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DTSTART;TZID=America/Toronto:20250529T190000
DTEND;TZID=America/Toronto:20250529T203000
DTSTAMP:20260403T184533
CREATED:20250506T171806Z
LAST-MODIFIED:20250506T172226Z
UID:29322-1748545200-1748550600@www.caslt.org
SUMMARY:Debunking AI for Teachers
DESCRIPTION:
URL:https://www.caslt.org/en/event/debunking-ai-for-teachers/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2025/05/debunking-ai.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250714T080000
DTEND;TZID=America/Toronto:20250718T130000
DTSTAMP:20260403T184533
CREATED:20250506T173011Z
LAST-MODIFIED:20250506T173556Z
UID:29331-1752480000-1752843600@www.caslt.org
SUMMARY:AIM Summer Institute
DESCRIPTION:
URL:https://www.caslt.org/en/event/aim-summer-institute-july/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/working-home-iStock-1059660850-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250818T080000
DTEND;TZID=America/Toronto:20250821T130000
DTSTAMP:20260403T184533
CREATED:20250506T173834Z
LAST-MODIFIED:20250506T173834Z
UID:29336-1755504000-1755781200@www.caslt.org
SUMMARY:AIM Summer Institute
DESCRIPTION:
URL:https://www.caslt.org/en/event/aim-summer-institute-august/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/working-home-iStock-1059660850-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250927T090000
DTEND;TZID=America/Toronto:20250928T170000
DTSTAMP:20260403T184533
CREATED:20250805T181831Z
LAST-MODIFIED:20250805T182712Z
UID:29861-1758963600-1759078800@www.caslt.org
SUMMARY:6th International Conference on Integrating Technology in Education (ITE 2025)
DESCRIPTION:
URL:https://www.caslt.org/en/event/ite-2025/
LOCATION:Toronto
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2025/08/ite-title1.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251002T113000
DTEND;TZID=America/Toronto:20251002T124500
DTSTAMP:20260403T184533
CREATED:20250917T195437Z
LAST-MODIFIED:20250917T195528Z
UID:30228-1759404600-1759409100@www.caslt.org
SUMMARY:CCERBAL Research Forum: Multilingual Higher Education Programs in French-Speaking Belgium
DESCRIPTION:
URL:https://www.caslt.org/en/event/ccerbal-research-forum-multilingual-higher-education-programs-french-speaking-belgium/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2025/09/Research-Forum-Hero.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20251003
DTEND;VALUE=DATE:20251004
DTSTAMP:20260403T184533
CREATED:20250609T195857Z
LAST-MODIFIED:20250923T191013Z
UID:29563-1759449600-1759535999@www.caslt.org
SUMMARY:Annual General Meeting and Networking Day 2025
DESCRIPTION:CASLT holds its Annual General Meeting (AGM) and Networking Day each fall. The event is an opportunity for CASLT members\, partners\, and stakeholders in language education to discuss important updates\, network\, and share ideas. \nCASLT’s 2025 AGM and Networking Day will take place on Friday\, October 3 at the Delta Ottawa Hotels City Centre. The registration fee is $25. \nRegister\n  \nEvent Details and Documents\n  \nSponsors\nThank you to the sponsor of our 2025 AGM and Networking Day.
URL:https://www.caslt.org/en/event/agm-nd-2025/
LOCATION:Delta Hotels Ottawa City Centre\, 101 Lyon St. N\, Ottawa\, Ontario\, K1R 5T9\, Canada
CATEGORIES:Annual General Meeting,Networking
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2025/06/calendar-AdobeStock_414017207-oct-2025-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251008T190000
DTEND;TZID=America/Toronto:20251126T203000
DTSTAMP:20260403T184533
CREATED:20250815T165337Z
LAST-MODIFIED:20251009T201957Z
UID:29911-1759950000-1764189000@www.caslt.org
SUMMARY:French for Teachers (A1) – Fall 2025
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Wednesdays from 7:00–8:30 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 8\, 2025\nLast class: November 26\, 2025\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A1 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A1 description and “can-do” statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A1 Description\nA1 level communicators can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. They can introduce themselves and others and can ask and answer questions about personal details such as where they live\, people they know\, and things they have. An A1 communicator can interact in a simple way provided that the other person talks slowly and clearly and is prepared to help. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be approached from an asset-based perspective.\nEach synchronous class will be rooted in the activer–acquérir–ancrer model and a differentiated approach to teaching and learning.\nPlurilingualism and student voice and choice will be respected and celebrated.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. \nIn an inclusive\, welcoming environment rooted strongly in Culturally Responsive and Relevant Pedagogy (CRRP) practice\, participants will be invited to listen\, speak\, read\, and write in A1-level French while forming professional connections with one another. Teacher-learners will be provided with ongoing opportunities to engage with one another in A1-level French language. Listening and reading tasks will be provided with supports appropriate to A1 language learners. Participants are encouraged to use their French language orally and in written form for a variety of authentic targeted purposes. Teacher-learners will self-assess based on their progress and proficiency throughout the course. \nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to facilitate learning in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Theme\nLearning Objectives\n\n\n1\nSetting up for Success: Creating a space (and a headspace!) for learning\nIntroduce “coups de cœur” for A1 language acquisition. \nShare effective strategies for using the target language in all strands. \nDiscuss how to apply strategies for language acquisition as teacher-learners and how to use these in the FSL classroom.\n\n\n2\nThe First Five: Getting to Know Your Learners and Creating an Inclusive Environment for Learning\nUse inclusive strategies to welcome learners. \nModel space of accountability to promote inclusion. \nTake linguistic and social risks to become more comfortable using the target language (French) in an educational milieu.\n\n\n3\nThe CEFR and the Growth Mindset: What is Already in Your Teaching Toolbox?\nUse “je peux” statements to self-assess proficiency. \nUse action-oriented tasks to promote and encourage a growth mindset. \nExplore and develop the growth mindset to reframe challenges as opportunities.\n\n\n4\nMaximizing Success Using the Cycle for Learning\nDevelop and use vocabulary linked to the cycle for learning to improve professional practice. \nDefine and explore individual efficacy. \nUse the cycle for learning to connect the growth mindset with individual efficacy.\n\n\n5\nAssessment and Evaluation: Demonstrating Progress of Learning\nDevelop opportunities for the classroom to honour student voice and choice through assessment and evaluation opportunities rooted in Culturally Responsive and Relevant Pedagogy (CRRP). \nExplore how Universal Design for Learning (UDL) and Differentiated Instruction (DI) can be used to create and implement opportunities for creative and alternative assessments.\n\n\n6\nThe Journey to Proficiency and the Importance of Self-Reflection\nPractice using tools for self-reflection. \nCreate opportunities for metacognitive practice to encourage opportunities for growth specific to French as a Second Language (FSL).\n\n\n7\nCelebrating Learning and Sharing Success\nIdentify the importance of celebrating learning as part of a growth mindset and efficacy. \nExplore ways of celebrating learning to create a supportive classroom environment. \nReflect on the power of communities of teaching and learning.\n\n\n8\nNext steps: How and Where Will the Journey Lead?\nDiscuss next steps and needs to be successful as language learners and as FSL educators. \nShare recommendations for sources and resources for use in both personal language acquisition and pedagogy.
URL:https://www.caslt.org/en/event/french-for-teachers-a1-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/high-five-AdobeStock_486455830-1920w-16-9-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251008T190000
DTEND;TZID=America/Toronto:20251126T203000
DTSTAMP:20260403T184533
CREATED:20250815T165345Z
LAST-MODIFIED:20251009T202007Z
UID:29912-1759950000-1764189000@www.caslt.org
SUMMARY:French for Teachers (A2) – Fall 2025
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Wednesdays from 7:00–8:30 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 8\, 2025\nLast class: November 26\, 2025\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A2 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A2 description and “can-do” statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A2 Description\nA2 level communicators can understand sentences and frequently used expressions related to areas of most immediate relevance. They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. A2 level communicators can describe in simple terms aspects of their background\, immediate environment\, and matters in areas of immediate need. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A2 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be rooted in the activer–acquérir–ancrer \nDevelopment of linguistic competencies will be addressed in the context of the FSL classroom.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. Participants will gain a clear understanding of the proficiency expectations and evaluation criteria for the A2 level and of how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write in French while forming professional connections. Participants will engage in both synchronous and asynchronous tasks to promote reflection and professional dialogue with other course participants. \nParticipants in the course will: \n\nDevelop an inclusive and safe learning community through pairing and sharing activities\nExamine A2 linguistic competencies as they relate to oral comprehension\, oral production\, written production\, and written comprehension\nParticipate in targeted practice of A2 linguistic competencies in the context of the FSL classroom\nPractice using A2 linguistic strategies in their classrooms and giving feedback to FSL students using appropriate classroom language\nReflect on and discuss instructional strategies for oral comprehension\, oral production\, written production\, and written comprehension and the most effective ways to integrate these strategies into classroom practice using clear directions and appropriate modelling\n\nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to give clear directions\, engage students in basic discussion on familiar topics\, and give constructive feedback in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow will we build an inclusive and safe learning community? \nWhat are the linguistic competencies of A2 as identified in the CEFR?\nExplore activities that promote the sharing of resources and ideas. \nExamine A2 language proficiency descriptions to self-assess. \nIdentify areas of development for augmenting their proficiency.\n\n\n2\nWhat are the oral comprehension skills of A2 as identified in the CEFR? \nIn what ways can we augment oral comprehension skills?\nExamine A2 language oral comprehension proficiency descriptions. \nIdentify barriers to oral comprehension. \nExplore activities that improve oral comprehension.\n\n\n3\nWhat are the oral production skills of A2 as identified in the CEFR? \nHow will we augment oral interaction skills?\nExamine A2 language oral interaction and production proficiency descriptions. \nExplore activities that improve oral interaction.\n\n\n4\nWhat are the barriers to successful oral interaction? \nIn what ways can we address barriers to successful oral interaction and production?\nIdentify the barriers to successful oral production and interaction. \nIdentify the best strategies to build A2 oral production and interaction skills.\n\n\n5\nWhat are the written comprehension skills of A2 as identified in the CEFR? \nIn what ways can we develop written comprehension skills? \nWhich strategies can we use and implement in the classroom?\nIdentify the A2 linguistic competencies required for written comprehension. \nExamine models of A2 written comprehension tasks. \nApply written comprehension strategies to enhance teacher and student proficiency.\n\n\n6\nWhat are the written production skills of A2 as identified in the CEFR? \nIn what ways can we augment written production skills? \nWhich strategies can we use and implement in the classroom?\nIdentify the A2 linguistic competencies required for written production. \nExamine and assess A2-level written production samples. \nIdentify and apply strategies to enhance teacher and student proficiency in written production.\n\n\n7\nHow can we move forward? \nWhat resources can help improve the linguistic competences of teachers and students?\nDevelop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources.\n\n\n8\nHow can we use self-assessment and professional learning practices for proficiency growth? \nWhat professional communities and resources can we access?\nDevelop self-assessment and professional learning practices for augmenting linguistic competence. \nDevelop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources.
URL:https://www.caslt.org/en/event/french-for-teachers-a2-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/teacher-helping-group-AdobeStock_725537741-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251008T190000
DTEND;TZID=America/Toronto:20251126T203000
DTSTAMP:20260403T184533
CREATED:20250815T165355Z
LAST-MODIFIED:20251009T202017Z
UID:29913-1759950000-1764189000@www.caslt.org
SUMMARY:French for Teachers (B1) – Fall 2025
DESCRIPTION:Course Details\nSchedule and Format\n\n8 lessons over 8 weeks that blend theory and practice:\n\nSynchronous 90-minute lessons on Wednesdays\, 7:00–8:30 p.m. ET (Zoom)\nAsynchronous learning activities during the week\n\n\nFirst class: October 8\, 2025\nLast class: November 26\, 2025\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with a B1 CEFR French proficiency level who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B1 description and can-do statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B1 Description\nB1 level communicators can understand the main points of clear standard input on familiar matters regularly encountered in work\, school\, leisure\, etc. They can respond to situations that may arise while travelling in an area where the language is spoken. They can produce simple connected text on topics that are familiar or of personal interest. When describing experiences and events\, B1 communicators develop their skills by using increasingly complex structures. They can respond spontaneously to everyday situations. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at a B1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nActiver–Acquérir–Ancrer: Participants will activate prior knowledge\, acquire new information\, and anchor their learning through practical application.\nCollaborative Learning: Each synchronous class will involve collaborative learning and sharing of what was tried in the classroom\, fostering a community of practice.\nIterative Learning Process: Participants will engage in asynchronous learning by trying activities or approaches in their classrooms. They will then share their experiences and observations with peers during synchronous sessions. Reflective discussions will be held to deepen understanding and refine teaching practices.\nAdditional Resources: Supplementary resources for viewing and reading will be provided to support and extend learning.\n\nCourse Description\nIn this course\, participants will use their increasingly independent language skills to explore the challenges of FSL teaching\, including classroom space\, perceived value\, student diversity and engagement\, Differentiated Instruction (DI)\, and Universal Design for Learning (UDL). They will engage in meaningful and practical coursework designed to develop language proficiency specific to the FSL teaching profession. \nDuring this course\, we will listen\, read\, and share research; collaborate on solutions; and share experiences to develop excellent pedagogical practices — in B1 level French! By actively participating and reflecting on our own language learning journey\, we are equipping ourselves not only with tools we need to learn French\, but with insight into our students’ learning as well. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write while forming professional connections. FSL teacher-learners will share strategies\, ideas\, and resources (songs\, videos\, images\, text) beneficial for teachers (and students) at this level of language development. Teachers will build community around FSL teaching\, creating a network that will allow them to continue community building after the course\, thereby helping to combat the isolation of the FSL profession. \nParticipants will engage in both synchronous and asynchronous tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to engage students in their own learning journeys in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do we get to know our students? \nHow do we create community in the FSL classroom? \nHow can we use French effectively to build relationships and foster a sense of belonging?\nExplore personal identity and lived experiences in relation to creating community in professional practice. \nCo-create our virtual professional learning community using French as the primary means of communication. \nIncorporate strategies for community-building into teaching practices. \nDevelop and practice vocabulary and expressions related to introductions\, personal descriptions\, and community-building.\n\n\n2\nWhat are the levels of second/additional language learning according to the CEFR? \nHow do we assess our students’ levels of language acquisition? \nWhat professional needs must we meet to ensure student success? \nHow do we help students reinforce learning and develop autonomy in their language use? \nHow can we apply the CEFR framework to our own language learning journey?\nReflect on personal experiences and determine where we are on our own journey through the language learning continuum. \nDefine professional needs and expectations of community participation for this course and beyond. \nIncorporate strategies for assessing and supporting student language development into teaching practices. \nDevelop and practice vocabulary and expressions related to the CEFR and learner autonomy.\n\n\n3\nHow do we set our students up for success in the FSL classroom? \nHow can we use the Neurolinguistic Approach (NLA) to support oral language learning and engage students? \nHow can we apply NLA principles to our own language learning to enhance our oral proficiency?\nExplore the Neurolinguistic Approach (NLA) and its effectiveness in supporting oral language learning and student engagement. \nIncorporate NLA strategies into teaching practices. \nApply NLA strategies to personal language learning to improve oral proficiency.\n\n\n4\nHow do we ensure our evaluation practices are equitable in our FSL classroom? \nHow do we accurately assess what our students can do?\nExplore concepts of evaluation for learning and observation of learning. \nShare ideas on assessment and observation techniques to better understand our students. \nIncorporate the use of CEFR language descriptors in the classroom to meet student needs. \nApply CEFR B1 descriptors to self-assess personal language proficiency and set improvement goals.\n\n\n5\nHow can we apply the Action-Oriented Approach (AOA) in our FSL classrooms? \nHow can we create meaningful and authentic tasks to enhance student engagement?\nIdentify strategies to increase student engagement. \nDefine components and goals of action-oriented tasks. \nExplore action-oriented tasks at the B1 level. \nCo-create a B1 level task to be developed and worked on during the course. \nDevelop and practice vocabulary and expressions related to the AOA.\n\n\n6\nHow can we support our learners as they develop skills to accomplish action-oriented tasks?\nUse CEFR descriptors and “I can” statements to develop subtasks and student success criteria. \nDevelop and practice vocabulary and expressions related to planning and developing an action-oriented task.\n\n\n7\nHow can we apply Differentiated Instruction (DI) and Universal Design for Learning (UDL) principles in our FSL classrooms? \nHow do we use differentiated strategies to get students talking about visual texts? \nHow do we use differentiated strategies to get students talking about written texts in FSL?\nUse B1 level listening and speaking skills to develop a collective understanding of DI and UDL. \nExplore differentiation strategies to encourage student discussion using images and visual stories. \nCollaborate to build a bank of visual resources for use in our own contexts. \nIncorporate differentiated strategies for discussing written texts into teaching practices. \nIncorporate DI and UDL strategies into teaching practices to support students with diverse learning needs. \nDevelop and practice vocabulary and expressions related to DI and UDL.\n\n\n8\nHow do we use differentiated strategies to get students talking about oral texts in FSL? \nHow can we effectively use videos and audio texts to encourage student discussion?\nExplore differentiation strategies to encourage student discussion using video and audio content. \nExplore and engage in B1 level listening activities. \nDevelop and practice strategies for improving oral production and comprehension through discussions about audio and video content. \nBuild a bank of oral resources (videos\, podcasts\, audio clips) for use in FSL instruction. \nIncorporate strategies for discussing oral texts into teaching practices. \nDiscuss and share strategies for ongoing professional growth and continued application of our learnings in our teaching practices.
URL:https://www.caslt.org/en/event/french-for-teachers-b1-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251008T190000
DTEND;TZID=America/Toronto:20251126T203000
DTSTAMP:20260403T184533
CREATED:20250815T165404Z
LAST-MODIFIED:20251009T202026Z
UID:29914-1759950000-1764189000@www.caslt.org
SUMMARY:French for Teachers (B2) – Fall 2025
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Wednesdays from 7:00–8:30 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 8\, 2025\nLast class: November 26\, 2025\n\nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada who communicate with a B2 CEFR French proficiency level and wish to improve their linguistic skills in an inclusive and safe environment while developing their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B2 description and can-do statements. All four proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B2 Description\nB2 level communicators can understand the main ideas of complex text on both concrete and abstract topics\, including technical discussions in their field of specialization. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. They can produce clear\, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. \nLanguage of the Course\nThis course uses a bilingual approach. Course content will be presented in French at a B2 level with visual and instructional supports. Participants may engage in coursework and discussions in English or French\, depending on their comfort level. \nThe instructor will model instructional strategies in French. Participants are encouraged to engage with coursework in French as much as possible to develop their proficiency. However\, they should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach class will be rooted in the activer-acquérir-ancrer model within a Universal Design for Learning framework.\nThe development of linguistic competencies will be addressed in the context of the FSL classroom. Some course activities may be adapted for classroom use to meet students’ proficiency level(s).\nPlurilingualism and choice will be respected and celebrated.\n\nCourse Description\nParticipants will engage in practical and meaningful coursework to develop language proficiency specific to the FSL teaching profession. They will use their increasingly independent language skills to gain a clear understanding of the proficiency expectations and assessment criteria of the B2 CEFR level and how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, teacher-learners will participate in various B2-level synchronous and asynchronous listening\, speaking\, reading\, and writing tasks in a gradual release of responsibility model. Participants will develop effective pedagogical practices and communication skills using research-based strategies and authentic texts. By actively participating and reflecting on their language learning journey\, they will equip themselves with tools to improve their French proficiency skills while gaining insight into their students’ learning needs. \nParticipants will: \n\nDevelop and participate in an inclusive and safe bi/plurilingual learning community.\nExamine B2 linguistic competencies related to oral comprehension\, oral production\, written production\, and written comprehension.\nParticipate in targeted practice of B2 linguistic and intercultural competencies in the FSL classroom context.\nReflect on and discuss instructional strategies to develop proficiency in French and how to effectively integrate them into classroom practice using clear directions and appropriate modelling.\n\nParticipants will work through tasks to reflect on their progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps while fostering strong connections with other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but also applies to other frameworks. \nLearning Outcomes\nBy the end of this eight-lesson course\, participants will: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices to value their demonstrated and growing proficiency.\nAccurately assess their CEFR language proficiency and the competency areas needing growth or reinforcement.\nDevelop the language skills necessary to facilitate learning in the French classroom.\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language.\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow can we develop our community to create an inclusive environment designed for learning and growth?\nCo-create and participate in an inclusive and safe learning community designed for growth and maintaining our affective filters. \nExamine B2 language proficiency descriptions to self-assess and identify areas for development.\n\n\n2\nHow can Action-Oriented scenarios support our learning and teaching practice?\nDefine the components and goals of the Action-Oriented Approach. \nExplore Action-Oriented tasks from A1–B2 CEFR levels.\n\n\n3\nHow can we develop our proficiency in French by using our oral comprehension skills?\nIdentify the expectations of B2 oral comprehension. \nEngage in B2-level listening activities. \nApply strategies to enhance oral comprehension proficiency.\n\n\n4\nHow can we develop our proficiency in French by using our oral production skills?\nIdentify the B2 linguistic competencies for spoken interaction and spoken production. \nEngage in B2-level speaking activities. \nApply strategies to enhance oral production proficiency.\n\n\n5\nHow can we develop our proficiency in French by using our written comprehension skills?\nExamine B2-level written comprehension samples to identify the competencies required. \nEngage in B2-level reading activities. \nApply strategies to enhance proficiency in written comprehension.\n\n\n6\nHow can we develop our proficiency in French by using our written production skills?\nExamine B2-level written production samples to identify the competencies required. \nEngage in B2-level writing activities. \nApply strategies to enhance proficiency in written production.\n\n\n7\nHow can we develop the intercultural competency to communicate effectively and appropriately?\nExamine the intercultural competency. \nCreate an environment of curiosity and inquiry to develop intercultural competence. \nEngage in B2-level authentic activities to develop intercultural competence.\n\n\n8\nHow can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.\nExplore ways of celebrating learning to create a supportive classroom environment designed for growth. \nShare the learning process and achievement of the B2 Action-Oriented task. \nUse the CEFR to self-assess and support assessment for proficiency growth. \nReflect on the power of communities of teaching and learning.
URL:https://www.caslt.org/en/event/french-for-teachers-b2-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251023T113000
DTEND;TZID=America/Toronto:20251023T130000
DTSTAMP:20260403T184533
CREATED:20251015T205239Z
LAST-MODIFIED:20251015T210258Z
UID:30500-1761219000-1761224400@www.caslt.org
SUMMARY:CCERBAL Research Forum: L2 Listening Teaching and Testing: Making it More Authentic
DESCRIPTION:
URL:https://www.caslt.org/en/event/ccerbal-research-forum-l2-listening-teaching-testing/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2025/10/Research-Forum-Hero-Elvis.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251030T190000
DTEND;TZID=America/Toronto:20251030T200000
DTSTAMP:20260403T184533
CREATED:20250923T000633Z
LAST-MODIFIED:20250923T000633Z
UID:30281-1761850800-1761854400@www.caslt.org
SUMMARY:Guiding Student Writing with GenAI: Boosting Learner Autonomy Through Smart Feedback
DESCRIPTION:Curious about what makes generative AI (GenAI) a “game changer” (Chapelle\, 2025) in the language classroom? GenAI is a transformative tool that can create text\, images\, and helpful feedback in seconds. This interactive workshop will explore how prompt engineering can help students get meaningful\, targeted feedback on their writing\, building their autonomy and confidence. Drawing from classroom experience\, the presenters will share practical strategies for designing prompts that support learners’ unique needs. Participants will have the chance to design their own prompts and feedback\, walking away ready to implement these strategies in their own classrooms.
URL:https://www.caslt.org/en/event/opl-20251030/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251117T190000
DTEND;TZID=America/Toronto:20251117T201500
DTSTAMP:20260403T184533
CREATED:20251030T131505Z
LAST-MODIFIED:20251030T131505Z
UID:30615-1763406000-1763410500@www.caslt.org
SUMMARY:Staying the Course: Strategies for Sustaining Participation in Additional Language Programs
DESCRIPTION:Why does learning another language matter\, and how can we help families\, colleagues\, and decision-makers recognize its value? Drawing on CASLT’s Why Learn Languages? project and the Literature Review on the Impact of Language Learning\, this session explores the cognitive\, academic\, social\, and identity-building benefits of additional language (L+) learning. Designed for language teachers\, school administrators\, and central leaders\, this interactive workshop will use discussion and scenarios to explore practical advocacy strategies for strengthening and sustaining enrollment in language programs. As well\, the workshop leaders will debunk common myths about language learning. Participants will leave equipped with ready-to-use talking points and strategies to communicate the value of language learning whether at open houses\, in casual conversations\, or during family engagement moments. Join this session to discover new ways to build lasting support for L+ programs and help champion the role of multilingualism — opening doors and building connections in a rapidly changing global world.
URL:https://www.caslt.org/en/event/opl-20251117/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251121T100000
DTEND;TZID=America/Toronto:20251121T151500
DTSTAMP:20260403T184533
CREATED:20250814T174305Z
LAST-MODIFIED:20251120T165000Z
UID:29892-1763719200-1763738100@www.caslt.org
SUMMARY:Virtual Professional Learning Day (November 2025)
DESCRIPTION:Registration is now closed.\nCASLT’s Virtual PL Days provide a platform for teachers to connect with colleagues\, engage in interactive professional learning opportunities\, and share best practices. Our experienced team of professional learning facilitators will explore research-informed teaching approaches and strategies to inspire\, motivate\, and challenge teachers to improve their practice. The sessions will be recorded and participants will also leave each workshop with a ready-to-use teacher tool. \nRegistration Options\nMultiple registration options are available to accommodate scheduling and budgetary constraints: \n\n\n\nOption\nMember Price\nNon-Member Price*\n\n\n\n\nFull day (10:00 a.m. to 3:15 p.m. ET)\n$90 + tax\n$120 + tax\n\n\nHalf day AM (10:00 a.m. to 12:30 p.m. ET)\n$50 + tax\n$80 + tax\n\n\nHalf day PM (12:45 p.m. to 3:15 p.m. ET)\n$50 + tax\n$80 + tax\n\n\n\n*Includes a one-year CASLT membership. \nSchedule \nEach Virtual PL Day will include two streams (one in English and one in French) of four 60-minute workshops. Full day registration includes access to all four workshop blocks\, and half day registration (either AM or PM) includes access to two workshop blocks. \n\n\n\nStart Time*\nEnd Time*\nDescription\n\n\n\n\n10:00 a.m.\n10:15 a.m.\nWelcome and Introduction (Full day or Half day AM registrants)\n\n\n10:15 a.m.\n11:15 a.m.\nSparking Joy in the Language Classroom: Boosting Student Engagement\, Motivation\, and Learning \nPresenter: Jessica Irvine \nLanguage: English\nLess Stress\, More Impact: Anti-Stress and Anti-Burnout Strategies for Language Teachers \nPresenter: Michel Boiron \nLanguage: French\n\n\n11:15 a.m.\n11:30 a.m.\nBreak\n\n\n11:30 a.m.\n12:30 p.m.\nTomorrow’s Tools Today: Using AI in the Additional Language Classroom \nPresenter: Stephanie Jackson \nLanguage: English\nFrom Curriculum to the Heart: Adapting FSL Planning and Teaching for Every Learner \nPresenter: Karen Devonish-Mazzotta \nLanguage: French\n\n\n12:30 p.m.\n1:00 p.m.\nBreak (Full day registrants)\n\n\n12:45 p.m.\n1:00 p.m.\nWelcome and Introduction (Half day PM registrants)\n\n\n1:00 p.m.\n2:00 p.m.\nWrangling the Wiggles: Classroom Management for K–12 Language Learning \nPresenter: Stephanie Jackson \nLanguage: English\nInuit Culturally Relevant Books: From Design to Classroom Practices \nPresenter: Lise Deschênes \nLanguage: French\n\n\n2:00 p.m.\n2:15 p.m.\nBreak\n\n\n2:15 p.m.\n3:15 p.m.\nReading is For All: Using a Structured Literacy Approach in the Language Classroom \nPresenter: Kim Lockhart \nLanguage: English\nCrack the Code: AI and Escape Rooms in the Language Classroom \nPresenters: Nairy Kazandjian and Marc-Albert Paquette \nLanguage: French\n\n\n\n* Eastern Standard Time \nSession Descriptions\nEnglish Sessions\nSparking Joy in the Language Classroom: Boosting Student Engagement\, Motivation\, and Learning\nJessica Irvine \nKeeping students engaged and motivated in additional language programs can be challenging\, particularly when they struggle to see the relevance to their own lives. This interactive workshop will share tried‑and‑true strategies and resources that help learners make personal connections to the target language\, build cultural awareness\, and develop essential communication skills. Participants will discover routines\, resources\, and strategies that foster literacy development\, intercultural connections\, and confidence. Examples will be drawn from elementary Core French (Grades 1–8) but can be readily adapted to other languages\, contexts\, and learner levels. \nTomorrow’s Tools Today: Using AI in the Additional Language Classroom\nStephanie Jackson \nCurious about how AI can help you save time and spark creativity in your language classroom? This hands-on workshop will explore practical ways teachers can use AI for lesson planning\, creating resources\, and supporting instruction\, all while keeping the human touch front and centre. Participants will discover free AI tools that can generate lesson plans\, sample texts\, and visuals in the target language. Learn how to create attractive slideshows and resources in minutes\, or how to provide customized feedback to students. Participants will also explore strategies for guiding students in the ethical use of AI\, from checking their writing to practicing tricky grammar. Walk away with ready-to-use ideas\, classroom-tested strategies\, and at least one AI-assisted resource to bring straight to your next lesson. \nWrangling the Wiggles: Classroom Management for K–12 Language Learning\nStephanie Jackson \nTeaching an additional language can sometimes feel a bit like herding kittens — lots of energy\, many directions\, and endless curiosity! This session will share practical classroom management strategies to harness students’ energy and keep them engaged while supporting language learning at every K-12 level. Together we’ll explore easy-to-implement routines to save time\, build confidence\, and create a positive environment for risk-taking in the target language. Participants will receive a ready-to-use toolkit of routines and strategies for smooth transitions\, focused group work\, and joyful participation. Come ready to share\, laugh\, and leave inspired with routines and strategies you can try out the very next day — no kitten-wrangling experience required! \nReading is For All: Using a Structured Literacy Approach in the Language Classroom\nKim Lockhart \nUnlock the secrets behind how students learn to read with the latest insights from the Science of Reading. This interactive workshop introduces the principles of structured literacy\, an explicit\, systematic approach proven to build strong reading and writing skills. Participants will explore evidence-based strategies to understand the what\, why\, and how of structured literacy in the language classroom. Discover practical strategies for strengthening oral language\, phonemic awareness\, phonics\, vocabulary development\, fluency\, listening\, reading comprehension\, printing\, and spelling. Examples presented will be drawn from an elementary FSL context\, but the techniques can be adapted to other languages and levels. Participants will leave ready to inspire confidence and ignite a lifelong love of reading in every student! \nFrench Sessions\nLess Stress\, More Impact: Anti-Stress and Anti-Burnout Strategies for Language Teachers\nMichel Boiron \nRecharge\, inspire\, and empower yourself to support both your students’ success and your own balance. Teaching is exciting\, but it can also sometimes become stressful and exhausting. This interactive workshop focuses on language teachers as people involved in a professional life. It will help you pause to think about professional and personal well-being as well as explore practical tips and simple strategies for avoiding stress and burnout. Participants will also leave with a selection of activities that are ready for use in the intermediate French as a second language classroom\, but that can easily be adapted to other languages or learning levels. \nFrom Curriculum to the Heart: Adapting FSL Planning and Teaching for Every Learner\nKaren Devonish-Mazzotta \nDive into an interactive exploration where the curriculum becomes a true springboard to authentic\, personalized learning experiences. Participants will learn concrete strategies for getting to know their students beyond grades\, taking into account their interests\, challenges\, and cultural and linguistic strengths. This interactive workshop will present strategies for designing lessons that celebrate the diversity of pathways and make every student an actor in their success. You’ll leave with planning tools and practical examples to make the curriculum a bridge to success for each learner\, regardless of their starting point. \nInuit Culturally Relevant Books: From Design to Classroom Practices\nLise Deschênes \nLearning French in Nunavik presents many challenges\, particularly because of the lack of culturally relevant materials for students. This dynamic workshop features an innovative initiative\, the creation of five books inspired by the experiences of Inuit students and illustrated with their participation. Accompanied by hands-on learning activities\, including pre-\, during\, and post-reading exercises as well as video\, audio\, and written resources\, these works are designed to motivate young readers and foster their success. Session participants will learn about the project’s approach\, from selecting vocabulary to setting up accompanying activities. They will leave with concrete ideas to design a similar project in their own contexts. \nCrack the Code: AI and Escape Rooms in the Language Classroom\nNairy Kazandjian and Marc-Albert Paquette \nTurn your classroom into an immersive challenge that blends creativity\, critical thinking\, and cutting‑edge technology! In this interactive workshop framed within a fun escape room scenario\, participants will discover how a project‑based approach can introduce students to the ethical and responsible use of artificial intelligence (AI). Using structured learning and evaluation and ready-to-use resources\, session participants will learn how to guide students towards responsible use of AI while designing their own escape rooms using materials available in the classroom. This approach engages all three competencies while fostering authentic\, hands‑on learning. Participants will leave inspired and ready to unleash their students’ curiosity\, teamwork\, and confidence through the power of AI! \n 
URL:https://www.caslt.org/en/event/virtual-pl-day-nov-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251202T190000
DTEND;TZID=America/Toronto:20251202T200000
DTSTAMP:20260403T184533
CREATED:20251030T011609Z
LAST-MODIFIED:20251030T011631Z
UID:30642-1764702000-1764705600@www.caslt.org
SUMMARY:Think! Create! Share! Making Student Thinking Visible with Tech Tools (English)
DESCRIPTION:Are you looking for fresh\, creative ways to bring student learning and voice to life in the additional language (L+) classroom? In this workshop\, you’ll discover how technology can empower students to show what they know\, think\, and can do in the target language. We’ll explore a variety of digital tools that make learning visible — tools that help students communicate authentically\, reflect on their thinking\, and demonstrate their growth in meaningful ways. By offering students choice\, you’ll see how they can take ownership of their learning and proudly showcase their best work. These tools don’t just support language development — they also foster intercultural understanding\, creativity\, and confidence. Although the workshop will feature examples from Core French and French Immersion\, the strategies and resources can be easily adapted to any L+ program. You’ll walk away with practical ideas\, ready-to-use examples\, and the inspiration to make your classroom a space where technology amplifies student voice\, choice\, and achievement.
URL:https://www.caslt.org/en/event/opl-20251202/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251203T190000
DTEND;TZID=America/Toronto:20251203T200000
DTSTAMP:20260403T184533
CREATED:20251030T003722Z
LAST-MODIFIED:20251030T011812Z
UID:30649-1764788400-1764792000@www.caslt.org
SUMMARY:Think! Create! Share! Making Student Thinking Visible with Tech Tools (French)
DESCRIPTION:Are you looking for fresh\, creative ways to bring student learning and voice to life in the additional language (L+) classroom? In this workshop\, you’ll discover how technology can empower students to show what they know\, think\, and can do in the target language. We’ll explore a variety of digital tools that make learning visible — tools that help students communicate authentically\, reflect on their thinking\, and demonstrate their growth in meaningful ways. By offering students choice\, you’ll see how they can take ownership of their learning and proudly showcase their best work. These tools don’t just support language development — they also foster intercultural understanding\, creativity\, and confidence. Although the workshop will feature examples from Core French and French Immersion\, the strategies and resources can be easily adapted to any L+ program. You’ll walk away with practical ideas\, ready-to-use examples\, and the inspiration to make your classroom a space where technology amplifies student voice\, choice\, and achievement.
URL:https://www.caslt.org/en/event/opl-20251203/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20251205T163000
DTEND;TZID=America/Vancouver:20251205T173000
DTSTAMP:20260403T184533
CREATED:20240306T144628Z
LAST-MODIFIED:20251124T195551Z
UID:25696-1764952200-1764955800@www.caslt.org
SUMMARY:Networking Reception: Burnaby
DESCRIPTION:CASLT’s Board of Directors is hosting an L+ networking reception in Burnaby on December 5\, 2025. This get-together will be an opportunity to network with other players in the field of additional languages in Canada. You will also have a chance to learn about some of CASLT’s recent initiatives to support its vision of excellence in teaching languages. \nPlease register by December 3 to confirm your presence.
URL:https://www.caslt.org/en/event/networking-reception-burnaby/
LOCATION:Office of Francophone and Francophile Affairs (OFFA)\, Simon Fraser University\, Cornerstone Building\, 8960 University High Street\, Room 198\, Burnaby\, BC\, V5A 4Y6\, Canada
CATEGORIES:Networking
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20251211T190000
DTEND;TZID=America/Toronto:20251211T200000
DTSTAMP:20260403T184533
CREATED:20251201T192356Z
LAST-MODIFIED:20251201T192356Z
UID:30899-1765479600-1765483200@www.caslt.org
SUMMARY:Breaking Down Barriers: Creating a Whole-School Approach to Teaching Learners with Exceptionalities
DESCRIPTION:How can schools create truly inclusive language programs for learners with exceptionalities? This session examines practical models and strategies to equip school leaders\, administrators\, and educators with tools for fostering collaborative\, inclusive practices at every level. Drawing on principles from Universal Design for Learning (UDL) and other key frameworks\, explore what a whole-school approach entails and discuss ways to create systems where the entire school community works together to support the success of all language learners. Finally\, engage in a guided self-audit using proven resources to reflect on your current practices and identify next steps toward making language programs more equitable\, responsive\, and empowering for every student. \nThis 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. \nThe 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.
URL:https://www.caslt.org/en/event/opl-sfa-20251211/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260120T190000
DTEND;TZID=America/Toronto:20260310T203000
DTSTAMP:20260403T184533
CREATED:20251114T182657Z
LAST-MODIFIED:20251114T184251Z
UID:30732-1768935600-1773174600@www.caslt.org
SUMMARY:Effective Assessment Strategies for FSL – Winter 2026
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\n60 minutes of synchronous online learning\n30 minutes of collaborative planning and/or individual reflection (synchronously or asynchronously)\n\n\n\nFirst class: January 20\, 2026 \nLast class: March\, 2026 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of K–12 Core\, Intensive/Extended French\, or French Immersion programs across Canada \nLanguage of the Course\nThis course uses a bilingual approach. Course content will be presented in English\, and participants may engage in coursework and discussions in English or French. \nInstructional Approach\n\nFlipped 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.\nPeer Learning: Participants will be encouraged to learn from each other through structured group discussions and collaborative planning.\nReflective Practice: Participants will engage in regular written reflections to critically evaluate their learning and teaching practices.\nApplied 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.\n\nCourse Description\nHow 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. \nLearning Outcomes\nBy the end of this 8-lesson course\, participants will: \n\nDesign assessments that incorporate real-world scenarios and encourage the authentic use of the French language.\nDevelop assessment strategies to accommodate diverse learning needs and promote inclusivity.\nImplement triangulation methods to ensure a comprehensive evaluation of student proficiency.\nImplement practical and efficient strategies to streamline the assessment process and reduce workload.\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nWhat are the key components of an effective assessment framework in FSL? \nWhat existing knowledge and experiences do we bring to the course? \nHow can we create a collaborative learning community to enhance our understanding of assessment frameworks?\nIdentify and describe the key components of effective assessment frameworks for FSL. \nAnalyze the impact of different assessment frameworks on language learning and teaching outcomes. \nBuild a collaborative learning community to support ongoing dialogue and shared learning about best practices in FSL assessment.\n\n\n2\nHow can we modify assessment tasks to meet the diverse learning needs of all learners? \nWhat strategies can we employ to provide appropriate challenges for advanced learners while supporting those who need additional help? \nHow can we design assessments to reflect the diversity of backgrounds and experiences in our classrooms?\nImplement strategies and develop assessment tasks that accommodate the diverse needs of FSL learners. \nIntegrate technology to support differentiated and inclusive assessment practices. \nAssess the effectiveness of differentiated and inclusive assessment strategies and make necessary adjustments.\n\n\n3\nHow can we incorporate real-world scenarios and contexts into our assessments? \nHow can we integrate student interests and experiences into assessment design to enhance engagement and relevance? \nHow can we balance the need for authentic assessments with curriculum requirements and standards?\nIncorporate real-world tasks and content into FSL assessments to enhance language learning relevance and application. \nDevelop rubrics and assessment criteria to effectively assess student performance on authentic tasks. \nIdentify potential challenges in designing and implementing authentic assessments and propose solutions.\n\n\n4\nWhat strategies can ensure validity and reliability when evaluating different types of evidence? \nHow can we leverage technology to gather and organize evidence from various sources? \nHow can we involve students in the process of collecting and reflecting on multiple sources of evidence?\nDifferentiate between formative and summative assessments and explain their roles within an assessment framework. \nImplement triangulation methods to ensure a comprehensive evaluation of student proficiency. \nIdentify and apply strategies to ensure the validity and reliability of different types of evidence in student assessments. \nDevelop methods to actively involve students in the collection and reflection process of various evidence forms\, fostering self-assessment and ownership of learning.\n\n\n5\nHow can we design assessments that are both challenging and motivating for students? \nWhat role does feedback play in maintaining and enhancing student motivation? \nHow can we create a classroom environment that encourages risk-taking and perseverance in language learning?\nCreate stimulating and rigorous assessments to boost student interest and involvement. \nDeliver impactful feedback to drive student motivation and improvement. \nEstablish a supportive classroom atmosphere to promote student confidence and persistence in language learning.\n\n\n6\nHow can we ensure our assessments align with curriculum standards and learning objectives? \nWhat are some effective ways to communicate assessment criteria and expectations to students? \nHow can we report assessment results in a way that is clear\, constructive\, and supportive of student growth? \nHow can we integrate the preparation for international credentials into our regular assessment practices without overwhelming students?\nAlign assessment practices with educational standards and learning targets to ensure relevance and coherence. \nCommunicate assessment goals and criteria effectively to students\, parents\, and other stakeholders. \nIncorporate international language credential preparation into routine assessments thoughtfully and intentionally.\n\n\n7\nWhat are some time-saving strategies for designing and implementing assessments? \nHow can we use digital tools and resources to streamline the assessment and feedback process? \nWhat are some ways to efficiently mark and provide feedback on student work?\nAdopt efficient methods for designing and implementing assessments to save time. \nUtilize digital tools to streamline the assessment and feedback processes. \nApply efficient marking strategies to provide timely and effective feedback.\n\n\n8\nWhat are some key considerations when developing a personalized assessment repertoire for our specific classroom contexts? \nHow can we ensure our assessment plans are flexible and adaptable to changing classroom dynamics and student needs? \nWhat are some practical tips for implementing the strategies learned in this series in our daily teaching practice?\nDevelop a repertoire of formative and summative assessments for immediate use. \nCreate flexible assessment plans that adapt to classroom dynamics and student needs. \nApply practical strategies on an ongoing basis.
URL:https://www.caslt.org/en/event/assessment-fsl-2026/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260122T190000
DTEND;TZID=America/Toronto:20260312T203000
DTSTAMP:20260403T184533
CREATED:20251114T184948Z
LAST-MODIFIED:20251201T195926Z
UID:30742-1769108400-1773347400@www.caslt.org
SUMMARY:FSL Teaching Approaches and Strategies – Winter 2026
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nSynchronous 90-minute classes Thursdays\, 7:00–8:30 p.m. ET (on Zoom)\nParticipants are asked to apply what they are learning in their own classrooms and share their observations with course colleagues.\nOptional activities: Reading/viewing activities complement the course discussions.\n\nFirst class: January 22\, 2026 \nLast class: March 12\, 2026 \nRegistration Fees\nRegistration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique. \n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$145 + tax\n\n\nNon-member*\n$200 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Intensive/Extended French\, or French Immersion programs (elementary or secondary) \nLanguage of the Course\nThis course is taught with a bilingual approach. Course content will be presented in English\, with classroom examples in French. Participants may engage with coursework and discussions in English or French. \nInstructional Approach\n\nAction-oriented: Each module will include authentic examples from FSL classrooms\, including videos of classrooms in action and examples of student work. Throughout the course\, participants will contribute their analyses\, questions\, and reflections as we examine these examples together and identify the teachers’ and students’ strategies for improving communication in French.\nDifferentiated: Each participant is asked to set out personalized learning objectives\, reflecting on their own professional learning goals for the course. The activities in the course are designed to be transferable to different teaching contexts. We will make explicit connections to how strategies can be adapted or selected based on student age\, interest\, and skill-level.\n\nCourse Description\nIn this course\, we will explore different approaches and strategies for teaching French. Why do some strategies work better in certain contexts or for teaching certain skills? Join us in a safe\, no-judgment professional learning environment where we will share examples of what works (and what doesn’t!). We will also discuss the research and experiences that inform our teaching practices. \nThe course is anchored in the pedagogy (Action-Oriented Approach) and language skill development (comprehension\, production\, interaction) of the Common European Framework of Reference for Languages (CEFR) but the principles are also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nDistinguish between different pedagogical approaches to teaching French as a second/additional language\nIdentify and compare a variety of evidence-based strategies to help students develop their communicative skills in listening\, speaking\, reading\, and writing\nApply those strategies to their own teaching context and receive feedback on their approach\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do your personal identity\, lived experiences\, interests\, and viewpoints influence the development of your proficiencies in the languages you use? \nWhat can we learn from historical approaches to teaching a second or additional language?\nRecognize the impact of personal learning experiences and preferences on our teaching choices/methods. \nExamine historical and evidence-based approaches used in second/additional language teaching. \nApply a Culturally Responsive Teaching approach to French language classrooms.\n\n\n2\nHow does the brain impact learning and second/additional language acquisition? \nIn what ways does teaching French as a second/additional language in a Universal Design for Learning (UDL) framework meet the needs of all my students?\nUnderstand how the brain can impact language acquisition. \nApply the framework of UDL to optimize teaching and developing student proficiency in French. \nConsider the affective filter when planning for language acquisition. \nIdentify the needs of your students.\n\n\n3\nHow can the Input Hypothesis develop beginner French skills? \nHow can Teaching Proficiency Through Reading and Storytelling (TPRS) and Accelerative Integrated Methodology (AIM) build a foundation for language acquisition?\nUse comprehensible input to develop proficiency in the French language. \nExamine the use of TPRS and AIM to build a foundation for language acquisition in your teaching practice.\n\n\n4\nTo what extent can the Neurolinguistic Approach (NLA) develop learner proficiency in the French language when learning a new structure or skill?\nExamine the use of the NLA to build a comprehensible-input foundation for language acquisition in your teaching practice. \nDesign learning experiences that put boucler la boucle into practice.\n\n\n5\nIn what ways can proficiency samples guide my understanding of expectations and French proficiency? \nIn what ways can I develop learner proficiency in written and oral production skills?\nUnderstand written and oral production proficiency levels of learners (from A1 to B2). \nDesign learning opportunities that develop written and oral production skills. \nIdentify supports for students before and during activities to address their learning needs.\n\n\n6\nIn what ways can proficiency samples guide my understanding of expectations and French proficiency? \nIn what ways can I develop learner proficiency in written and oral comprehension skills?\nUnderstand written and oral comprehension proficiency levels of learners (from A1 to B2). \nDesign learning opportunities that develop written and oral comprehension skills. \nIdentify supports for students before and during activities to address their learning needs.\n\n\n7\nTo what extent can the Action-Oriented Approach (AOA) be used to develop competencies so that students can achieve action-oriented tasks and use French effectively in a social context?\nExamine the use of the AOA to teach French as a second/additional language and develop communicative and intercultural competencies. \nDevelop students’ social agency and learner autonomy.\n\n\n8\nHow can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.\nReflect and plan purposefully to embed what you have learned into your teaching practice. \nUse the CEFR to continue to guide your practice for proficiency growth in the FSL classroom. \nReflect on the power of communities of teaching and learning.
URL:https://www.caslt.org/en/event/fsl-approaches-2026/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260128T190000
DTEND;TZID=America/Toronto:20260128T203000
DTSTAMP:20260403T184533
CREATED:20260108T151344Z
LAST-MODIFIED:20260108T151344Z
UID:31197-1769626800-1769632200@www.caslt.org
SUMMARY:Voices from the Field: Understanding the Cultural Adaptation and Integration Challenges of Internationally Trained Teachers
DESCRIPTION:This session is the second in a series of three sessions for our Pathways to Success project\, which focuses on valuing the second and additional language education and the professional integration of internationally trained teachers (ITTs). \nFollowing the first session in February 2025\, this second session provides an opportunity to share\, collaborate\, and co-create sustainable solutions to support the professional integration of ITTs and promote their contribution to the advancement of second and additional language education in Canada. \nThe presentation will be delivered in French\, followed by bilingual (English/French) small-group discussions. Participants are welcome to contribute in either language during the discussion period. \nStep 1: Cultural Adaptation and Professional Integration – Challenges and Possible Solutions\nBuilding on research and field experience\, we will highlight the key professional integration and cultural adaptation challenges experienced by ITTs. We will propose concrete solutions by emphasizing the essential role of internships\, coaching\, and mentoring as well as the conditions that promote sustainable and equitable integration\, both for ITTs and their host communities. \nAt the end of the presentation\, participants will have an opportunity to ask questions\, share their thoughts\, and chat with the presenter to expand on the themes discussed and begin a group discussion that will continue during the collaborative activity. \nStep 2: Fostering the Emergence of Knowledge from the Field\nIn mixed groups bringing together administrators and ITTs\, participants will share experiences to find common ground and analyze challenges\, enabling factors\, and successes related to professional integration and cultural adaptation. Each group will be invited to develop a concrete\, realistic course of action applicable at the institution or support-system level. The goal is not to produce ideal solutions\, but to find paths anchored in the realities of the field.
URL:https://www.caslt.org/en/event/pathways-to-success-20260128/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260130T100000
DTEND;TZID=America/Toronto:20260130T151500
DTSTAMP:20260403T184533
CREATED:20250814T175717Z
LAST-MODIFIED:20260129T160528Z
UID:29903-1769767200-1769786100@www.caslt.org
SUMMARY:Virtual Professional Learning Day (January 2026)
DESCRIPTION:Registration is now closed. \nCASLT’s Virtual PL Days provide a platform for teachers to connect with colleagues\, engage in interactive professional learning opportunities\, and share best practices. Our experienced team of professional learning facilitators will explore research-informed teaching approaches and strategies to inspire\, motivate\, and challenge teachers to improve their practice. The sessions will be recorded and participants will also leave each workshop with a ready-to-use teacher tool. \nRegistration Options\nMultiple registration options are available to accommodate scheduling and budgetary constraints: \n\n\n\nOption\nMember Price\nStudent Member Price\nNon-Member Price*\n\n\n\n\nFull day (10:00 a.m. to 3:15 p.m. ET)\n$90 + tax\n$50 + tax\n$120 + tax\n\n\nHalf day AM (10:00 a.m. to 12:30 p.m. ET)\n$50 + tax\n$30 + tax\n$80 + tax\n\n\nHalf day PM (12:45 p.m. to 3:15 p.m. ET)\n$50 + tax\n$30 + tax\n$80 + tax\n\n\n\n*Includes a one-year CASLT membership. \nSchedule\nEach Virtual PL Day will include two streams (one in English and one in French) of four 60-minute workshops. Full day registration includes access to all four workshop blocks\, and half day registration (either AM or PM) includes access to two workshop blocks. \n\n\n\nStart Time*\nEnd Time*\nDescription\n\n\n\n\n10:00 a.m.\n10:15 a.m.\nWelcome and Introduction (Full day or Half day AM registrants)\n\n\n10:15 a.m.\n11:15 a.m.\nShifting Perspectives: Centring Student Voices\, Identity\, and CRRP \nPresenters: Karen Devonish-Mazzotta and Cécile Robertson \nLanguage: English\nHelping Students Build Their Identity Through Intercultural Experiences \nPresenter: Carl Ruest \nLanguage: French\n\n\n11:15 a.m.\n11:30 a.m.\nBreak\n\n\n11:30 a.m.\n12:30 p.m.\nLiving Language: Weaving Indigenous Languages and Ways of Knowing \nPresenters: Gemma Porter and Shirley Cardinal \nLanguage: English\nWhen Language Resonates: Music as a Cultural Speaker \nPresenter: Shauna Néro \nLanguage: French\n\n\n12:30 p.m.\n1:00 p.m.\nBreak (Full day registrants)\n\n\n12:45 p.m.\n1:00 p.m.\nWelcome and Introduction (Half day PM registrants)\n\n\n1:00 p.m.\n2:00 p.m.\nTomorrow’s Tools Today: Using AI in the Additional Language Classroom \nPresenter: Stephanie Jackson \nLanguage: English\nThe Role of the Home Language in the L+ Classroom \nPresenter: Monica Tang \nLanguage: French\n\n\n2:00 p.m.\n2:15 p.m.\nBreak\n\n\n2:15 p.m.\n3:15 p.m.\nCreating and Integrating Games Into Language Teaching \nPresenter: Charlotte Crober \nLanguage: English\nFeedback Worth Giving \nPresenter: Marc-Albert Paquette \nLanguage: French\n\n\n\n* Eastern Standard Time \nSession Descriptions\nEnglish Sessions\nShifting Perspectives: Centring Student Voices\, Identity\, and CRRP\nKaren Devonish-Mazotta and Cécile Robertson \nTo better engage additional language (L+) learners\, educators must shift their attention to centring student voice\, interest\, agency\, and identity. When students have more opportunities to see themselves in the L+ classroom and to make meaningful and relevant connections with their lived experiences\, L+ learning becomes an opportunity to explore and apply language in transformative ways. \nDuring this workshop\, participants will reflect on their social identities and how these inform their practice\, L+ pedagogy\, and learning. A juxtaposition between Culturally Relevant and Responsive Pedagogy (CRRP)\, Intercultural Understanding and Awareness (IUA)\, and curriculum will provide an opportunity to explore anti-oppressive teaching strategies and highlight the importance of critical consciousness in all aspects of L+ policy\, practice\, teaching\, and learning. \nLiving Language: Weaving Indigenous Languages and Ways of Knowing\nGemma Porter and Shirley Cardinal \nDrawing from two courses developed for CASLT (Understanding Decolonization and Indigenization and Diversity of Indigenous Languages)\, this session aims to explore the essential relationship between Indigenous languages and Indigenous ways of knowing. Using pedagogies of story\, lands\, and relational reflexivity\, participants will be guided in experiencing how Indigenous languages are deeply intertwined with ways of knowing and being in the world. \nParticipants will engage in interactive activities that highlight moving beyond the relationship between language and cultural identity to consider how language is foundational to relational ways of knowing and being. By the end of the session\, attendees will have gained insights into the importance of preserving and revitalizing Indigenous languages as central to processes of decolonization and promoting educational equity. \nTomorrow’s Tools Today: Using AI in the Additional Language Classroom\nStephanie Jackson \nCurious about how AI can help you save time and spark creativity in your language classroom? This hands-on workshop will explore practical ways teachers can use AI for lesson planning\, creating resources\, and supporting instruction\, all while keeping the human touch front and centre. Participants will discover free AI tools that can generate lesson plans\, sample texts\, and visuals in the target language. Learn how to create attractive slideshows and resources in minutes\, or how to provide customized feedback to students. Participants will also explore strategies for guiding students in the ethical use of AI\, from checking their writing to practicing tricky grammar. Walk away with ready-to-use ideas\, classroom-tested strategies\, and at least one AI-assisted resource to bring straight to your next lesson. \nCreating and Integrating Games Into Language Teaching\nCharlotte Crober \nThis workshop guides participants through the process of creating Plume: Purrfectly Fluent\, a language-learning board game designed with human-centred design principles. In this game\, players follow Plume\, a cat who wakes up with a mermaid tail and must navigate canals to reach the magical antidote (and everyone knows cats hate water!). Players complete English-language challenges to move along in the game. \nThis workshop focuses on empowering educators to create engaging games and activities tailored to their students’ needs. Participants will explore the development process\, from the initial concept to a prototype\, and gain insight into the skills and resources needed to design and build a small-scale game. They will leave the session with practical ideas for integrating games into language teaching\, using human-centred design to keep students motivated and engaged. This workshop offers the tools and inspiration to create educational games and activities that soothe anxiety and promote laughter in the classroom. \nFrench Sessions\nHelping Students Build Their Identity Through Intercultural Experiences\nCarl Ruest \nHow can we encourage our students to discover and shape their identity through intercultural experiences? This workshop will present an approach where reading\, viewing authentic texts\, and meeting people from different backgrounds become engines of self-discovery. This approach also allows students to address issues and questions related to equity\, diversity\, inclusion\, and decolonization. This interactive workshop will present concrete activities rooted in the process of intercultural learning. Participants will leave with practical ideas\, a checklist\, and a teaching handout. Encourage your students to show greater respect for others and foster the development of their plural identities! \nWhen Language Resonates: Music as a Cultural Speaker\nShauna Néro \nMusic isn’t just background noise: it’s a gateway to language\, culture\, and identity. Music is a powerful authentic resource that captures learners’ attention and immerses them in the target language. More than a simple teaching tool\, it stimulates communication\, critical reflection and cultural openness. By listening\, reacting to\, and analyzing songs\, students explore universal themes and identities\, discover other points of view\, and develop linguistic and intercultural skills. Through music\, learners interact with audio\, visual\, and cultural elements that enrich their experience\, such as lyrics\, rhythms\, themes\, stereotypes\, or cultural representations. The richness and diversity of music online offer countless opportunities to connect the classroom with the reality of linguistic communities around the world. This workshop will highlight inspiring examples of the Francophonie\, while proposing strategies and resources that can be adapted to any additional language (L+). Participants will leave with hands-on activities to engage their students\, nurture their creativity\, and inspire them to discover their own identities. \nThe Role of the Home Language in the L+ Classroom\nMonica Tang \nIn a plurilingual context\, what are the place and role of the home language in teaching our additional language (L+) students? How do we help our language learners grow new skills in a new language when the temptation to use the more familiar home language is ever present? Whether you teach English as a second language (ESL)\, French Immersion\, or beginner Spanish\, this workshop is for you. \nWhen we teach an L+\, our attitudes about the home language form a linguistic landscape in the classroom that is tied to the form of bilingualism/plurilingualism in which we believe. This belief\, in turn\, informs the kind of linguistic identity that we foster through our teaching. To help our students create positive and legitimate identities\, rather than deficit-based and monolingual identities\, it is important to pay attention to how we relate to their dominant languages and how we can strategically integrate them into our L+ pedagogies. K-12 teachers\, administrators\, and teacher educators are invited to come discuss. \nFeedback Worth Giving\nMarc-Albert Paquette \nThis interactive webinar is specifically designed for second and additional language teachers who want to maximize the impact of their feedback. It will explore how to move from a simple correction to feedback “worth giving”\, which is not only heard but actively sought by the learner. Beyond the theoretical principles\, we will examine three essential components of effective feedback that support students’ skill development: descriptive (observational)\, constructive (action-oriented)\, and targeted (to avoid cognitive overload). To anchor these concepts in the classroom reality\, we will work with concrete examples and authentic scenarios. Together\, we will analyze a test case to practice developing specific avenues for assistance. Participants will leave with practical strategies to build trust and provide feedback that truly energizes their students’ engagement and success.
URL:https://www.caslt.org/en/event/virtual-pl-day-jan-2026/
LOCATION:Zoom
CATEGORIES:Professional Learning
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260202T190000
DTEND;TZID=America/Toronto:20260202T201500
DTSTAMP:20260403T184533
CREATED:20260113T192439Z
LAST-MODIFIED:20260113T192439Z
UID:31258-1770058800-1770063300@www.caslt.org
SUMMARY:Opening Doors: Understanding Language Learning for Students With Exceptionalities
DESCRIPTION:Every learner can thrive in an additional language (L+) classroom when instruction and systems are designed with diverse needs in mind. To create equitable learning environments\, educators first need a deep understanding of the different paths learners may take on their journey to acquiring an L+. \nThis foundational session will explore what language learning looks like for learners with exceptionalities in L+ contexts. Participants will examine intersections between inclusive education and L+ pedagogies while identifying and reflecting on the systemic barriers that can limit access to meaningful language learning opportunities. By the end of the session\, participants will leave with a stronger understanding of learner diversity\, as well as more informed expectations for the language learning trajectories of students with exceptionalities. This will lay the groundwork for future sessions that will delve into practical strategies and supports for fostering more inclusive and empowering language classrooms. \nThis 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. \nThe 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.
URL:https://www.caslt.org/en/event/opl-sfa-20260202/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20260213T080000
DTEND;TZID=America/Vancouver:20260213T161500
DTSTAMP:20260403T184533
CREATED:20251128T193404Z
LAST-MODIFIED:20251128T193719Z
UID:30884-1770969600-1770999300@www.caslt.org
SUMMARY:"J'enseigne en français" Conference
DESCRIPTION:
URL:https://www.caslt.org/en/event/jenseigne-en-francais-conference/
CATEGORIES:Community Spotlight
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260223T190000
DTEND;TZID=America/Toronto:20260223T200000
DTSTAMP:20260403T184533
CREATED:20260202T182003Z
LAST-MODIFIED:20260202T182003Z
UID:31383-1771873200-1771876800@www.caslt.org
SUMMARY:Unlocking the Full Potential of the CEFR: A Focus on Assessment and Evaluation (English)
DESCRIPTION:This workshop invites language educators to explore assessment and evaluation through the lens of the recently updated Common European Framework of Reference for Languages (CEFR). Grounded in the protection and promotion of human rights\, equity\, and democratic participation\, the CEFR is a comprehensive tool for reflection. Based on decades of research\, it brings coherence\, transparency\, and purpose to language education. The CEFR’s action-oriented approach (AOA) sees learners as social agents with real-life tasks to accomplish. With the AOA\, educators (and learners) set and communicate goals\, describe and monitor learner progress\, and design purposeful communicative tasks that reflect real-world competences while fostering creative and strategic thinking. \nIn this workshop\, we will examine how adopting the AOA can enrich and streamline assessment and evaluation practices. A key focus will be constructive alignment — how teaching\, learning\, and assessment can work together coherently. Participants will analyze rich\, authentic scenarios — along with accompanying assessment tools — that draw upon the CEFR’s criterion-based descriptors to drive constructive alignment and reduce bias in assessment and evaluation. Throughout the workshop\, educators will see how CEFR-informed practices integrate smoothly with government curricula\, strengthening accuracy\, coherence\, and learner development in language education.
URL:https://www.caslt.org/en/event/opl-20260223/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2026/02/students-working-togetehr-iStock-1442217982-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260225T190000
DTEND;TZID=America/Toronto:20260225T200000
DTSTAMP:20260403T184533
CREATED:20260202T181232Z
LAST-MODIFIED:20260202T182317Z
UID:31402-1772046000-1772049600@www.caslt.org
SUMMARY:Unlocking the Full Potential of the CEFR: A Focus on Assessment and Evaluation (French)
DESCRIPTION:This workshop invites language educators to explore assessment and evaluation through the lens of the recently updated Common European Framework of Reference for Languages (CEFR). Grounded in the protection and promotion of human rights\, equity\, and democratic participation\, the CEFR is a comprehensive tool for reflection. Based on decades of research\, it brings coherence\, transparency\, and purpose to language education. The CEFR’s action-oriented approach (AOA) sees learners as social agents with real-life tasks to accomplish. With the AOA\, educators (and learners) set and communicate goals\, describe and monitor learner progress\, and design purposeful communicative tasks that reflect real-world competences while fostering creative and strategic thinking. \nIn this workshop\, we will examine how adopting the AOA can enrich and streamline assessment and evaluation practices. A key focus will be constructive alignment — how teaching\, learning\, and assessment can work together coherently. Participants will analyze rich\, authentic scenarios — along with accompanying assessment tools — that draw upon the CEFR’s criterion-based descriptors to drive constructive alignment and reduce bias in assessment and evaluation. Throughout the workshop\, educators will see how CEFR-informed practices integrate smoothly with government curricula\, strengthening accuracy\, coherence\, and learner development in language education.
URL:https://www.caslt.org/en/event/opl-20260225/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2026/02/students-working-togetehr-iStock-1442217982-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260227T080000
DTEND;TZID=America/Toronto:20260301T170000
DTSTAMP:20260403T184533
CREATED:20250805T180250Z
LAST-MODIFIED:20250805T180932Z
UID:29857-1772179200-1772384400@www.caslt.org
SUMMARY:The Tenth International Conference on the Development and Assessment of Intercultural Competence
DESCRIPTION:
URL:https://www.caslt.org/en/event/intercultural-competence-conference/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2025/08/ICC-2026-flyer-1-ICC-2026-CFP-QR-EXTENDED-scaled.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260311T090000
DTEND;TZID=America/Toronto:20260311T095000
DTSTAMP:20260403T184533
CREATED:20260205T194950Z
LAST-MODIFIED:20260206T001936Z
UID:31544-1773219600-1773222600@www.caslt.org
SUMMARY:Défi francophonie: Grades 3-7 French Immersion (March 11\, 2026)
DESCRIPTION:Sign up your Grades 3-7 French Immersion class for our 2026 Défi francophonie! Your students will have fun with the French language and have the chance to win prizes during our live Canada-wide Kahoot! challenges. Be sure to do the practice Kahoot! quizzes to help prepare them! \nFor more information
URL:https://www.caslt.org/en/event/kahoot-3-7-fi-20260311/
LOCATION:Zoom
CATEGORIES:Other
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/03/students-participating-iStock-1210929329-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260311T113000
DTEND;TZID=America/Toronto:20260311T122000
DTSTAMP:20260403T184534
CREATED:20260205T200825Z
LAST-MODIFIED:20260206T001931Z
UID:31548-1773228600-1773231600@www.caslt.org
SUMMARY:Défi francophonie: Grades 3-7 Core French (March 11\, 2026)
DESCRIPTION:Sign up your Grades 3-7 Core French class for our 2025 Défi francophonie! Your students will have fun with the French language and have the chance to win prizes during our live Canada-wide Kahoot! challenges. Be sure to do the practice Kahoot! quizzes to help prepare them! \nFor more information
URL:https://www.caslt.org/en/event/kahoot-3-7-core-20260311/
LOCATION:Zoom
CATEGORIES:Other
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/03/students-participating-iStock-1210929329-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260311T130000
DTEND;TZID=America/Toronto:20260311T135000
DTSTAMP:20260403T184534
CREATED:20260205T201731Z
LAST-MODIFIED:20260206T001926Z
UID:31553-1773234000-1773237000@www.caslt.org
SUMMARY:Défi francophonie: Grades 8-12 French as a Second Language (March 11\, 2026)
DESCRIPTION:Sign up your Grades 8-12 French as a Second Language class for our 2026 Défi francophonie! Your students will have fun with the French language and have the chance to win prizes during our live Canada-wide Kahoot! challenges. Be sure to do the practice Kahoot! quizzes to help prepare them! \nFor more information
URL:https://www.caslt.org/en/event/kahoot-8-12-fsl-20260311/
LOCATION:Zoom
CATEGORIES:Other
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/03/students-participating-iStock-1210929329-1920w-16-9.jpg
END:VEVENT
END:VCALENDAR