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X-WR-CALNAME:Canadian Association of Second Language Teachers (CASLT)
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DTSTART;TZID=America/Toronto:20230201T190000
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DTSTAMP:20260426T153753
CREATED:20221102T224934Z
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UID:12954-1675278000-1675281600@www.caslt.org
SUMMARY:Establishing Routines in a Blended Learning Environment: Lowering Our Students’ Affective Filters (French)
DESCRIPTION:With the COVID-19 pandemic\, technology has come to play a vital role in language classrooms. As part of our mission to support second language teachers and teaching throughout Canada\, CASLT is hosting a series of Online Professional Learning webinars exploring the role of technology in language teaching and learning. \nA blended learning environment requires routines purposefully designed to establish a community of second language learners who can maintain low affective filters. This helps them stay motivated and able to acquire language. Effective routines can provide consistency\, stability\, and greater learner autonomy. In this webinar\, we will delve into research-based evidence to share a variety of practical teaching strategies and routines that will help you meet the needs of your blended L2 learners.
URL:https://www.caslt.org/en/event/opl-20230201/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/11/kids-looking-tablet-AdobeStock_267811881-1920w-16-9.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230206T190000
DTEND;TZID=America/Toronto:20230206T200000
DTSTAMP:20260426T153753
CREATED:20230118T002058Z
LAST-MODIFIED:20230118T002058Z
UID:13486-1675710000-1675713600@www.caslt.org
SUMMARY:Innovative Assessment Practices Using Technology (English)
DESCRIPTION:With the COVID-19 pandemic\, technology has come to play a vital role in language classrooms. As part of our mission to support second language teachers and teaching throughout Canada\, CASLT is hosting a series of Online Professional Learning webinars exploring the role of technology in language teaching and learning. \nWhether classes occur online\, in-person\, or in hybrid format\, technology can facilitate the assessment of language proficiency. This session will focus on foundational practices as well as specific technologies and strategies that teachers can implement to ensure that language assessments are reliable and valid\, even when they occur online. How do teachers collect observational evidence of learning from students in breakout rooms? How do they ensure that online written assignments are valid? What conversational evidence of learning can teachers gather using technology? Attend this interactive\, online session for answers to these questions as well as any others you may have regarding assessment in a blended language learning environment.
URL:https://www.caslt.org/en/event/opl-20230206/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/01/students-teacher-computer-elementary-AdobeStock_315977669-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230208T190000
DTEND;TZID=America/Toronto:20230208T200000
DTSTAMP:20260426T153753
CREATED:20230118T002139Z
LAST-MODIFIED:20230118T002547Z
UID:13501-1675882800-1675886400@www.caslt.org
SUMMARY:Innovative Assessment Practices Using Technology (French)
DESCRIPTION:With the COVID-19 pandemic\, technology has come to play a vital role in language classrooms. As part of our mission to support second language teachers and teaching throughout Canada\, CASLT is hosting a series of Online Professional Learning webinars exploring the role of technology in language teaching and learning. \nWhether classes occur online\, in-person\, or in hybrid format\, technology can facilitate the assessment of language proficiency. This session will focus on foundational practices as well as specific technologies and strategies that teachers can implement to ensure that language assessments are reliable and valid\, even when they occur online. How do teachers collect observational evidence of learning from students in breakout rooms? How do they ensure that online written assignments are valid? What conversational evidence of learning can teachers gather using technology? Attend this interactive\, online session for answers to these questions as well as any others you may have regarding assessment in a blended language learning environment.
URL:https://www.caslt.org/en/event/opl-20230208/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/01/students-teacher-computer-elementary-AdobeStock_315977669-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230214T190000
DTEND;TZID=America/Toronto:20230214T200000
DTSTAMP:20260426T153753
CREATED:20230118T014619Z
LAST-MODIFIED:20230210T213350Z
UID:13510-1676401200-1676404800@www.caslt.org
SUMMARY:The Contradiction of Being a French L+ Teacher: Issues to Consider to Support Immersion Teachers (English)
DESCRIPTION:The French immersion faculty is evolving. While it was once predominantly composed of people with French as their dominant language (L1)\, a recent study by ACPI (2019) points out that\, in fact\, the majority of today’s French immersion teachers outside of Quebec speak French as an additional language (L+). For those who work in their non-dominant language\, the experience can include feelings that are complex and sometimes contradictory. \nThe powerful experience of learning French in immersion is what makes a career in immersion appealing to so many graduates of the program. That being said\, the decision to teach in immersion is often accompanied by a certain amount of stress that arises as these teacher-graduates attempt to integrate into the immersion language community. These feelings go beyond personal linguistic insecurity to concerns around legitimately belonging to the immersion language community. \nDespite a desire to belong\, new French L+ teachers can feel a strong sense of non-belonging when the only aspects of linguistic identity that are considered are accent and French-language proficiency. Teacher-graduates seek to assert their contributions to the immersion program and to have a voice within this community. Collectively\, we need to reflect on our perception of what defines the legitimacy of L+ teachers and ask ourselves how our perception of this legitimacy can affect their access to this community. \nThis workshop will explore the complexities of bilingual life through the story of a French immersion teacher and suggest ways to support the legitimacy of bilingual teachers. \nThe session will recorded and posted on the CASLT CoLab afterwards.
URL:https://www.caslt.org/en/event/opl-20230214/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/01/teachers-sharing-ideas-iStock-1340023801-1920w-16-9-e1726179217454.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230215T130000
DTEND;TZID=America/Toronto:20230215T141500
DTSTAMP:20260426T153753
CREATED:20230125T184631Z
LAST-MODIFIED:20230125T184631Z
UID:13577-1676466000-1676470500@www.caslt.org
SUMMARY:Latest Research on Second Language Learning and News from Other Countries
DESCRIPTION:Showcase meeting 3 for the National Table for French as a Second Language.
URL:https://www.caslt.org/en/event/tnfls-20230215/
LOCATION:Zoom
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/04/teacher-collaboration-iStock-481722996-web.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230215T190000
DTEND;TZID=America/Toronto:20230215T200000
DTSTAMP:20260426T153753
CREATED:20230118T014843Z
LAST-MODIFIED:20230210T213356Z
UID:13527-1676487600-1676491200@www.caslt.org
SUMMARY:The Contradiction of Being a French L+ Teacher: Issues to Consider to Support Immersion Teachers (French)
DESCRIPTION:The French immersion faculty is evolving. While it was once predominantly composed of people with French as their dominant language (L1)\, a recent study by ACPI (2019) points out that\, in fact\, the majority of today’s French immersion teachers outside of Quebec speak French as an additional language (L+). For those who work in their non-dominant language\, the experience can include feelings that are complex and sometimes contradictory. \nThe powerful experience of learning French in immersion is what makes a career in immersion appealing to so many graduates of the program. That being said\, the decision to teach in immersion is often accompanied by a certain amount of stress that arises as these teacher-graduates attempt to integrate into the immersion language community. These feelings go beyond personal linguistic insecurity to concerns around legitimately belonging to the immersion language community. \nDespite a desire to belong\, new French L+ teachers can feel a strong sense of non-belonging when the only aspects of linguistic identity that are considered are accent and French-language proficiency. Teacher-graduates seek to assert their contributions to the immersion program and to have a voice within this community. Collectively\, we need to reflect on our perception of what defines the legitimacy of L+ teachers and ask ourselves how our perception of this legitimacy can affect their access to this community. \nThis workshop will explore the complexities of bilingual life through the story of a French immersion teacher and suggest ways to support the legitimacy of bilingual teachers. \nThe session will recorded and posted on the CASLT CoLab afterwards.
URL:https://www.caslt.org/en/event/opl-20230215/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/01/teachers-sharing-ideas-iStock-1340023801-1920w-16-9-e1726179217454.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20230227T190000
DTEND;TZID=America/Toronto:20230227T200000
DTSTAMP:20260426T153753
CREATED:20230210T205627Z
LAST-MODIFIED:20230210T213401Z
UID:13726-1677524400-1677528000@www.caslt.org
SUMMARY:Connecting Language Learners to the World Outside: A Panel Discussion (English)
DESCRIPTION:With the COVID-19 pandemic\, technology has come to play a vital role in language classrooms. As part of our mission to support second language teachers and teaching throughout Canada\, CASLT is hosting a series of Online Professional Learning webinars exploring the role of technology in language teaching and learning. \nLanguage doesn’t exist in a vacuum\, so why should our language classrooms? Connecting language students to the real world in authentic and meaningful ways can be a highly motivating way to encourage learning. In 2020\, the recipients of two of CASLT’s Research and Special Initiatives Grants set out to explore different ways to connect their students to the outside world. Karen and Serena explored the development of intercultural understanding and awareness fostered among students participating in a virtual “Web Pals” language exchange. Laun and Ashleigh had their students interview fluent French speakers for a podcast to inspire them to be more engaged. Join our panel discussion to learn more about each of these projects and how you can implement their strategies in your own classroom. \nThe session will recorded and posted on the CASLT CoLab afterwards.
URL:https://www.caslt.org/en/event/opl-20230227/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/02/girls-2-backpack-AdobeStock_224638353-1920w-16-9.jpg
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