Questions will be posted and answered in the language in which they were asked.
Les questions, ainsi que les réponses correspondantes, seront affichées dans la langue dans laquelle elles ont été posées.


Course Instructor (French for Teachers – A1)

Course Instructor (French for Teachers – A2)

Course Instructor (French for Teachers – B1)


Enseignant(e) (Français pour les enseignants – A1)

Enseignant(e) (Français pour les enseignants – A2)

Enseignant(e) (Français pour les enseignants – B1)

Est-ce que l’assignation de niveau répond au besoin linguistique chez les élèves? Ou chez les enseignants?

Ces cours vont enseigner le français (niveau A1, A2 ou B2) aux enseignants de FLS eux-mêmes. L’ACPLS entend souvent parler de cas où des enseignants ayant une compétence très limitée en français sont recrutés pour enseigner le FLS en raison de la pénurie d’enseignants de FLS qualifiés. Les cours devraient se concentrer sur le « français professionnel » pertinent pour les enseignants de FLS (les compétences dont ils ont besoin pour enseigner le français dans leurs contextes, non seulement un cours de français général).

Is this course for French teachers to teach A1 students, to help teachers with strategies of how to teach A1 students? Or is it for teachers to be at A1 proficiency in order to teach FSL?

The courses will teach French (A1, A2, or B2 level) to FSL teachers themselves. CASLT often hears of cases where teachers with very limited French-language proficiency are recruited to teach FSL due to the shortage of qualified FSL teachers. The courses should focus on “vocational French” relevant to FSL teachers (the proficiency they need to be able to teach French in their contexts as opposed to a general French course).

Should the course be geared towards elementary FSL, secondary FSL, or both?

It should be geared towards both. The idea is to support teachers who don’t have a background in FSL teaching but have found themselves teaching FSL due to the lack of qualified teachers. For example, when it comes to assignments, participants should be able to complete them based on their particular context in order to leave the course with a portfolio of practical tools. Due to budget constraints, we can only offer one course on each topic. If the courses are successful we hope to make them “self-sufficient” and offer more.

For the work plan, is the committee looking for an outline of what the 6 weeks of the course will look like (focus of the week, in-class activities, outside assignments)?

The work plan should outline how the instructor intends to develop and deliver the course. As per the Request for Proposals, the instructor will:

  • Consult various sources (e.g., reports, surveys, associations, second-language education faculties, researchers, and experts) to identify key themes, research-informed practices, and resources based on the specified themes.
  • Develop the course outline, objectives, outcomes, and content and submit them to the steering committee for feedback.
  • Revise course content according to feedback provided by the steering committee.
  • Deliver the course virtually according to the above parameters, ensuring that all sessions are recorded.
  • Support CASLT in modifying course content for asynchronous learning.

The work plan should address each of the above elements. If the project committee accepts the proposal, the course outline will be part of the project deliverables. The deadline to submit the final draft of the course content is April 14, 2023, and the course must be delivered between September 2023 and March 2024.

Is CASLT looking for the both synchronous online version and the asynchronous version of the content to be submitted by April 14? Or can the content be transferred to asynchronous at a later date?

The modification of the course content for asynchronous learning will take place after the course has been delivered. We envision that some (or all) of the online classes will be recorded and that parts of those recordings will be included in the asynchronous course content.

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