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DTSTART;TZID=America/Toronto:20250109T183000
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DTSTAMP:20260419T073641
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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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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250114T183000
DTEND;TZID=America/Toronto:20250304T200000
DTSTAMP:20260419T073641
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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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250212T113000
DTEND;TZID=America/Toronto:20250212T123000
DTSTAMP:20260419T073641
CREATED:20250123T190815Z
LAST-MODIFIED:20250123T192733Z
UID:28404-1739359800-1739363400@www.caslt.org
SUMMARY:Innovate Your French Teaching with the Action-Oriented Approach
DESCRIPTION:
URL:https://www.caslt.org/en/event/innovate-your-french-teaching-with-the-action-oriented-approach/
CATEGORIES:Community Spotlight,Webinar
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250219T183000
DTEND;TZID=America/Toronto:20250219T200000
DTSTAMP:20260419T073641
CREATED:20250204T190109Z
LAST-MODIFIED:20250207T155039Z
UID:28503-1739989800-1739995200@www.caslt.org
SUMMARY:Voices from the Field: Bridging Borders and Mapping Challenges for Foreign-Trained Teachers
DESCRIPTION: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. \nA 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. \nStep 1: Identifying FTT-related Challenges for School Administrators\nThis 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. \nStep 2: Co-designing and Developing Solutions\nThe second session will focus on working collaboratively among participants to develop concrete strategies and solutions to overcome the challenges identified in the first session. \nStep 3: Toolkit Presentation and Dissemination\nThe 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. \nWebinar Agenda\nWelcome and Introduction (20 minutes)\n\nIntroduction of the facilitators\nReview of session objectives\nInteractive round table where participants can share their expectations\nIntroduction of the participants\nProposal of group or reflective task to further the discussions\n\nTestimonials and storytelling (40 minutes)\nAlice 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. \nCollaborative Workshop (25 minutes)\nParticipants will be divided into two or three groups to identify the FTT integration-related issues from the facilitators’ stories. \nThe groups will synthesize the stories told by Alice Fomen and Eric Keunne through the collaborative creation of a keyword cloud. \nWrap-Up and Closing (5 minutes)\nThe webinar will finish with a summary of next steps.
URL:https://www.caslt.org/en/event/pathways-to-success-20250219/
LOCATION:Zoom
CATEGORIES:Community Building,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20250220T173000
DTEND;TZID=America/Toronto:20250220T193000
DTSTAMP:20260419T073642
CREATED:20250123T184613Z
LAST-MODIFIED:20250123T184613Z
UID:28396-1740072600-1740079800@www.caslt.org
SUMMARY:8th Annual Second Language Cocktail
DESCRIPTION:
URL:https://www.caslt.org/en/event/8th-annual-second-language-cocktail/
CATEGORIES:Community Spotlight,Networking
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