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DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260506T051400
CREATED:20240822T224946Z
LAST-MODIFIED:20240826T233317Z
UID:26995-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (B1)
DESCRIPTION:Course Details\nSchedule and Format\n\n8 lessons over 8 weeks that blend theory and practice:\n\nSynchronous 90-minute lessons on Tuesdays\, 6:30–8 p.m. ET (Zoom)\nAsynchronous learning activities during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 19\, 2024\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$125 + tax\n\n\nNon-member*\n$185 + 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-b1-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/teenage-students-AdobeStock_380920032-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260506T051400
CREATED:20240823T231559Z
LAST-MODIFIED:20240826T233307Z
UID:27030-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (A2)
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30–8:00 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 29\, 2024\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$125 + tax\n\n\nNon-member*\n$185 + 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-a2-2024/
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:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260506T051400
CREATED:20240824T003744Z
LAST-MODIFIED:20240826T233256Z
UID:27039-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (A1)
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30–8:00 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 29\, 2024\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$125 + tax\n\n\nNon-member*\n$185 + 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-a1-2024/
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:20241001T183000
DTEND;TZID=America/Toronto:20241119T200000
DTSTAMP:20260506T051400
CREATED:20240826T221648Z
LAST-MODIFIED:20240905T190138Z
UID:26982-1727807400-1732046400@www.caslt.org
SUMMARY:French for Teachers (B2)
DESCRIPTION:Course Details\nSchedule and Format\n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\nSynchronous classes on Tuesdays from 6:30–8:00 p.m. ET (on Zoom)\nSome asynchronous activities to be completed during the week\n\n\nFirst class: October 1\, 2024\nLast class: November 29\, 2024\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$125 + tax\n\n\nNon-member*\n$185 + 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-b2-2024/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/08/high-school-teacher-assisting-AdobeStock_470737067-1920w-16-9-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241002T130000
DTEND;TZID=America/Toronto:20241002T134500
DTSTAMP:20260506T051400
CREATED:20240912T195625Z
LAST-MODIFIED:20240912T195929Z
UID:27262-1727874000-1727876700@www.caslt.org
SUMMARY:Mauril in the Classroom Training
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-en-20241002-1/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241002T143000
DTEND;TZID=America/Toronto:20241002T151500
DTSTAMP:20260506T051400
CREATED:20240912T201707Z
LAST-MODIFIED:20240912T201756Z
UID:27276-1727879400-1727882100@www.caslt.org
SUMMARY:Formation Mauril en classe
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-fr-20241002-1/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241002T180000
DTEND;TZID=America/Toronto:20241002T184500
DTSTAMP:20260506T051400
CREATED:20240912T201917Z
LAST-MODIFIED:20240912T201959Z
UID:27279-1727892000-1727894700@www.caslt.org
SUMMARY:Formation Mauril en classe
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-fr-20241002-2/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241002T193000
DTEND;TZID=America/Toronto:20241002T201500
DTSTAMP:20260506T051400
CREATED:20240912T200934Z
LAST-MODIFIED:20240912T201117Z
UID:27268-1727897400-1727900100@www.caslt.org
SUMMARY:Mauril in the Classroom Training
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-en-20241002-2/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241004
DTEND;VALUE=DATE:20241005
DTSTAMP:20260506T051400
CREATED:20240419T190048Z
LAST-MODIFIED:20241003T223108Z
UID:25986-1728000000-1728086399@www.caslt.org
SUMMARY:Annual General Meeting and Networking Day 2024
DESCRIPTION:CASLT holds its Annual General Meeting (AGM) and Networking Day each fall. The event is a great opportunity for CASLT members\, partners\, and stakeholders in language education to discuss important updates\, network\, and share ideas. \nCASLT’s 2024 AGM and Networking Day will take place on Friday\, October 4 at the Sheraton Ottawa Hotel. The registration fee is $25. \nRegister\n  \nEvent Details and Documents\n  \n  \nSponsors\nThank you to the sponsors of our 2024 AGM and Networking Day.
URL:https://www.caslt.org/en/event/agm-nd-2024/
LOCATION:Sheraton Ottawa Hotel\, 150 Albert Street\, Ottawa\, Ontario\, K1P 5G2\, Canada
CATEGORIES:Annual General Meeting,Networking
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/01/calendar-iStock-1250558306-web.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241008T100000
DTEND;TZID=America/Toronto:20241008T104500
DTSTAMP:20260506T051400
CREATED:20240912T202627Z
LAST-MODIFIED:20240912T202716Z
UID:27282-1728381600-1728384300@www.caslt.org
SUMMARY:Formation Mauril en classe
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-fr-20241008/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241008T120000
DTEND;TZID=America/Toronto:20241008T124500
DTSTAMP:20260506T051400
CREATED:20240912T201444Z
LAST-MODIFIED:20240912T201603Z
UID:27271-1728388800-1728391500@www.caslt.org
SUMMARY:Mauril in the Classroom Training
DESCRIPTION:
URL:https://www.caslt.org/en/event/mauril-en-20241008/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/png:https://www.caslt.org/wp-content/uploads/2024/09/MAU_en_Classe_Francais_1200x1200.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241016T190000
DTEND;TZID=America/Toronto:20241016T200000
DTSTAMP:20260506T051400
CREATED:20240916T201144Z
LAST-MODIFIED:20241008T190155Z
UID:27356-1729105200-1729108800@www.caslt.org
SUMMARY:Get Them Talking! Building Language Skills Through Interactive Games and Activities (English)
DESCRIPTION: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.
URL:https://www.caslt.org/en/event/opl-20241016-en/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/09/schoolchildren-AdobeStock_408571723-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20241017T190000
DTEND;TZID=America/Toronto:20241017T200000
DTSTAMP:20260506T051400
CREATED:20240916T201829Z
LAST-MODIFIED:20241008T190157Z
UID:27375-1729191600-1729195200@www.caslt.org
SUMMARY:Get Them Talking! Building Language Skills Through Interactive Games and Activities (French)
DESCRIPTION: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.
URL:https://www.caslt.org/en/event/opl-20241017-fr/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2024/09/schoolchildren-AdobeStock_408571723-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241021
DTEND;VALUE=DATE:20241026
DTSTAMP:20260506T051400
CREATED:20241009T151143Z
LAST-MODIFIED:20241009T151143Z
UID:27649-1729468800-1729900799@www.caslt.org
SUMMARY:S'outiller pour dynamiser le niveau A1 et rendre les apprenants confiants\, compétents et fiers francophones
DESCRIPTION:
URL:https://www.caslt.org/en/event/francophoneli/
CATEGORIES:Community Spotlight
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2021/11/CASLT-ACPLS_760359739-V2-e1640106410451.jpg
END:VEVENT
END:VCALENDAR