Canadian Association of Second Language Teachers (CASLT)

Formation Mauril en classe
2024-10-08 10:00 - 10:45 (America/Toronto)

Mauril in the Classroom Training
2024-10-08 12:00 - 12:45

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

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

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

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

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

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

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

Virtual Professional Learning Day (November)
2024-11-29 09:30 - 15:45 | Zoom
CASLT’s Virtual PL Days provide a platform for teachers to connect with colleagues, engage in interactive professional learning opportunities, and share best practices. Our experienced team of professional learning facilitators will explore research-informed teaching approaches and strategies to inspire, motivate, and challenge teachers to improve their practice. The sessions will be recorded and participants will also leave each workshop with a ready-to-use teacher tool.
Registration Options
Multiple registration options are available to accommodate scheduling and budgetary constraints:

Option
Member Price
Non-Member Price*

Full day (9:30 a.m. to 3:45 p.m. ET)
$75 + tax
$105 + tax

Half day AM (9:30 a.m. to 12:30 p.m. ET)
$40 + tax
$70 + tax

Half day PM (12:45 p.m. to 3:45 p.m. ET)
$40 + tax
$70 + tax

*Includes a one-year CASLT membership.
Schedule
Each Virtual PL Day will include two streams (one in English and one in French) of four 75-minute workshops. Full day registration includes access to all four workshop blocks, and half day registration (either AM or PM) includes access to two workshop blocks.

Start Time*
End Time*
Description

9:30 a.m.
9:45 a.m.
Welcome and Introduction (Full day or Half day AM registrants)

9:45 a.m.
11:00 a.m.
Unlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading
Language: English
Adriana Ramírez
Bridging Gaps: A UDL Framework for Inclusive Language Education
Language: French
Stephanie Jackson

11:00 a.m.
11:15 a.m.
Break

11:15 a.m.
12:30 p.m.
Play Your Way to Fluency: Building Language Proficiency One Game at a Time
Language: English
Shauna Néro
In the Zone: Flow in an Additional Language
Language: French
Marc-Albert Paquette et Nancy Langlois

12:30 p.m.
1:00 p.m.
Break (Full day registrants)

12:45 p.m.
1:00 p.m.
Welcome and Introduction (Half day PM registrants)

1:00 p.m.
2:15 p.m.
Aligning Learning, Teaching, and Assessment: The CEFR in Action
Language: English
Danielle Hunter
Encouraging Autonomy and Skills Development Through Learning Centres
Language: French
Shauna Néro

2:15 p.m.
2:30 p.m.
Break

2:30 p.m.
3:45 p.m.
Redefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom
Language: English
Wei Cai
Leading a Culture of Change: Using the Equity Audit Process to Initiate and Implement Inclusive and Diverse Resources in FSL
Language: French
Rubina Sharma

* Eastern Standard Time
Session Descriptions
English Sessions
Unlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading
Adriana Ramírez
Have you ever found yourself captivated by a movie scene, wishing you could bring that same level of engagement to your language classroom? Discover the dynamic combination of Movie Talks and Embedded Reading, a powerful duo that transforms lessons into immersive experiences, keeping students engaged and learning. Movie Talks use short video clips to provide Comprehensible Input (CI). Embedded Reading involves creating multiple versions of the same text, starting with a simple baseline and progressively adding more details, vocabulary, and complexity. This scaffolded approach helps students build comprehension of initially challenging texts. In this workshop, you’ll learn how to masterfully blend these two techniques, creating a synergy that introduces more vocabulary, grammar structures, and cultural context. Unlock the door to a world of CI, where language learning becomes an immersive, enjoyable journey.
Teacher Tool: Receive a ready-to-go embedded reading in Spanish, English, or French, complete with comprehension questions and a series of activities to accompany your Movie Talk lessons. This tool will provide content for up to four classes.
Play Your Way to Fluency: Building Language Proficiency One Game at a Time
Shauna Néro
Imagine a language classroom where students are so engaged they forget they’re learning. In this interactive workshop, participants will discover how to create a fun and interactive classroom environment that fosters language acquisition through play and social interaction. We will explore the power of a gamification pedagogy to improve and develop students’ proficiency and agency through research-based strategies that are designed to reuse and recycle language structures and vocabulary in authentic and fun ways. Participants will also learn how to use digital tools to design games that are adapted to the needs, and target languages, of their students. Come prepared to play and leave with practical ideas for placing your students at the centre of their learning through fun.
Teacher Tool: Receive strategies to design and create a classroom game to develop students’ literacy competencies through Canva. Share the game link and explain its learning objectives and instructions in the CASLT CoLab to support fellow language teachers.
Aligning Learning, Teaching, and Assessment: The CEFR in Action
Danielle Hunter
For over 20 years, the Common European Framework of Reference for Languages (CEFR) has been a guiding tool widely used in the Canadian context to foster innovation in language education. Published by one of the world’s leading human rights organizations and based on decades of extensive research, the CEFR was updated and extended in 2020 with the release of the CEFR Companion Volume. This session will provide a brief overview of the CEFR and explore the methodological perspective adopted in the framework: the action-oriented approach. Emphasis will be placed on how to align learning, teaching, and assessment using the CEFR’s “can-do” descriptors. Participants will receive ready-to-use examples of action-oriented scenarios, including action-oriented tasks, collections of sub-tasks, and sample assessment tools.
Teacher Tool: Receive a constructive alignment-based tip sheet for building their own action-oriented scenarios that promote active learning, critical thinking, and real-world application, enhancing overall student engagement and achievement.
Redefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom
Wei Cai
Imagine having a versatile, intelligent assistant to support your language teaching efforts, engaging students like never before. Welcome to the future of language education with ChatGPT! This innovative workshop delves into the transformative potential of ChatGPT in creating dynamic, supportive environments for language learning. It will offer concrete guidelines and creative ideas for incorporating ChatGPT into various aspects of language education. Explore how ChatGPT can revolutionize your teaching methods with practical examples, learn strategies for crafting effective prompts that yield desired outcomes, and discover how to seamlessly integrate task-based language teaching principles into your curriculum. Join us to unlock the full potential of ChatGPT and elevate your language teaching to new heights.
Teacher Tool: Receive a ChatGPT activity template to help you plan and implement ChatGPT-driven activities, ensuring you can easily adapt and apply these innovative techniques in your classroom.
French Sessions
Bridging Gaps: A UDL Framework for Inclusive Language Education
Stephanie Jackson
The “Universal Design for Learning” approach, commonly known as UDL, is a framework for designing inclusive, culturally responsive, and trauma-informed learning experiences for all students. The UDL framework has the potential to eliminate opportunity gaps that exclude many learners, especially those who have been historically marginalized or underserved. This workshop will focus on strategies to implement the CAST model for UDL to support the learning needs of all language learners in an additional language or immersion setting. Teachers attending this session will gain valuable insights into how UDL can help eliminate opportunity gaps and foster a more inclusive learning environment. By the end of the session, educators will be equipped with the tools and knowledge to effectively integrate UDL into their lesson plans and classroom activities, ultimately supporting the success and well-being of every student.
Teacher Tool: Receive a practical guide for implementing UDL in the additional language classroom. This resource will help language educators offer flexibility and choice to students while removing barriers that can prevent learners from accessing information.
In the Zone: Flow in an Additional Language
Marc-Albert Paquette and Nancy Langlois
Do you know that feeling of getting so engaged in something that you lose track of time? What if we could have this kind of experience in an additional language? This phenomenon, known as “flow,” is a state of total immersion in which learning becomes both effective and enjoyable. Drawing on recent research on intrinsic motivation in additional-language didactics, we will explore how this concept can transform the additional-language learning experience. During this session, we will propose concrete guidelines and activities to undertake with your students to increase their engagement and encourage a state of flow in your classroom.
Teacher Tool: You will receive a turnkey kit for adding flow to your additional-language tasks. In it are checklist posters to help you use flow, lesson plans and a selection of turnkey guidelines for your classroom activities, and asynchronous webinars providing you with more information on the subject.
Encouraging Autonomy and Skills Development Through Learning Centres
Shauna Néro
Imagine a classroom where the students are actively engaged and enthusiastic about learning. In this session, participants will discover research that supports pedagogical practices featuring learning centres to develop learners’ literacy skills. By using learning centres to reinforce targeted structures and vocabulary, teachers enable students to interact in a playful and learning-centric way. Each participant will leave the session with practical strategies and ideas for putting this approach into action in the classroom right away.
Teacher Tool: Develop a series of three learning centres based on criteria that will enable you to achieve the objectives of the study program you’re teaching. Then, share resources and a description of the three centres in the CASLT CoLab to strengthen our community and learn from everyone’s professional expertise.
Leading a Culture of Change: Using the Equity Audit Process to Initiate and Implement Inclusive and Diverse Resources in FSL
Rubina Sharma
Are you ready to lead meaningful changes in your FSL program but aren’t sure where to start? By acknowledging the need for improvement, educators can take the first step toward transformative change. In this session, participants will engage in the equity audit process to identify and address gaps, omissions, and the under- and overrepresentation of diverse groups in their current FSL resources, lessons, and activities. Designed for instructional leaders, department heads, and teachers of FSL students in grades 7-12 (including Immersion, Extended, and Core French programs), this session will equip participants with the tools and knowledge needed to evaluate how well their FSL programs reflect the diversity of FSL learners and the global Francophone community.
Teacher Tool: Receive sample equity audit tools and skills progression-based program planners (long-range planning tools) that focus on culturally relevant and responsive pedagogy (CRRP). These resources will help educators create more inclusive FSL programming, ensuring their lessons better reflect and serve the diverse population of students they teach.

Collaborative Strategies: Applying Differentiated Instruction in the Language Classroom — Part 2 (English)
2024-12-04 19:00 - 20:00 | Zoom
As language classrooms become more diverse, effective differentiated instruction has never been more critical for fostering student engagement and success. In this interactive session, educators will build on the foundational strategies from Part 1 by collaborating to design and refine differentiated strategies and activities for use in their language classrooms. Participants will share ideas, engage in hands-on activities, and receive feedback from peers to enhance their differentiated practices. By the end of the workshop, attendees will have a set of refined and practical tools and strategies to effectively implement differentiated instruction in their language classrooms. Join us to connect, create, and collaborate in a hands-on workshop designed to build your pedagogical toolkit and your professional community!

Collaborative Strategies: Applying Differentiated Instruction in the Language Classroom — Part 2 (French)
2024-12-05 19:00 - 20:00 | Zoom

Finding, Evaluating, and Creating Resources for FSL Programs
2025-01-09 18:30 - 2025-02-27 20:00 | Zoom
Course Details
Schedule and Format
8 lessons over 8 weeks that blend theory and practice:

Asynchronous tâche de préparation for each lesson (approx. 30 mins)
Synchronous 60-minute class on Thursdays, 6:30–8 p.m. ET (on Zoom)
Reflection and professional dialogue with other course participants are integral to the course
Emphasis will be placed on the multitude of authentic, free, fiction and non-fiction resources of various genres developed by non-profit organizations in Canada and worldwide, as well as picture books and informative texts published by authors that reflect a wide range of diverse lived experiences

First class: January 9, 2025
Last class: February 27, 2025
Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

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

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

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

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

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

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

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

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

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

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

FSL Teaching Approaches and Strategies
2025-01-14 18:30 - 2025-03-04 20:00 | Zoom
Course Details
Schedule and Format
8 lessons over 8 weeks that blend theory and practice:

Synchronous 90-minute classes Tuesdays, 6:30–8 p.m. ET (on Zoom)
Participants are asked to apply what they are learning in their own classrooms and share their observations with course colleagues.
Optional activities: Reading/viewing activities complement the course discussions.

First class: January 14, 2025
Last class: March 4, 2025
Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

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

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

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

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

Virtual Professional Learning Day (January)
2025-01-31 09:30 - 15:45 | Zoom
CASLT’s Virtual PL Days provide a platform for teachers to connect with colleagues, engage in interactive professional learning opportunities, and share best practices. Our experienced team of professional learning facilitators will explore research-informed teaching approaches and strategies to inspire, motivate, and challenge teachers to improve their practice. The sessions will be recorded and participants will also leave each workshop with a ready-to-use teacher tool.
Registration Options
Multiple registration options are available to accommodate scheduling and budgetary constraints:

Option
Member Price
Non-Member Price*
Student** Price

Full day (9:30 a.m. to 3:45 p.m. ET)
$75 + tax
$105 + tax
Free

Half day AM (9:30 a.m. to 12:30 p.m. ET)
$40 + tax
$70 + tax
Free

Half day PM (12:45 p.m. to 3:45 p.m. ET)
$40 + tax
$70 + tax
Free

*Includes a one-year CASLT membership.
**Must be an active CASLT Student Member.
Schedule
Each Virtual PL Day will include two streams (one in English and one in French) of four 75-minute workshops. Full day registration includes access to all four workshop blocks, and half day registration (either AM or PM) includes access to two workshop blocks.

Start Time*
End Time*
Description

9:30 a.m.
9:45 a.m.
Welcome and Introduction (Full day or Half day AM registrants)

9:45 a.m.
11:00 a.m.
Unlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading
Language: English
Adriana Ramírez
Inclusive and Innovative: Dive into the Future of FSL Learning with the Neurolinguistic Approach
Language: French
Antonia Cetin

11:00 a.m.
11:15 a.m.
Break

11:15 a.m.
12:30 p.m.
Breaking Barriers: Neurodiversity and Additional Language Learning
Language: English
Alexandra Arraiz Matute, Tamara Sorenson Duncan, and Jacob Williams
Using the Equity Audit Process to Foster Inclusion and Diversity in the Additional Language Classroom
Language: French
Rubina Sharma

12:30 p.m.
1:00 p.m.
Break (Full day registrants)

12:45 p.m.
1:00 p.m.
Welcome and Introduction (Half day PM registrants)

1:00 p.m.
2:15 p.m.
Debunking Myths and Shifting Paradigms: Embracing Plurilingualism in Language Education
Language: English
Quinton Stotz
Literacy Centres in the Language Classroom
Language: French
Josée Le Bouthillier

2:15 p.m.
2:30 p.m.
Break

2:30 p.m.
3:45 p.m.
Redefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom
Language: English
Wei Cai
Let’s Stop Talking about My Linguistic Insecurity! Instead, Let’s Negotiate My Legitimacy
Language: French
Monica Tang

* Eastern Standard Time
Session Descriptions
English Sessions
Unlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading
Adriana Ramírez
Have you ever found yourself captivated by a movie scene, wishing you could bring that same level of engagement to your language classroom? Discover the dynamic combination of Movie Talks and Embedded Reading, a powerful duo that transforms lessons into immersive experiences, keeping students engaged and learning. Movie Talks use short video clips to provide Comprehensible Input (CI). Embedded Reading involves creating multiple versions of the same text, starting with a simple baseline and progressively adding more details, vocabulary, and complexity. This scaffolded approach helps students build comprehension of initially challenging texts. In this workshop, you’ll learn how to masterfully blend these two techniques, creating a synergy that introduces more vocabulary, grammar structures, and cultural context. Unlock the door to a world of CI, where language learning becomes an immersive, enjoyable journey.
Teacher Tool: Receive a ready-to-go embedded reading in Spanish, English, or French, complete with comprehension questions and a series of activities to accompany your Movie Talk lessons. This tool will provide content for up to four classes.
Breaking Barriers: Neurodiversity and Additional Language Learning
Alexandra Arraiz Matute, Tamara Sorenson Duncan, and Jacob Williams
Every student deserves the opportunity to thrive in the additional language (L+) classroom, yet learners with communication-based disabilities often miss out on opportunities for multilingual development. This workshop will focus on supporting multilingual development for learners with communication-based disabilities in French immersion and multilingual learners in English programs. Discover how recognizing and valuing neurodiversity can transform your language classroom, make your language programs more inclusive and accessible, and ensure that all students can thrive. By the end of this session, participants will be equipped with research-informed, innovative tools and strategies to enhance their teaching practices and advocate for successful L+ learning for every student in their classroom.
Teacher Tool: Receive an inclusivity checklist for L+ programs. This practical tool will help educators assess and enhance inclusivity in their language classrooms through sections on classroom environment, implicit bias, teaching materials, and student engagement.
Debunking Myths and Shifting Paradigms: Embracing Plurilingualism in Language Education
Quinton Stotz
As Canadian schools rapidly become more plurilingual, many teachers are left wondering how to effectively navigate this linguistic diversity. This session dives into the transformative potential of plurilingualism by debunking three deep-seated myths about language. Grounded in the theoretical underpinnings of the Common European Framework of Reference for Languages (CEFR), participants will explore concepts such as translanguaging and grammaring. We will critically examine how monolingual bias influences classroom practices, learning outcomes, and policy decisions and discuss strategies to counteract deficit views that marginalize students and constrain teachers. Educators will receive practical insights and strategies to foster inclusive language classrooms that honour and leverage the diverse linguistic repertoires of their students. This session is indispensable for educators, learners, and advocates dedicated to advancing plurilingual education and promoting equity in language learning.
Teacher Tool: Receive a set of reflection tools aimed at helping teachers and students validate their plurilingual repertoires and practices. The first tool encourages students to critically review their language learning experiences, attitudes, and competencies, helping them see themselves as legitimate users of the target language. The second tool is designed for both new and experienced teachers and offers a similar introspective opportunity, but with an additional component for reflecting on their teaching practices.
Redefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom
Wei Cai
Imagine having a versatile, intelligent assistant to support your language teaching efforts, engaging students like never before. Welcome to the future of language education with ChatGPT! This innovative workshop delves into the transformative potential of ChatGPT in creating dynamic, supportive environments for language learning. It will offer concrete guidelines and creative ideas for incorporating ChatGPT into various aspects of language education. Explore how ChatGPT can revolutionize your teaching methods with practical examples, learn strategies for crafting effective prompts that yield desired outcomes, and discover how to seamlessly integrate task-based language teaching principles into your curriculum. Join us to unlock the full potential of ChatGPT and elevate your language teaching to new heights.
Teacher Tool: Receive a ChatGPT activity template to help you plan and implement ChatGPT-driven activities, ensuring you can easily adapt and apply these innovative techniques in your classroom.
French Sessions
Inclusive and Innovative: Dive into the Future of FSL Learning with the Neurolinguistic Approach
Antonia Cetin
Have you ever asked yourself: “How do I get my students talking in French?” Join us for an inspiring exploration at the forefront of French as a second language (FSL) acquisition! Delve into the fascinating intersection of neuroscience and language learning to uncover how Neurolinguistic Approach (NLA) strategies revolutionize the way learners acquire and apply French language skills. This workshop will illuminate how NLA strategies not only facilitate but actively encourage spontaneous communication in French. Through practical demonstrations and insightful discussions, educators will gain valuable insights into fostering a supportive environment where students feel empowered to express themselves confidently in French. Participants will leave energized and equipped with actionable techniques to effectively implement NLA strategies in their classrooms. Get ready to ignite a passion for speaking French among your students and enhance your confidence in guiding them towards linguistic fluency!
Teacher Tool: Receive a comprehensive guide of NLA strategies for teaching oral language structures. Educators will practice these proven techniques during the session to ensure are ready to implement them effectively in their own classrooms.
Using the Equity Audit Process to Foster Inclusion and Diversity in the Additional Language Classroom
Rubina Sharma
Are you ready to lead meaningful changes in your additional language (L+) program but aren’t sure where to start? By acknowledging the need for improvement, educators can take the first step toward transformative change. In this session, participants will engage in the equity audit process to identify and address gaps, omissions, and the under- and overrepresentation of diverse groups in their current resources, lessons, and activities. Designed for instructional leaders, department heads, and teachers of L+ students (including immersion, bilingual, extended, and second/additional language programs), this session will equip participants with the tools and knowledge needed to evaluate how well their programs reflect the diversity of language learners.
Teacher Tool: Receive a sample equity audit tool and skills progression-based program planners (long-range planning tools) that focus on culturally relevant and responsive pedagogy (CRRP). These resources will help educators create more inclusive L+ programming, ensuring their lessons better reflect and serve the diverse population of students they teach.
Literacy Centres in the Language Classroom
Josée Le Bouthillier
Literacy centres are a teaching and learning tool through which students have repeated opportunities to practise literacy-learning targets and explore them more deeply. The centres also allow educators to encourage their students’ autonomy and to differentiate their teaching. Designing pedagogical tasks for the centres — that is, activities that enhance the development of oral, reading, and writing skills — is essential to the quality of students’ learning experiences. How they are integrated into the teaching sequence is just as important. In this session, Josée will explore the principles of designing pedagogical tasks for literacy centres and give examples of tasks that comply with these principles. These tasks are intended not only to captivate and motivate students but also to offer pedagogically rich learning experiences. In addition, because student preparation and the teaching sequence are crucial to the success of literacy centres, Josée will explain the teaching approach that enables students to perform literacy tasks autonomously.
Teacher tool: Receive a detailed infographic designed to guide educators through creating effective teaching tasks for literacy centres, including a clear teaching sequence to enhance student learning outcomes in language and literacy development.
Let’s Stop Talking about My Linguistic Insecurity! Instead, Let’s Negotiate My Legitimacy
Monica Tang
In Canada, French is an additional language (L+) for more than 50 percent of French teachers (ACPI, 2018). On the one hand, working in our L+ may be very satisfying because we can share the unique pleasure of discovering what we can do in another language. On the other hand, we may worry that our French is not good enough, even as teachers. This linguistic insecurity can be paralyzing and keep us from flourishing both personally and professionally. It may even lead us to consider giving up teaching French. However, the key to strengthening our sense of security in our L+ is not the elimination of our errors but 1) valuing our L+ journey and 2) negotiating a legitimate L+ identity by cultivating positive positions. So, what are these ideal positionings for a bilingual person? In this session, by changing the focus from linguistic insecurity to a perspective of legitimacy, we will learn about the ideal positions that we aim to develop as a bilingual person and how we can choose to actively cultivate them as a French teacher, whether French is our first language or our L+.
Teacher tool: The “Ideal positions for a positive bilingual identity” table gives an overview of the attitudes, values, and habits that we should cultivate as an L+ educator and student. The positions are divided into four categories: perception of linguistic identity, perception of language skills, perception of intercultural skills, and belonging to a linguistic community.

Innovate Your French Teaching with the Action-Oriented Approach
2025-02-12 11:30 - 12:30

Voices from the Field: Bridging Borders and Mapping Challenges for Foreign-Trained Teachers
2025-02-19 18:30 - 20:00 | Zoom
This webinar is the first in a series of three sessions as part of our Pathways to Success project dedicated to valuing additional language education and professional integration for foreign-trained teachers (FTTs). The aim of the project is to identify challenges and issues related to FTT integration. This first session will provide a unique opportunity to connect, collaborate, and explore innovative solutions to facilitate the integration of FTTs, thereby contributing to the development of additional language instruction in the Canadian education system.
A prize draw will take place at the end of the session. Prizes include one $50 gift card and two $25 gift cards to the winners’ choice of Indigo Books and Music, Tim Hortons, or Starbucks. Participants must be present to claim a prize.
Step 1: Identifying FTT-related Challenges for School Administrators
This session is dedicated to identifying challenges and issues related to the integration of FTTs in schools across Canada, with a particular focus on additional language instruction.
Step 2: Co-designing and Developing Solutions
The second session will focus on working collaboratively among participants to develop concrete strategies and solutions to overcome the challenges identified in the first session.
Step 3: Toolkit Presentation and Dissemination
The final session will present a practical toolkit, developed from community contributions and co-designing strategies from the previous session, to facilitate the professional integration of FTTs into the Canadian education system.
Webinar Agenda
Welcome and Introduction (20 minutes)

Introduction of the facilitators
Review of session objectives
Interactive round table where participants can share their expectations
Introduction of the participants
Proposal of group or reflective task to further the discussions

Testimonials and storytelling (40 minutes)
Alice Fomen, PhD in educational technology, assistant professor at the Université de l’Ontario français, and founder of Seeva Education and the Alliance for an Inclusive Education Community (ACEI), as well as Eric Keune, vice principal at the Viamonde School Board and teacher with over 19 years of experience, will share their experiences on the challenges and successes associated with FTT integration.
Collaborative Workshop (25 minutes)
Participants will be divided into two or three groups to identify the FTT integration-related issues from the facilitators’ stories.
The groups will synthesize the stories told by Alice Fomen and Eric Keunne through the collaborative creation of a keyword cloud.
Wrap-Up and Closing (5 minutes)
The webinar will finish with a summary of next steps.

8th Annual Second Language Cocktail
2025-02-20 17:30 - 19:30

Défi francophonie: Grades 3-7 French Immersion (March 19, 2025)
2025-03-19 09:00 - 09:55 | Zoom
Sign up your Grades 3-7 French Immersion 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!
For more information

Défi francophonie: Grades 3-7 Core French (March 19, 2025)
2025-03-19 11:30 - 12:25 | Zoom
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!
For more information

Défi francophonie: Grades 8-12 French as a Second Language (March 19, 2025)
2025-03-19 13:00 - 13:55 | Zoom
Sign up your Grades 8-12 French as a Second Language 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!
For more information

Défi francophonie: Grades 8-12 French as a Second Language (March 20, 2025)
2025-03-20 09:00 - 09:55 | Zoom

Défi francophonie: Grades 3-7 French Immersion (March 20, 2025)
2025-03-20 11:30 - 12:25 | Zoom

Défi francophonie: Grades 3-7 Core French (March 20, 2025)
2025-03-20 13:00 - 13:55 | Zoom

Languages Without Borders 2025
2025-04-03 - 2025-04-05 | Hôtel Bonaventure Montréal, 900 de la Gauchetière Street W., Montréal, Quebec, H5A 1E4, Canada
CASLT and the Association québécoise pour l’enseignement du français langue seconde (AQEFLS) are excited to cohost Languages Without Borders (LWB) 2025.
Mark your calendars: LWB 2025 will take place at the Hôtel Bonaventure Montréal.
SCHED Event App
Glossary and Legend
Schedule of Events
Conference Program
Registration
Call for Proposals
Sponsors
Information for Exhibitors

Effective Assessment Strategies for FSL
2025-04-03 18:30 - 2025-05-22 20:00 | Zoom
Course Details
Schedule and Format
8 lessons over 8 weeks that blend theory and practice:

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

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

First class: April 3, 2025
Last class: May 22, 2025
Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

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

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

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

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

Fostering Equity and Diversity in the FSL Classroom
2025-04-08 18:30 - 2025-05-27 20:00 | Zoom
Course Details
Schedule and Format

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

Synchronous classes on Tuesdays from 6:30-8:00 p.m. ET (on Zoom)
Emphasis will be placed on peer learning through structured group discussions and visits from expert guest speakers, allowing participants to learn from each others’ experiences and perspectives
Participants will engage in a cyclical process of learning foundational concepts, creating practical tools and strategies, collaborating with peers, implementing these tools and strategies in their own contexts, and self reflection

First class: April 8, 2025
Last class: May 27, 2025
Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.

Registration Type
Rate

CASLT Member
$125 + tax

Non-member*
$185 + tax

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

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

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

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

Course Overview

Lesson
Guiding Questions
Learning Objectives

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

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

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

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

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

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

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

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

Multilingual Special Education Virtual Symposium
2025-05-01 11:00 - 2025-05-02 16:00

CCERBAL 2025 Conference: Bilingualism and multilingualism
2025-05-08 09:00 - 2025-05-10 17:00

Debunking AI for Teachers
2025-05-29 19:00 - 20:30
