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DTSTART;TZID=America/Toronto:20260120T190000
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DTSTAMP:20260509T063043
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UID:30732-1768935600-1773174600@www.caslt.org
SUMMARY:Effective Assessment Strategies for FSL – Winter 2026
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nEight 90-minute lessons over eight weeks that blend theory and practice:\n\n60 minutes of synchronous online learning\n30 minutes of collaborative planning and/or individual reflection (synchronously or asynchronously)\n\n\n\nFirst class: January 20\, 2026 \nLast class: March\, 2026 \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$145 + tax\n\n\nNon-member*\n$200 + 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 uses a bilingual approach. Course content will be presented in English\, and participants may engage in coursework and discussions in English or French. \nInstructional Approach\n\nFlipped Classroom: Participants will engage with course materials before class\, allowing in-class time to be used for deeper discussion\, hands-on activities\, and collaborative learning.\nPeer Learning: Participants will be encouraged to learn from each other through structured group discussions and collaborative planning.\nReflective Practice: Participants will engage in regular written reflections to critically evaluate their learning and teaching practices.\nApplied Learning: The course will focus on creating and adapting practical\, context-specific tools and resources grounded in sound theoretical principles. Participants will engage in a continuous learning\, application\, and reflection cycle.\n\nCourse Description\nHow can we assess and evaluate our students in French while fostering engagement\, motivation\, and authentic use of the target language? What is the solution to assessment overwhelm and endless nights marking “my favourite animal” slideshows? This foundational course will explore best practices of assessment and evaluation in French as a second/additional language. Participants will learn practical and time-saving strategies for designing and implementing authentic and engaging assessments to evaluate student language proficiency in a classroom with diverse needs. The course covers essential topics\, including assessment frameworks\, triangulation of evidence\, differentiation\, inclusion\, curriculum alignment\, reporting\, workflow\, and international language credentials. Participants will engage in hands-on activities and discussions emphasizing collaborative planning and practical application. By the end of the course\, participants will have developed a personalized repertoire of formative and summative assessments tailored to their specific contexts. \nLearning Outcomes\nBy the end of this 8-lesson course\, participants will: \n\nDesign assessments that incorporate real-world scenarios and encourage the authentic use of the French language.\nDevelop assessment strategies to accommodate diverse learning needs and promote inclusivity.\nImplement triangulation methods to ensure a comprehensive evaluation of student proficiency.\nImplement practical and efficient strategies to streamline the assessment process and reduce workload.\n\nCourse Overview\n\n\n\nLesson\nGuiding Questions\nLearning Objectives\n\n\n1\nWhat are the key components of an effective assessment framework in FSL? \nWhat existing knowledge and experiences do we bring to the course? \nHow can we create a collaborative learning community to enhance our understanding of assessment frameworks?\nIdentify and describe the key components of effective assessment frameworks for FSL. \nAnalyze the impact of different assessment frameworks on language learning and teaching outcomes. \nBuild a collaborative learning community to support ongoing dialogue and shared learning about best practices in FSL assessment.\n\n\n2\nHow can we modify assessment tasks to meet the diverse learning needs of all learners? \nWhat strategies can we employ to provide appropriate challenges for advanced learners while supporting those who need additional help? \nHow can we design assessments to reflect the diversity of backgrounds and experiences in our classrooms?\nImplement strategies and develop assessment tasks that accommodate the diverse needs of FSL learners. \nIntegrate technology to support differentiated and inclusive assessment practices. \nAssess the effectiveness of differentiated and inclusive assessment strategies and make necessary adjustments.\n\n\n3\nHow can we incorporate real-world scenarios and contexts into our assessments? \nHow can we integrate student interests and experiences into assessment design to enhance engagement and relevance? \nHow can we balance the need for authentic assessments with curriculum requirements and standards?\nIncorporate real-world tasks and content into FSL assessments to enhance language learning relevance and application. \nDevelop rubrics and assessment criteria to effectively assess student performance on authentic tasks. \nIdentify potential challenges in designing and implementing authentic assessments and propose solutions.\n\n\n4\nWhat strategies can ensure validity and reliability when evaluating different types of evidence? \nHow can we leverage technology to gather and organize evidence from various sources? \nHow can we involve students in the process of collecting and reflecting on multiple sources of evidence?\nDifferentiate between formative and summative assessments and explain their roles within an assessment framework. \nImplement triangulation methods to ensure a comprehensive evaluation of student proficiency. \nIdentify and apply strategies to ensure the validity and reliability of different types of evidence in student assessments. \nDevelop methods to actively involve students in the collection and reflection process of various evidence forms\, fostering self-assessment and ownership of learning.\n\n\n5\nHow can we design assessments that are both challenging and motivating for students? \nWhat role does feedback play in maintaining and enhancing student motivation? \nHow can we create a classroom environment that encourages risk-taking and perseverance in language learning?\nCreate stimulating and rigorous assessments to boost student interest and involvement. \nDeliver impactful feedback to drive student motivation and improvement. \nEstablish a supportive classroom atmosphere to promote student confidence and persistence in language learning.\n\n\n6\nHow can we ensure our assessments align with curriculum standards and learning objectives? \nWhat are some effective ways to communicate assessment criteria and expectations to students? \nHow can we report assessment results in a way that is clear\, constructive\, and supportive of student growth? \nHow can we integrate the preparation for international credentials into our regular assessment practices without overwhelming students?\nAlign assessment practices with educational standards and learning targets to ensure relevance and coherence. \nCommunicate assessment goals and criteria effectively to students\, parents\, and other stakeholders. \nIncorporate international language credential preparation into routine assessments thoughtfully and intentionally.\n\n\n7\nWhat are some time-saving strategies for designing and implementing assessments? \nHow can we use digital tools and resources to streamline the assessment and feedback process? \nWhat are some ways to efficiently mark and provide feedback on student work?\nAdopt efficient methods for designing and implementing assessments to save time. \nUtilize digital tools to streamline the assessment and feedback processes. \nApply efficient marking strategies to provide timely and effective feedback.\n\n\n8\nWhat are some key considerations when developing a personalized assessment repertoire for our specific classroom contexts? \nHow can we ensure our assessment plans are flexible and adaptable to changing classroom dynamics and student needs? \nWhat are some practical tips for implementing the strategies learned in this series in our daily teaching practice?\nDevelop a repertoire of formative and summative assessments for immediate use. \nCreate flexible assessment plans that adapt to classroom dynamics and student needs. \nApply practical strategies on an ongoing basis.
URL:https://www.caslt.org/en/event/assessment-fsl-2026/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260122T190000
DTEND;TZID=America/Toronto:20260312T203000
DTSTAMP:20260509T063043
CREATED:20251114T184948Z
LAST-MODIFIED:20251201T195926Z
UID:30742-1769108400-1773347400@www.caslt.org
SUMMARY:FSL Teaching Approaches and Strategies – Winter 2026
DESCRIPTION:Course Details\nSchedule and Format\n8 lessons over 8 weeks that blend theory and practice: \n\nSynchronous 90-minute classes Thursdays\, 7:00–8:30 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 22\, 2026 \nLast class: March 12\, 2026 \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$145 + tax\n\n\nNon-member*\n$200 + 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-2026/
LOCATION:Zoom
CATEGORIES:Professional Learning,FSL Fundamentals
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260202T190000
DTEND;TZID=America/Toronto:20260202T201500
DTSTAMP:20260509T063043
CREATED:20260113T192439Z
LAST-MODIFIED:20260113T192439Z
UID:31258-1770058800-1770063300@www.caslt.org
SUMMARY:Opening Doors: Understanding Language Learning for Students With Exceptionalities
DESCRIPTION:Every learner can thrive in an additional language (L+) classroom when instruction and systems are designed with diverse needs in mind. To create equitable learning environments\, educators first need a deep understanding of the different paths learners may take on their journey to acquiring an L+. \nThis foundational session will explore what language learning looks like for learners with exceptionalities in L+ contexts. Participants will examine intersections between inclusive education and L+ pedagogies while identifying and reflecting on the systemic barriers that can limit access to meaningful language learning opportunities. By the end of the session\, participants will leave with a stronger understanding of learner diversity\, as well as more informed expectations for the language learning trajectories of students with exceptionalities. This will lay the groundwork for future sessions that will delve into practical strategies and supports for fostering more inclusive and empowering language classrooms. \nThis webinar is part of CASLT’s Success for All project\, a series dedicated to supporting language educators in fostering inclusive learning environments. Between December 2025 and May 2026\, this four-part webinar series will explore key topics such as understanding diverse learner needs and barriers to language learning\, inclusive strategies for classrooms and whole schools\, and practical classroom methods and resources. \nThe project defines “learners with exceptionalities” as learners who may require specialized support and accommodations due to behavioural\, communicative\, physical\, and/or intellectual exceptionalities. Our definition is intentionally broad and inclusive\, recognizing that terminology in this field evolves and that individual preferences may differ. We strive to use respectful language that promotes dignity\, equity\, and belonging for all learners\, and we welcome feedback as our shared understanding continues to develop.
URL:https://www.caslt.org/en/event/opl-sfa-20260202/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20260213T080000
DTEND;TZID=America/Vancouver:20260213T161500
DTSTAMP:20260509T063043
CREATED:20251128T193404Z
LAST-MODIFIED:20251128T193719Z
UID:30884-1770969600-1770999300@www.caslt.org
SUMMARY:"J'enseigne en français" Conference
DESCRIPTION:
URL:https://www.caslt.org/en/event/jenseigne-en-francais-conference/
CATEGORIES:Community Spotlight
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260223T190000
DTEND;TZID=America/Toronto:20260223T200000
DTSTAMP:20260509T063043
CREATED:20260202T182003Z
LAST-MODIFIED:20260202T182003Z
UID:31383-1771873200-1771876800@www.caslt.org
SUMMARY:Unlocking the Full Potential of the CEFR: A Focus on Assessment and Evaluation (English)
DESCRIPTION:This workshop invites language educators to explore assessment and evaluation through the lens of the recently updated Common European Framework of Reference for Languages (CEFR). Grounded in the protection and promotion of human rights\, equity\, and democratic participation\, the CEFR is a comprehensive tool for reflection. Based on decades of research\, it brings coherence\, transparency\, and purpose to language education. The CEFR’s action-oriented approach (AOA) sees learners as social agents with real-life tasks to accomplish. With the AOA\, educators (and learners) set and communicate goals\, describe and monitor learner progress\, and design purposeful communicative tasks that reflect real-world competences while fostering creative and strategic thinking. \nIn this workshop\, we will examine how adopting the AOA can enrich and streamline assessment and evaluation practices. A key focus will be constructive alignment — how teaching\, learning\, and assessment can work together coherently. Participants will analyze rich\, authentic scenarios — along with accompanying assessment tools — that draw upon the CEFR’s criterion-based descriptors to drive constructive alignment and reduce bias in assessment and evaluation. Throughout the workshop\, educators will see how CEFR-informed practices integrate smoothly with government curricula\, strengthening accuracy\, coherence\, and learner development in language education.
URL:https://www.caslt.org/en/event/opl-20260223/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2026/02/students-working-togetehr-iStock-1442217982-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260225T190000
DTEND;TZID=America/Toronto:20260225T200000
DTSTAMP:20260509T063043
CREATED:20260202T181232Z
LAST-MODIFIED:20260202T182317Z
UID:31402-1772046000-1772049600@www.caslt.org
SUMMARY:Unlocking the Full Potential of the CEFR: A Focus on Assessment and Evaluation (French)
DESCRIPTION:This workshop invites language educators to explore assessment and evaluation through the lens of the recently updated Common European Framework of Reference for Languages (CEFR). Grounded in the protection and promotion of human rights\, equity\, and democratic participation\, the CEFR is a comprehensive tool for reflection. Based on decades of research\, it brings coherence\, transparency\, and purpose to language education. The CEFR’s action-oriented approach (AOA) sees learners as social agents with real-life tasks to accomplish. With the AOA\, educators (and learners) set and communicate goals\, describe and monitor learner progress\, and design purposeful communicative tasks that reflect real-world competences while fostering creative and strategic thinking. \nIn this workshop\, we will examine how adopting the AOA can enrich and streamline assessment and evaluation practices. A key focus will be constructive alignment — how teaching\, learning\, and assessment can work together coherently. Participants will analyze rich\, authentic scenarios — along with accompanying assessment tools — that draw upon the CEFR’s criterion-based descriptors to drive constructive alignment and reduce bias in assessment and evaluation. Throughout the workshop\, educators will see how CEFR-informed practices integrate smoothly with government curricula\, strengthening accuracy\, coherence\, and learner development in language education.
URL:https://www.caslt.org/en/event/opl-20260225/
LOCATION:Zoom
CATEGORIES:Professional Learning,Webinar
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2026/02/students-working-togetehr-iStock-1442217982-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260227T080000
DTEND;TZID=America/Toronto:20260301T170000
DTSTAMP:20260509T063043
CREATED:20250805T180250Z
LAST-MODIFIED:20250805T180932Z
UID:29857-1772179200-1772384400@www.caslt.org
SUMMARY:The Tenth International Conference on the Development and Assessment of Intercultural Competence
DESCRIPTION:
URL:https://www.caslt.org/en/event/intercultural-competence-conference/
CATEGORIES:Community Spotlight
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END:VEVENT
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