusivity and diversity in the classroom, telecollaboration, and reading comprehension strategies.

The second edition of National French Immersion Day - Our Languages: The Bridge That Unites
2024-04-24 09:00 - 10:00 (America/Toronto)

Strengthening Our Community Session 5: Move! Sing! Dance! Think! Chat!
2024-04-24 19:00 - 20:15 (America/Toronto) | Zoom
FSL Fundamentals: Strengthening our Community
VIRTUAL COMMUNITY-BUILDING EVENTS
The main goal of this virtual event series is to strengthen our community through participation in hands-on learning activities that will develop a sense of belonging to a network of French as an additional language teachers. Through a series of five sessions between fall 2023 and spring 2024, we will discover cultural elements specific to the French-speaking world. Each session will be interactive, allowing you to learn about a cultural theme through experiences. You will be able to transfer what you’ve learned to your classroom or simply take advantage of these moments to relax.
We work so hard to meet our students’ needs that we sometimes forget to consider our own emotional needs. Take some time to have fun while making connections, speaking French, and developing your intercultural skills in a relaxed environment.
Session 5: Move! Sing! Dance! Think! Chat!
Music impacts our hearts, our minds, and our speech – and those of our French learners.
Plato said that “If you want to know a people, you have to listen to their music.” Music allows our students to learn to better understand and appreciate the cultural diversity of the Francophonie. It encourages students to develop not only their literacy skills, but their understanding of francophone culture. Music also helps us build a community that respects students’ identities and preferences. Watching music videos in the classroom allows you to use texts (oral and written) as well as visual elements to develop language skills, which can also serve as triggers to examine themes, social issues, stereotypes, and identities.
In this hands-on, interactive session, participants will take on the role of students who have been given the opportunity to respond to different French-language songs and genres while developing their language and essential/transversal skills. You will leave the session with a free toolkit that can be used in your classroom to engage your students in the learning process using French-language music.
In this final session of the series, get ready to move, dance, sing, and enjoy and evaluate French-language music!

Forging Connections: Balancing Individual and Collaborative Practices in FSL Education
2024-05-08 12:00 - 13:00 (America/Toronto) | Zoom
CASLT FSL Research Exchange
Welcome to the next installment of the CASLT FSL Research Exchange – an engaging virtual platform dedicated to pushing our thinking related to key areas in French as a Second Language (FSL) research. Building on the rich discussion and engagement in our exchanges to date, we will continue exploring the pivotal challenges facing FSL educators.
Our fourth event in the series promises to be a thought-provoking exploration of the relational dynamics within FSL education.
Join us as we navigate Gap #4: Teaching as an Individual vs. Relational Process from our recently published report, Identifying Requirements and Gaps in French as a Second Language (FSL) Teacher Education: Recommendations and Guidelines.
Forging Connections: Balancing Individual and Collaborative Practices in FSL Education
Featured Presenter: Dr. Sarah Mercer (Professor and Department Head, University of Graz)
In this session, Dr. Sarah Mercer will join us as we explore the individual and relational aspects of FSL teaching. Leveraging her expertise in teacher psychology, pre-service teacher identity development, socio-emotional intelligence, and well-being, Sarah will delve into the complexities of this issue, offering fresh perspectives on the challenges and opportunities arising from attempts to balance individualized teaching approaches with the need for collaborative, relational practices in FSL education. Sarah will also highlight key questions for researchers, aiming to inspire new insights and innovative solutions for addressing this challenge in FSL education.
Research Exchange Agenda
Welcome and Introductions
A warm welcome and introductions will help us set the tone for an enriching exchange of ideas.
Featured Presenter
Delve into this theme with a distinguished presenter who will share their insights and make connections to relevant research and experiences. Our goal is to push our thinking beyond the “usual” questions/issues linked to the theme. Our featured presenters bring significant wisdom and experience from extensive work in FSL/L+ education.
Guided Discussion: Opportunities for Collaboration and Building Bridges in Research
Following our opening discussion with Dr. Mercer, we invite attendees to engage in a vibrant conversation. We will explore guiding questions that encourage participants to share their thoughts, experiences, and ideas.
Why Attend?
Connect With Peers: Engage with fellow researchers who share your passion for FSL education and are dedicated to advancing the field in meaningful ways.
Inspiring Insights: Explore ways of shifting the conversation about FSL education in Canada beyond our usual thinking.
Interactive Dialogue: Participate in lively discussions, sharing your thoughts and learning from others.
Opportunities for Collaboration: Discover potential research partners and avenues for impactful projects.

Networking Reception: Toronto
2024-06-07 17:00 - 18:30 (America/Toronto) | Pantages Hotel, 200 Victoria St., Toronto, Ontario, M5B 1V8, Canada
CASLT’s Board of Directors is hosting an L+ networking reception in Toronto on June 7, 2024. This get-together will be an opportunity to network with other players in the field of second and additional languages in Canada. It will also provide you with the opportunity to learn about a few of CASLT’s recent initiatives to support its vision of excellence in teaching languages.
Please register by Tuesday, June 4 to confirm your presence.

Networking Reception: Montreal
2024-08-16 17:00 - 18:30 (America/Toronto) | Hôtel Bonaventure Montréal, 900 de la Gauchetière Street W., Montréal, Quebec, H5A 1E4, Canada
CASLT’s Board of Directors is hosting an L+ networking reception in Montreal on August 16, 2024. This get-together will be an opportunity to network with other players in the field of second and additional languages in Canada. It will also provide you with the opportunity to learn about a few of CASLT’s recent initiatives to support its vision of excellence in teaching languages.
Please register by Tuesday, August 13 to confirm your presence.

Mauril in the Classroom Training
2024-09-26 10:00 - 10:45, 2024-09-28 10:00 - 10:45, 2024-10-02 13:00 - 13:45, 2024-10-02 19:30 - 20:15, 2024-10-08 12:00 - 12:45 (America/Toronto)

Formation Mauril en classe
2024-09-26 12:00 - 12:45, 2024-09-28 12:00 - 12:45, 2024-10-02 14:30 - 15:15, 2024-10-02 18:00 - 18:45, 2024-10-08 10:00 - 10:45 (America/Toronto)

Canadian Association of Teachers of German National Conference
2024-09-28 08:30 - 2024-09-29 13:00 (America/Toronto)

French for Teachers (B1)
2024-10-01 18:30 - 2024-11-19 20:00 (America/Toronto) | Zoom
Course Details
Schedule and Format

8 lessons over 8 weeks that blend theory and practice:

Synchronous 90-minute lessons on Tuesdays, 6:30–8 p.m. ET (Zoom)
Asynchronous learning activities during the week

First class: October 1, 2024
Last class: November 19, 2024

Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

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

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

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

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

French for Teachers (A2)
2024-10-01 18:30 - 2024-11-19 20:00 (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 6:30–8:00 p.m. ET (on Zoom)
Some asynchronous activities to be completed during the week

First class: October 1, 2024
Last class: November 29, 2024

Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

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

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

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

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

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

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

French for Teachers (A1)
2024-10-01 18:30 - 2024-11-19 20:00 (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 6:30–8:00 p.m. ET (on Zoom)
Some asynchronous activities to be completed during the week

First class: October 1, 2024
Last class: November 29, 2024

Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of Core, 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 (B2)
2024-10-01 18:30 - 2024-11-19 20:00 (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 6:30–8:00 p.m. ET (on Zoom)
Some asynchronous activities to be completed during the week

First class: October 1, 2024
Last class: November 29, 2024

Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

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

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

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

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

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

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

Annual General Meeting and Networking Day 2024
2024-10-04 | 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 a great opportunity for CASLT members, partners, and stakeholders in language education to discuss important updates, network, and share ideas.
CASLT’s 2024 AGM and Networking Day will take place on Friday, October 4 at the Sheraton Ottawa Hotel. The registration fee is $25.
Register

Event Details and Documents

Sponsors
Thank you to the sponsors of our 2024 AGM and Networking Day.

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

Get Them Talking! Building Language Skills Through Interactive Games and Activities (French)
2024-10-17 19:00 - 20:00 (America/Toronto) | Zoom

S'outiller pour dynamiser le niveau A1 et rendre les apprenants confiants, compétents et fiers francophones
2024-10-21 - 2024-10-25

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

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

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

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