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DTSTART;TZID=America/Toronto:20250109T183000
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UID:27062-1736447400-1740686400@www.caslt.org
SUMMARY:Finding\, Evaluating\, and Creating Resources for FSL Programs
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nAsynchronous tâche de préparation for each lesson (approx. 30 mins)\nSynchronous 60-minute class on Thursdays\, 6:30–8 p.m. ET (on Zoom)\nReflection and professional dialogue with other course participants are integral to the course\nEmphasis 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\n\nFirst class: January 9\, 2025 \nLast class: February 27\, 2025 \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. \nLanguage of the Course\nThis 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. \nInstructional Approach\n\nEach synchronous class will be taught using the activer–acquérir–ancrer model\nAn inquiry-based model with guiding questions will be used\nA variety of formats to support learning\, as appropriate to the task\, is encouraged\n\nCourse Description\nIn 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: \n\nWhat role does effective\, equitable resource selection/creation play in students’ academic achievement and well-being in FSL programs?\nWhat is the relationship between resource selection/creation and language proficiency frameworks and approaches (e.g.\, the CEFR and the Action-Oriented Approach)?\nHow does effective\, equitable resource selection/creation support an inclusive\, differentiated approach to language learning that fosters collaboration\, curiosity\, joy\, and independence?\n\nParticipants will engage in both synchronous and asynchronous tasks that promote interaction and reflection. \nPlease 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. \nLearning Outcomes\nBy the end of this 8-lesson course\, participants will be able to: \n\nUnderstand some of the principles\, frameworks\, and tools that guide resource selection and creation in FSL programs\nDevelop familiarity with many readily available\, high-quality\, engaging\, relevant print and digital resources that support student learning\, engagement\, and well-being in FSL programs\nCritically analyze and create resources that foster equity\, inclusion\, collaboration\, curiosity\, joy\, and independence in FSL classrooms\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do our personal and diverse identities\, lived experiences\, interests\, and viewpoints influence our practices related to resource selection in FSL programs? \nHow might the principles of Culturally Relevant and Responsive Pedagogy (CRRP) guide our work in this area? \nHow do the guiding principles of decolonization\, equity\, anti-racism\, and anti-oppression ground our work in resource selection and creation?\nCo-create our virtual professional learning community. \nExplore the intersectionality and impact of personal identity and lived experiences with professional practice related to resource selection. \nIdentify some practices to stop\, start\, and continue based on their impact related to decolonization\, equity\, anti-racism\, and anti-oppression. \nReflect on personal experiences with resources in FSL programs. \nDevelop a collective understanding of principles of decolonization\, equity\, anti-racism\, and anti-oppression as they relate to resource selection and creation.\n\n\n2\nHow do the guiding principles of decolonization\, equity\, anti-racism\, and anti-oppression ground our work in resource selection and creation? \nWhat is Culturally Relevant and Responsive Pedagogy (CRRP)?\nDeepen our ability to assess bias and problematic representations. \nDevelop a collective understanding of CRRP and its critical role in resource selection and creation.\n\n\n3\nHow 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? \nWhat are the Common European Framework of Reference (CEFR) and the Action-Oriented Approach (AOA) to language learning?\nDeepen our ability to assess the relevance of resources as related to diverse learner identities and lived experiences. \nDevelop a collective understanding of the CEFR and its critical role in resource selection and creation. \nDevelop a collective understanding of the AOA and its critical role in resource selection and creation.\n\n\n4\nHow 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? \nWhat tools and strategies can be used to support equitable\, intentional\, purposeful resource selection and creation in FSL programs?\nDeepen our ability to assess the relevance of resources as related to how they support language learning goals and provincial/territorial curriculum. \nExplore resource selection in action (exploration of sample school board/district tools to support resource selection and creation.\n\n\n5\nWhat tools and strategies can be used to support equitable\, intentional\, purposeful resource selection and creation in FSL programs? \nHow can authentic\, relevant\, and engaging print and digital resources enhance student achievement and well-being in FSL programs?\nCreate a personal Resource Selection Tool (in line with the school board tool\, if applicable). \nExplore some high-quality\, widely available print resources in French. \nExplore some high-quality\, widely available audio and audiovisual resources in French. \nCritically analyze how some print\, audio\, and audiovisual resources reflect principles of CRRP and provide AOA language learning opportunities.\n\n\n6\nHow can authentic\, relevant\, and engaging print and digital resources enhance student achievement and well-being in FSL programs? \nWhat is the role of interactive tech tools in 21st century FSL classrooms? \nWhat is the Substitution-Augmentation-Modification-Redefinition (SAMR) model?\nExplore some high-quality\, widely available print resources in French. \n\ne.g. books\, websites\, blogs\, short stories\, poetry\, song lyrics\, etc.\n\nExplore some high-quality\, widely available audio and audiovisual resources in French. \n\ne.g. videos\, films\, audiobooks\, podcasts\, recordings\, songs\, etc.\n\nCritically analyze how some print\, audio and audiovisual resources reflect principles of CRRP and provide AOA language learning opportunities. \nDevelop an understanding of the SAMR model of technology integration. \nExplore some examples of technology tools and how they can enhance learning in FSL programs to foster inclusion\, creativity\, engagement\, and language acquisition.\n\n\n7\nHow do our personal and diverse identities\, lived experiences\, interests\, and viewpoints influence our practices related to resource selection and creation in FSL programs? \nHow might our knowledge of learning styles and the principles of CRRP guide our work in this area? \nWhen creating resources\, how might the use of Universal Design for Learning (UDL) principles foster a culture of inclusion and enhance learning for all students?\nExplore 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). \nIdentify 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). \nReflect on personal experiences with resources in FSL programs. \nDeepen our understanding of UDL. \nExplore how the principles of UDL support the designing of effective resources that allow for multiple means of expression\, engagement\, and representation. \nExplore considerations that impact the accessibility of resources.\n\n\n8\nHow might the use of differentiation structures enhance the creation and effectiveness of resources in FSL programs to support and engage all learners? \nHow have my thinking and practices related to resource selection evolved during this course? \nWhat are my next moves?\nExplore differentiation structures that create possibilities for effectively co-creating learning experiences and resources with learners. \nIdentify and affirm key learning from the course. \nAddress lingering questions. \nIdentify next steps for transforming practice and professional learning and sharing.
URL:https://www.caslt.org/en/event/resources-fsl-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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DTSTART;TZID=America/Toronto:20250114T183000
DTEND;TZID=America/Toronto:20250304T200000
DTSTAMP:20260428T062421
CREATED:20240823T190544Z
LAST-MODIFIED:20250114T191038Z
UID:27073-1736879400-1741118400@www.caslt.org
SUMMARY:FSL Teaching Approaches and Strategies
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nSynchronous 90-minute classes Tuesdays\, 6:30–8 p.m. ET (on Zoom)\nParticipants are asked to apply what they are learning in their own classrooms and share their observations with course colleagues.\nOptional activities: Reading/viewing activities complement the course discussions.\n\nFirst class: January 14\, 2025 \nLast class: March 4\, 2025 \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\, Intensive/Extended French\, or French Immersion programs (elementary or secondary) \nLanguage of the Course\nThis course is taught with a bilingual approach. Course content will be presented in English\, with classroom examples in French. Participants may engage with coursework and discussions in English or French. \nInstructional Approach\n\nAction-oriented: Each module will include authentic examples from FSL classrooms\, including videos of classrooms in action and examples of student work. Throughout the course\, participants will contribute their analyses\, questions\, and reflections as we examine these examples together and identify the teachers’ and students’ strategies for improving communication in French.\nDifferentiated: Each participant is asked to set out personalized learning objectives\, reflecting on their own professional learning goals for the course. The activities in the course are designed to be transferable to different teaching contexts. We will make explicit connections to how strategies can be adapted or selected based on student age\, interest\, and skill-level.\n\nCourse Description\nIn this course\, we will explore different approaches and strategies for teaching French. Why do some strategies work better in certain contexts or for teaching certain skills? Join us in a safe\, no-judgment professional learning environment where we will share examples of what works (and what doesn’t!). We will also discuss the research and experiences that inform our teaching practices. \nThe course is anchored in the pedagogy (Action-Oriented Approach) and language skill development (comprehension\, production\, interaction) of the Common European Framework of Reference for Languages (CEFR) but the principles are also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 8-week course\, participants will be able to: \n\nDistinguish between different pedagogical approaches to teaching French as a second/additional language\nIdentify and compare a variety of evidence-based strategies to help students develop their communicative skills in listening\, speaking\, reading\, and writing\nApply those strategies to their own teaching context and receive feedback on their approach\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nHow do your personal identity\, lived experiences\, interests\, and viewpoints influence the development of your proficiencies in the languages you use? \nWhat can we learn from historical approaches to teaching a second or additional language?\nRecognize the impact of personal learning experiences and preferences on our teaching choices/methods. \nExamine historical and evidence-based approaches used in second/additional language teaching. \nApply a Culturally Responsive Teaching approach to French language classrooms.\n\n\n2\nHow does the brain impact learning and second/additional language acquisition? \nIn what ways does teaching French as a second/additional language in a Universal Design for Learning (UDL) framework meet the needs of all my students?\nUnderstand how the brain can impact language acquisition. \nApply the framework of UDL to optimize teaching and developing student proficiency in French. \nConsider the affective filter when planning for language acquisition. \nIdentify the needs of your students.\n\n\n3\nHow can the Input Hypothesis develop beginner French skills? \nHow can Teaching Proficiency Through Reading and Storytelling (TPRS) and Accelerative Integrated Methodology (AIM) build a foundation for language acquisition?\nUse comprehensible input to develop proficiency in the French language. \nExamine the use of TPRS and AIM to build a foundation for language acquisition in your teaching practice.\n\n\n4\nTo what extent can the Neurolinguistic Approach (NLA) develop learner proficiency in the French language when learning a new structure or skill?\nExamine the use of the NLA to build a comprehensible-input foundation for language acquisition in your teaching practice. \nDesign learning experiences that put boucler la boucle into practice.\n\n\n5\nIn what ways can proficiency samples guide my understanding of expectations and French proficiency? \nIn what ways can I develop learner proficiency in written and oral production skills?\nUnderstand written and oral production proficiency levels of learners (from A1 to B2). \nDesign learning opportunities that develop written and oral production skills. \nIdentify supports for students before and during activities to address their learning needs.\n\n\n6\nIn what ways can proficiency samples guide my understanding of expectations and French proficiency? \nIn what ways can I develop learner proficiency in written and oral comprehension skills?\nUnderstand written and oral comprehension proficiency levels of learners (from A1 to B2). \nDesign learning opportunities that develop written and oral comprehension skills. \nIdentify supports for students before and during activities to address their learning needs.\n\n\n7\nTo what extent can the Action-Oriented Approach (AOA) be used to develop competencies so that students can achieve action-oriented tasks and use French effectively in a social context?\nExamine the use of the AOA to teach French as a second/additional language and develop communicative and intercultural competencies. \nDevelop students’ social agency and learner autonomy.\n\n\n8\nHow can we move forward? Celebrating our growth and identifying our next steps using self-assessment and professional learning practices.\nReflect and plan purposefully to embed what you have learned into your teaching practice. \nUse the CEFR to continue to guide your practice for proficiency growth in the FSL classroom. \nReflect on the power of communities of teaching and learning.
URL:https://www.caslt.org/en/event/fsl-approaches-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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DTSTART;TZID=America/Toronto:20250131T093000
DTEND;TZID=America/Toronto:20250131T154500
DTSTAMP:20260428T062421
CREATED:20240816T202227Z
LAST-MODIFIED:20250128T181654Z
UID:26782-1738315800-1738338300@www.caslt.org
SUMMARY:Virtual Professional Learning Day (January)
DESCRIPTION: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. \nRegistration Options\nMultiple registration options are available to accommodate scheduling and budgetary constraints: \n\n\n\nOption\nMember Price\nNon-Member Price*\nStudent** Price\n\n\n\n\nFull day (9:30 a.m. to 3:45 p.m. ET)\n$75 + tax\n$105 + tax\nFree\n\n\nHalf day AM (9:30 a.m. to 12:30 p.m. ET)\n$40 + tax\n$70 + tax\nFree\n\n\nHalf day PM (12:45 p.m. to 3:45 p.m. ET)\n$40 + tax\n$70 + tax\nFree\n\n\n\n*Includes a one-year CASLT membership. \n**Must be an active CASLT Student Member. \nSchedule\nEach 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. \n\n\n\nStart Time*\nEnd Time*\nDescription\n\n\n\n\n9:30 a.m.\n9:45 a.m.\nWelcome and Introduction (Full day or Half day AM registrants)\n\n\n9:45 a.m.\n11:00 a.m.\nUnlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading  \nLanguage: English \nAdriana Ramírez\nInclusive and Innovative: Dive into the Future of FSL Learning with the Neurolinguistic Approach \nLanguage: French \nAntonia Cetin\n\n\n11:00 a.m.\n11:15 a.m.\nBreak\n\n\n11:15 a.m.\n12:30 p.m.\nBreaking Barriers: Neurodiversity and Additional Language Learning \nLanguage: English \nAlexandra Arraiz Matute\, Tamara Sorenson Duncan\, and Jacob Williams\nUsing the Equity Audit Process to Foster Inclusion and Diversity in the Additional Language Classroom \nLanguage: French \nRubina Sharma\n\n\n12:30 p.m.\n1:00 p.m.\nBreak (Full day registrants)\n\n\n12:45 p.m.\n1:00 p.m.\nWelcome and Introduction (Half day PM registrants)\n\n\n1:00 p.m.\n2:15 p.m.\nDebunking Myths and Shifting Paradigms: Embracing Plurilingualism in Language Education \nLanguage: English \nQuinton Stotz\nLiteracy Centres in the Language Classroom \nLanguage: French \nJosée Le Bouthillier\n\n\n2:15 p.m.\n2:30 p.m.\nBreak\n\n\n2:30 p.m.\n3:45 p.m.\nRedefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom \nLanguage: English \nWei Cai\nLet’s Stop Talking about My Linguistic Insecurity! Instead\, Let’s Negotiate My Legitimacy \nLanguage: French \nMonica Tang\n\n\n\n* Eastern Standard Time \nSession Descriptions\nEnglish Sessions\nUnlock the Power of Movie Talks: Elevate Your Lessons with Embedded Reading\nAdriana Ramírez \nHave 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. \nTeacher 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. \nBreaking Barriers: Neurodiversity and Additional Language Learning\nAlexandra Arraiz Matute\, Tamara Sorenson Duncan\, and Jacob Williams \nEvery 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. \nTeacher 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. \nDebunking Myths and Shifting Paradigms: Embracing Plurilingualism in Language Education\nQuinton Stotz \nAs 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. \nTeacher 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. \nRedefining Language Teaching and Learning: Harnessing the Power of ChatGPT in the Classroom\nWei Cai \nImagine 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. \nTeacher 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. \nFrench Sessions\nInclusive and Innovative: Dive into the Future of FSL Learning with the Neurolinguistic Approach\nAntonia Cetin \nHave 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! \nTeacher 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. \nUsing the Equity Audit Process to Foster Inclusion and Diversity in the Additional Language Classroom\nRubina Sharma \nAre 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. \nTeacher 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. \nLiteracy Centres in the Language Classroom\nJosée Le Bouthillier \nLiteracy 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. \nTeacher 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. \nLet’s Stop Talking about My Linguistic Insecurity! Instead\, Let’s Negotiate My Legitimacy\nMonica Tang \nIn 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+. \nTeacher 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.
URL:https://www.caslt.org/en/event/virtual-pl-day-jan-2025/
LOCATION:Zoom
CATEGORIES:Professional Learning
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