Languages Without Borders

Due to the pandemic, in-person classes in many schools have been replaced by online synchronous classes. However, the quick switch to online teaching causes troubles both to teachers and students (Aguilera-Hermida, 2020; Gurung, 2021; Hampel & Stickler, 2005; Hermanto et al., 2021; Klimova, 2021). Likewise, a private Mandarin school in Toronto experiences numerous challenges (e.g., technical barriers, unsteady internet connections, lack of online teaching techniques, and poor classroom management) during the process of shifting to online teaching. Students’ distinct home language settings and exposure to Mandarin add more challenges to online education. Research has shown that differentiated Instruction (DI) is essential and beneficial for children of different levels (Chua et al., 2021; Idrus et al., 2021; Riedell 2016). However, little research can be found pertinent to DI in Mandarin online teaching with young children. The present study will follow an MSL teacher to differentiate his instructions regarding disparate students’ readiness and levels, thereby developing their students’ oral proficiency in Mandarin. The data is collected through planning, observation, and reflection. After thematic analysis, three themes emerge: balance of teacher-centered and student-centered time, technological resources, technical barriers. The implications of the study are two-fold. First, teachers need to consider technological elements during planning for online teaching. Second, schools should offer technical training and workshops for professional development and ideas exchange.

Theme(s): Online and Blended Language Teaching; Teaching Strategies and Approaches; Building Confidence and Proficiency
Strand(s): Other MHL
Target Levels: K–3; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: English
Date: Friday, March 24
Time: 11:30 – 12:00
Room: Dockside 1

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114 – The 3 Es of 21st century teaching; Engage, Edutainment & Evaluate

Glenn Cake

Description/Abstract:

Education through entertainment (“Edutainment”) involves learners participating in digital activities such as games under the supervision of their teachers. Edutainment is being extensively researched in an effort to develop effective student-centered pedagogies using emerging technologies. Empirical studies have demonstrated that digital games effectively promote language learning (Hui Zhang, 2018).

Researchers have argued that through language, learners can benefit significantly from game-playing as it can promote constructive, situated, and experiential learning (Squire 2008; Woo, 2014). However, significant work is still required to provide clear answers with respect to innovative and effective learning practices for digital games.

In order to do this work, teachers and researchers need to be aware of the possibilities. A variety of free edutainment tools and websites are available online. In this hands-on, interactive session, Glenn will take the group through a number of such activities. This presentation will interest teachers, educational leaders and researchers exploring the use of digital games for learning.

Theme(s): Online and Blended Language Teaching
Strand(s): General
Target Levels: 4–6; 7–9; 10–12; General
Language of Presentation: English/French
Date: Friday, March 24
Time: 10:15 – 11:15
Room: Zoom (virtual)

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119 – Teaching Spanish -Resources and more! How to motivate our students to become fluent!

Kindra Harte

Description/Abstract:

Fasten your seatbelts!

Let’s visit the Spanish-speaking world and help to immerse our students in this beautiful language and culture. Let’s live and celebrate the various countries where Spanish is spoken. Students will become very proficient in the language when they are motivated and given real-life tasks!

Hand-outs will be provided with many ideas, resources, and assessment tools to take to your classroom and use tomorrow.

Hope you will join us! Let’s keep the energy flowing in the language classroom while also keeping teachers energized. Lots of classroom-ready tools and resources to take with. you!

Hasta pronto.

Theme(s): Online and Blended Language Teaching; Content-Based Instruction; Teaching Strategies and Approaches; Building Confidence and Proficiency; Social-Emotional Learning; Equity, Diversity, Plurilingualism, and Inclusion; Intercultural Competency; Indigenous cultures and perspectives; decolonizing curricula
Strand(s): IL
Target Levels: 7–9; 10–12
Language of Presentation: English
Date: Saturday, March 25
Time: 11:00 – 12:00
Room: Zoom (virtual)

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269 – 70 activités motivantes de lecture et plus

Christine Thibaudier-Ness

Description/Abstract:

Description/Abstract:

More fun = more learning!

Will your class escape?

Join in on the fun and explore how students will have the opportunity to tackle challenges, problem solve, collaborate, and critically think, while providing an opportunity to celebrate the vast abilities and differences that each person brings to the group. Get ready for students to be engaged, have fun and feel the adrenaline as they compete, while reading, writing, speaking and listening during authentic and spontaneous second language interactions.

Avec la planification à rebours d’une tâche actionnelle, on peut d’abord cibler les structures de phrases dont les élèves auront besoin pour effectuer la tâche à l’oral. Puis, en utilisant l’Approche Neurolinguistique (ANL), basée sur les recherches de comment le cerveau fonctionne pour apprendre les langues, on peut enseigner ces structures de façon intentionnelle et explicite pour que les élèves gagnent en confiance et en indépendance pour s’exprimer en français.

Cet atelier propose

– L’élaboration d’une tâche en utilisant la perspective actionnelle

– Un aperçu sur comment cibler les structures de phrases nécessaires pour effectuer la tâche

Description/Abstract:

This presentation will be helpful for teachers looking for ways to incorporate social justice education into their FSL classrooms. It will be divided into four topics:

1. Equity in the classroom – How to create a learning environment that best serves all learners.

2. Examining resources – Questions and reflections to consider as you look at current and potential resources in your classroom.

3. Lesson ideas – Activities that centre French instruction within social justice topics for learners at a variety of levels, including prompts for integrating the Social Justice Standards into your curriculum.

Nicole Poirier, Rebecca Huot

Description/Abstract:

Description/Abstract:

– How do you work collaboratively with your staff to create and implement a School Improvement Plan for a dual track or French Immersion (FI) Centre?

– How do you infuse Indigenous perspectives and Culturally Responsive and Relevant Pedagogy (CRRP) into the FSL curriculum?

– What current research and resources can help?

– How do we hire the best French staff and keep them?

– How can you be a strong leader in changing times?

– Whether you have no French to being fully fluent, how can you show your school community that you are interested and knowledgeable in the acquisition of French as a Second Language?

Theme(s): Content-Based Instruction; Equity, Diversity, Plurilingualism, and Inclusion; L2 Teacher Identity, Self-Efficacy, and Retention; Leadership and Support; Intercultural Competency; Indigenous cultures and perspectives; decolonizing curricula
Strand(s): FSL/FAL; IL; FI
Target Levels: K–3; 4–6; 7–9; Administrators/Leaders/Policy Makers
Language of Presentation: English
Date: Friday, March 24
Time: 10:15 – 11:45
Room: Dockside 3

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622 – Elements of Traditional Indigenous Teaching Useful to L2 Didactics

Pierre Demers

Description/Abstract:

Language teaching to indigenous learners has unexpected difficulties.

This workshop will allow teachers to be aware of those problems and solve them.

We will review elements of traditional indigenous teaching and see how we can use them in our teaching to that clientele. We will use concepts from consciousness- raising literacy, new communication theory and transpersonal psychology, basis of the radical paradigm, relatively new in language Education. In the review of the elements of traditional indigenous teaching, we will speak about the Ojibwa seven grandfather teachings and the Micmac seven sacred gifts of life and propose an Education Wheel.

We will give practical examples that can be used in class.

Theme(s): Indigenous cultures and perspectives; decolonizing curricula
Strand(s): General
Target Levels: General
Language of Presentation: English
Date: Saturday, March 25
Time: 14:00 – 15:00
Room: Zoom (virtual)

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623 – Bringing the New CEFR Companion Volume (CEFR 2020) to Life in the Classroom

Danielle Hunter

Description/Abstract:

Released in 2020 by the Council of Europe, the CEFR Companion Volume updates the 2001 CEFR. This new publication reflects academic and societal developments that have taken place since the release of the original Framework. This session will provide an overview of the CEFR Companion Volume, including the updated descriptors. In addition, it will highlight new additions and expansions of key concepts, such as mediation, online interaction, and plurilingual and pluricultural competence. The session will offer practical ways that the CEFR Companion Volume can come to life within the classroom.

Theme(s): Language Proficiency Scales and Frameworks (e.g., CEFR, CLB)
Strand(s): FSL/FAL; Other MHL; FI; IF; CF; EF
Target Levels: K–3; 4–6; 7–9; 10–12; Postsecondary; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: English
Date: Saturday, March 25
Time: 09:45 – 10:45
Room: Marine

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624 – Assessment-Learning Maps! Single-point rubrics! Proficiency scales and more!

Kindra Harte

Description/Abstract:

Come join us! Let’s share current and meaningful approaches to Assessment in the Language Classroom!

Learning maps! Learning ladders! Single-point rubrics! Test-feedback forms and more!

Participants will receive an Assessment Tool Kit to take with them. Classroom-ready and field-tested tools to assess in a meaningful and authentic way without causing teacher burn out!

Hand-outs provided.

Theme(s): Content-Based Instruction; Teaching Strategies and Approaches; Building Confidence and Proficiency; Social-Emotional Learning; Language Proficiency Scales and Frameworks (e.g., CEFR, CLB); Indigenous cultures and perspectives; decolonizing curricula
Strand(s): General
Target Levels: 7–9; 10–12; General
Language of Presentation: English
Date: Saturday, March 25
Time: 09:45 – 10:45
Room: Dockside 4

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626 – Engaging Language Learners in Voting Rights

Camille Blanchard-Séguin

Description/Abstract:

Description/Abstract:

Foreign language teachers around the world recognize the importance of developing sound communication skills in their students. While the quality of students’ fluency in the target language may not be native-like, there are many techniques to provide opportunities for students to enhance their speaking skills in the foreign language. Engaging and practical activities that require students to use the target language are essential. In this session, Glenn will lead participants through a variety of techniques that will encourage students to practice speaking skills in the target language in both the synchronous and asynchronous learning environments. Participants will be invited to try some of these techniques throughout this engaging session. Here is the outline of what will be covered in this session.

The Importance of Good Speaking Prompts

Finding the right Audio/Multimedia Tool

Gettin’ Google with it / Pleins Feux sur Google

Integration of Audio in Games

Theme(s): Online and Blended Language Teaching; Teaching Strategies and Approaches
Strand(s): General
Target Levels: 4–6; 7–9; 10–12; Postsecondary; General
Language of Presentation: English
Date: Saturday, March 25
Time: 11:00 – 12:00
Room: Zoom (virtual)

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638 – Building bridges between research and practice: Supporting students with exceptionalities in French immersion

Tamara Sorenson Duncan, Kim Lockhart

Description/Abstract:

Overview:

This workshop was collaboratively designed to build bridges between research and teaching. This workshop details existing research about bilingual and biliteracy development in students with exceptionalities. It also provides crucial insights as to how to best support students with exceptionalities within French immersion.

In this workshop, participants will:

(a) Explore research that examines bilingual and biliteracy development, particularly with respect to students with exceptionalities within French immersion. Notably, existing research largely suggests that students with exceptionalities have positive outcomes within French immersion.

(b) Discuss how these research findings relate to the specific context of second language classrooms. For example, participation in French immersion does not mean that students with exceptionalities no longer have additional learning needs. In contrast, research suggests that these students continue to need appropriate learning supports regardless of whether they are enrolled in French immersion or English language of instruction.

(c) Learn how to support bilingual and biliteracy development in students with exceptionalities within French immersion. Specifically, this workshop will highlight how to apply principles from the Science of Reading to support language and literacy development in students with exceptionalities within French immersion. Notably, these principles can help support the reading development of all students, not just those with exceptionalities.

This workshop is specifically designed for French immersion teachers and focuses on teaching students with exceptionalities within French immersion, but we welcome participation from any conference delegates who are interested in this topic.

Theme(s): Teaching Strategies and Approaches; Equity, Diversity, Plurilingualism, and Inclusion
Strand(s): FSL/FAL; General; FI
Target Levels: K–3
Language of Presentation: English
Date: Friday, March 24
Time: 10:15 – 11:45
Room: Dockside 9

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643 – Support language development in English language learners with exceptional needs

Tamara Sorenson Duncan

Description/Abstract:

Increasingly students in Canadian classrooms speak a language that is not English or French at home and inevitably some of these students have exceptionalities, such as autism or developmental language disorder. This workshop highlights research about the language development of English language learners (ELL) with exceptional needs and provides tips about how to support these students.

In this workshop, participants will:

Description/Abstract:

« Parlez-vous français? Êtes-vous bilingues? » « Ah, je parle français MAIS j’ai appris en immersion ». Nous voulons tous que nos élèves aiment le français et deviennent bons en français. Mais comment peut-on faire pour qu’ils se voient comme étant bilingues, légitimes, et fiers? Comment faire pour les amener à continuer à vivre en français après le secondaire, ou même vouloir poursuivre une carrière dans la belle langue de Molière? Et comment l’enseignement influence-t-elle l’identité linguistique des élèves?

Cet atelier est une réflexion suivant ma recherche doctorale sur l’identité linguistique des enseignants pour qui le français est une L2. Dans mon étude, j’ai invité des enseignants qui ont appris le français dans un programme d’immersion à partager leurs expériences d’apprentissage durant leur enfance. Ce que j’ai compris c’est que ces expériences et les dynamiques interactives jouent un rôle important dans la construction éventuelle de leur identité professionnelle. Ceci m’a amené à réfléchir sur nos pratiques d’enseignant du français, et comment elles peuvent – indépendamment de nos bonnes intentions – freiner ou encourager le développement d’une identité linguistique positive pour nos jeunes.

Dans cet atelier, prévu pour enseignants de M à 12e, je vous propose de revisiter avec moi certaines de nos pratiques pédagogiques sous la lentille de l’identité linguistique afin de participer à la construction d’un avenir plurilingue riche et de longue durée.

Theme(s): Teaching Strategies and Approaches; Building Confidence and Proficiency; Intercultural Competency
Strand(s): FSL/FAL; FI
Target Levels: Administrators/Leaders/Policy Makers; General
Language of Presentation: French
Date: Friday, March 24
Time: 16:00 – 17:00
Room: Dockside 9

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Theme(s): Online and Blended Language Teaching; Teaching Strategies and Approaches; Building Confidence and Proficiency; Leadership and Support
Strand(s): FSL/FAL; General; FI; IF; CF
Target Levels: K–3; 4–6; 7–9; 10–12; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: English/French
Date: Friday, March 24
Time: 13:30 – 14:30
Room: Dockside 8

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663 – Thinking Outside the Box: Creative Strategies for Reaching Quiet, Disengaged, Struggling Students

Lorena Gallego, Susanne Remane, Suzanne Wali

Description/Abstract:

Description/Abstract:

Nous vous présenterons lors de cet atelier IDÉLLO des ressources inédites qui traitent de faits historiques canadiens d’un point de vue différent. Avec des photos d’époque, des témoignages poignants, mais aussi des messages d’espoir et de réconciliation, les ressources IDÉLLO vous permettront d’aborder ce thème crucial en classe d’une manière authentique et constructive.

Denis Cousineau, Antonia Cetin

Description/Abstract:

Do you feel like you don’t know exactly what should guide pedagogy in an FSL classroom? We will demystify FSL for you and with you!

First, we look at the pillars of FSL: the vision of the FSL curriculum or program of study, the guiding principles of the CEFR, and the learning of language structures using the Neurolinguistic Approach (NLA)

737 – The COVID-19 Pandemic and Second Language Teaching in Canada: Impacts and Enduring Innovations

Roswita Dressler, Rochelle Guida

Description/Abstract:

Description/Abstract:

The French language development of FSL teachers is consistently identified as a contributing factor to the recruitment and retention of effective FSL teachers in Canada. However, there has been limited progress with respect to a call to action which may support the framing of a solution. The current culture of constant testing of proficiency at the pre-service, in-service and point of hire does not reflect a development-based perspective of proficiency development and has yielded minimal results in addressing the issue.

This panel presentation assembles representatives from four stakeholder groups (a research/teacher educator, a member of a parent organization, an FSL school principal and a new FSL teacher) to inquire into each other’s lived realities related to practitioner French language proficiency and its real and perceived impact on the shortage of FSL teachers in Canada. The overarching objective of the session is to develop a shared vision (Hargreaves & Fullan, 2012) related to this topic.

Specifically, session facilitators will employ an innovative “chain reaction” approach (Lofthouse, 2019) to engage panelists in a rethinking of FSL teachers’ language proficiency development as being a dimension of collective responsibility and empowerment versus a question of individual responsibility and deficit-oriented thinking.

Following this exercise, participants will pose questions and share reflections to actively contribute to the establishment of a shared vision on this topic.

References

Hargreaves, A. & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press.

Lofthouse, R. (2019). Coaching in education: a professional development process in formation. Professional Development in Education

Theme(s): Building Confidence and Proficiency; L2 Teacher Identity, Self-Efficacy, and Retention
Strand(s): FSL/FAL; FI; IF; CF; EF
Target Levels: General
Language of Presentation: English/French
Date: Saturday, March 25
Time: 09:45 – 10:45
Room: Richmond

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749 – Explorer les enjeux : identité, bien-être et la rétention des enseignants de français langue seconde débutants

Karla Culligan, Jessica Bouchie, Alex Hernandez, Jadine Krist

Description/Abstract:

Le recrutement et la rétention des enseignant.e.s de français langue seconde doivent être vue comme une responsabilité collective impliquant tous les membres de la communauté éducative. Trois anciens étudiants en enseignement du français langue seconde de notre programme de formation initiale à l’Université du Nouveau-Brunswick, maintenant enseignants en début de carrière parleront à tour de rôle d’enjeux liés à leur identité professionnelle qui ont affecté et affectent leur bien-être personnel et professionnel. L’animatrice, (NOM), professeure adjointe dans la faculté d’Éducation, résumera à la fin les enjeux principaux et les pistes de solutions possibles. Les participants seront aussi invités à poser des questions aux membres du panel.

Theme(s): L2 Teacher Identity, Self-Efficacy, and Retention
Strand(s): FSL/FAL; FI; Francisation/ALF
Target Levels: K–3; 4–6; 7–9; 10–12; Postsecondary; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: French
Date: Friday, March 24
Time: 13:30 – 14:30
Room: Richmond

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750 – Jeux de maths comme outil de motivation et différenciation en immersion française au niveau intermédiaire

Karla Culligan

Description/Abstract:

Un objectif clé de l’enseignant.e de maths en immersion française est de développer la fluidité en maths. Pour ce faire, il faut trouver l’équilibre entre la compréhension conceptuelle et la compétence computationnelle. Les méthodes de calcul qui sont trop pratiquées sans compréhension sont oubliées ou mémorisées de manière incorrecte. Une compréhension conceptuelle sans la compétence computationnelle peut inhiber le processus de résolution de problèmes. Les jeux de maths favorisent le développement de la compétence et de la compréhension. De plus, l’autre objectif essentiel de l’enseignant.e de maths en immersion est de développer les capacités langagières des élèves. Les jeux de maths favorisent la communication, surtout la communication orale, une composante clé de l’apprentissage d’une langue seconde. Dans cette session interactive, nous explorerons les jeux de maths comme outil de motivation et différenciation au niveau intermédiaire. Nous jouerons à quelques jeux ensemble et vous quitterez cette session avec des jeux que vous pourrez utiliser immédiatement dans vos salles de classes. Certains jeux peuvent être adaptés aux niveaux élémentaire ou secondaire. Jouons !

Theme(s): Content-Based Instruction; Teaching Strategies and Approaches
Strand(s): FSL/FAL; FI
Target Levels: 4–6; 7–9
Language of Presentation: French
Date: Saturday, March 25
Time: 09:45 – 10:45
Room: Dockside 6

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753 – How to Help Our Most Dysregulated Students

Kathleen Hilchey

Description/Abstract:

We know these students all-too-well. They can be explosive, sullen, tearful, or refuse to participate. How is it possible to handle them AND provide a good experience for the other students in your class or school? Kathleen will help you make sense of these students, and give you concrete tools to work with them. By combining Restorative Justice and conflict coaching practices you will learn how to help these students feel calmer, understood, and, find ways to engage them with the group and the curriculum in a positive way.

Theme(s): Teaching Strategies and Approaches; Building Confidence and Proficiency; Social-Emotional Learning; Equity, Diversity, Plurilingualism, and Inclusion; Leadership and Support; Other: Classroom Management; Other: Conflict Management
Strand(s): General
Target Levels: K–3; 4–6; 7–9; 10–12; Postsecondary; Administrators/Leaders/Policy Makers; General
Language of Presentation: English
Date: Friday, March 24
Time: 14:45 – 15:45
Room: Queen’s Quay

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754 – FSL teacher language proficiency: Research into an innovative approach in New Brunswick

Laura Hermans-Nymark, Fiona Stewart

Description/Abstract:

Staffing and maintaining FSL programs with teachers who are proficient in French and have high levels of self-efficacy is an issue across Canada. To tackle this challenge in New Brunswick, the Department of Education in collaboration with the anglophone school districts and with funding from Canadian Heritage, has developed a unique hybrid initiative that is aligned with its vision to support language learning and to promote self-efficacy and cultural enhancement for current and future FSL and FAL teachers.

Launched in October 2021, ‘Services Linguistiques’ offers flexibility and variety for its participants in a highly engaging and professionally developed online platform that enables learners to complete CEFR based modules, track their progress and manage their learning with a teacher language portfolio. Working with a linguistic coach, the teachers develop a learning plan, set realistic goals, and receive feedback and support to assist in their ongoing learning either alone or in groups. A vital component of the program is the cultural aspect where, for example, teachers are invited to participate in a variety of activities such as film festivals, musical performances and book clubs.

To assess the effectiveness of the program, research is underway to understand how teachers benefit from the program in terms of their language learning and feelings of self-efficacy, and what they recommend for further learning and program development. Join us as we present the initial findings from teachers’ learning as tracked in their language portfolios, teacher satisfaction survey results, and focus group data from linguistic coaches and teachers.

Theme(s): Online and Blended Language Teaching; Teaching Strategies and Approaches; Building Confidence and Proficiency; L2 Teacher Identity, Self-Efficacy, and Retention; Intercultural Competency; Language Proficiency Scales and Frameworks (e.g., CEFR, CLB)
Strand(s): FSL/FAL; FI; IF; CF; EF
Target Levels: Postsecondary
Language of Presentation: English/French
Date: Saturday, March 25
Time: 11:00 – 12:00
Room: Dockside 6

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757 – Formative Assessment of Prospective FSL Teachers’ Language Proficiency

Stefan Merchant, David Jack

Description/Abstract:

This session details an emerging trend in the education and hiring of FSL teachers—using language proficiency assessment data for formative purposes. In a pan-Canadian study of how school districts and faculties of education assess the French language proficiency of prospective FSL teachers, we found evidence that some organizations are using assessment not only for summative decision-making, but also to inform language development plans for the prospective teacher. This presentation reports on the findings of the study and gives results from a series of pilot projects that were initiated in school districts and faculties of education to trial different processes and strategies to use French language proficiency assessment for formative purposes. Participants will gain insights into the hiring process for new FSL teachers along with a fresh perspective on how assessment may be used to improve FSL teacher quality and retention.

Theme(s): L2 Teacher Identity, Self-Efficacy, and Retention; Leadership and Support
Strand(s): FSL/FAL; FI; ; CF; EF
Target Levels: K–3; 4–6; 7–9; 10–12; Postsecondary; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: English
Date: Friday, March 24
Time: 11:30 – 12:00
Room: Queen’s Quay

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759 – Supporting Survivors of Trauma: From Formal Education in an Elementary School to Informal Education in a Refugee Camp

Lindsay Butler-Hashimi

Description/Abstract:

If you are someone who has supported newcomers in Canada, you have felt the pressure to know exactly how to support each new face that shows up at your school or work environment. As an English as an additional language teacher for more than 8 years, and as a humanitarian aid worker in a refugee camp for 2 years, Lindsay Hashimi has learned what it means to feel isolated and out of one’s depth with the weight of hundreds of futures upon one’s shoulders. She believes sharing our experiences and strategies strengthens our understanding of powerful, equitable, and meaningful education. Topics of discussion will include: understanding a student’s background, confronting stereotypes and misinformation, what it means for someone to be affected by trauma, responding to students’ needs equitably, building a repertoire of strategies for supporting immigrants and refugees in educational settings, and ideas for leading professional development regarding building ‘trauma-informed’ environments in your schools and/or workplaces.

Highs, lows, and otherwise, Lindsay will share some of her experiences in the formal and informal (refugee camp) educational contexts, supporting students at the elementary, middle years, high school, and adult education levels.

Theme(s): Teaching Strategies and Approaches; Social-Emotional Learning; Equity, Diversity, Plurilingualism, and Inclusion; Leadership and Support; Intercultural Competency
Strand(s): ELL/ESL/EAL; General
Target Levels: K–3; 4–6; 7–9; 10–12; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: English
Date: Friday, March 24
Time: 13:30 – 15:45 (includes a 15-minute break)
Room: Zoom (virtual)

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762 – Weaving the culture strand… One year later

Elodie Channa

Description/Abstract:

According to the OIF’s latest report on “La langue française dans le monde,” 62% of daily French speakers live on the continent of Africa. How is this being reflected in the classroom?

One year ago at the OMLTA 2022 Spring Conference, I presented my approach to integrating AfroFrancophone culture throughout my Grade 9 core French classroom from a posture of wanting to keep learning and improving.

One year later, what’s changed? I’m still not an expert, but I continue to strive for growth. In this session, I will be sharing my progress on how I continue to weave the culture strand in all my Core French classes throughout the course, rather than as a stand-alone unit. Come and observe how I’ve integrated Comprehensible Input techniques such as picture talks and map talks to center global Francophone culture while maintaining language acquisition. I don’t have all the answers, but let’s keep the conversation going.

Participant outcomes

– Participants will be able to learn about strategies to incorporate cultural topics while staying in the target language of French.

Description/Abstract:

Comprehensible Input strategies are some of the most engaging and authentic ways to provide language input and to encourage student output. Terri-Ann and Elodie have been incorporating many strategies in their core French classrooms, from grade 4 through 12. In this session, they will do a live demonstration of two CI strategies: Movie Talk and One Word Image (character creation). Come join the class and see what it’s like to sit in your students’ seat as you watch the lesson unfold in real time and participate in a CI classroom.

Participant outcomes:

– Participants will be able to learn how to create and use a short, non-verbal film as an engaging form of storytelling input.

Stephanie Arnott, Amanda Battistuzzi, Karla Culligan, Joseph Dicks, Paula Kristmanson, Josée Le Bouthillier, Mimi Masson, Cameron Smith, Valia Spiliotopoulos, Meike Wernicke

Description/Abstract:

In response to the long-standing shortage of qualified French as a second language (FSL) teachers across the country, CASLT launched a pan-Canadian study in 2019 aiming to identify requirements and gaps in FSL teacher education programs. The two-year study was undertaken by a consortium of researchers from the Universities of British Columbia, Ottawa, and New Brunswick. New FSL teachers (n = 190) and representatives from school districts (n = 93) and faculties of education (n = 59) completed surveys and/or participated in focus groups. An analysis of faculty of education and teacher certification websites was also performed. Data collection aimed to document and describe current practices, while also validating participants’ perspectives and efforts to optimize FSL teacher preparation and transition to the field.

In this presentation, we will detail findings revealing a collective concern about teacher retention spanning the teacher education timeline. We will present five specific gaps in FSL teacher education, which we purposefully contextualize within system-level challenges that participants claimed were continually plaguing their ability to develop teacher confidence and competence during preparation and induction. Namely, a collective concern emerged about the adverse impact of a system-level FSL culture of deficit thinking, siloing, and marginalization on FSL teacher candidates in faculties of education, and new FSL teachers in K-12 schools. Attendees will be invited to explore and identify relevant recommendations and guidelines for their context in response to these findings. As such, we invite stakeholders from all domains of FSL education to attend and participate!

Theme(s): L2 Teacher Identity, Self-Efficacy, and Retention
Strand(s): FSL/FAL; FI; CF; EF
Target Levels: K–3; 4–6; 7–9; 10–12; Postsecondary; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: English/French
Date: Friday, March 24
Time: 14:45 – 17:00 (includes a 15-minute break)
Room: Regatta

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779 – Teaching French IN FRENCH! – Structuring learning and lessons in the target language

Angela Berry

Description/Abstract:

Are students disengaged?

Are you feeling you have to teach in English?

Pressured to play games and have out rewards to bribe students to participate?

JOIN US FOR THIS WORKSHOP for:

– an overview of how to plan effective learning cycles based on the CEFR/CECR skills!

– strategies to engage students and promote implicit motivation and sense of accomplishment!

– a demonstration lesson taught in French for beginner students

– break-out group collaborative time to create your own learning cycle and network with peers!

Leave with a completely planned learning cycle, links, resources and strategies to implement the next day in your own classroom! Check out other free presentations and resources from Madelle Berry Consulting at www.madelleberry.ca!

* Please note that the session is in English and open to all language programs, but the 10 minute demo will be in beginner French.

Theme(s): Content-Based Instruction; Teaching Strategies and Approaches; Building Confidence and Proficiency; Language Proficiency Scales and Frameworks (e.g., CEFR, CLB)
Strand(s): FSL/FAL; ELL/ESL/EAL; IL; IF; CF; EF
Target Levels: 4–6; 7–9; 10–12
Language of Presentation: English
Date: Friday, March 24
Time: 13:30 – 15:45 (includes a 15-minute break)
Room: Dockside 2

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780 – Jaser en français : accompagnement didactique et plans de leçon pour l’enseignement du français informel dans des situations quotidiennes

Mirela Cherciov, Laura Hermans-Nymark, Esabella Gio, Pauline Le Bot

Description/Abstract:

Les élèves des classes de FLS signalent qu’ils manquent de connaissances et de confiance pour avoir des conversations quotidiennes et informelles (Vanderveen, 2015). En effet, la recherche confirme que les élèves développent des formulations rigides à l’école qui ne sont pas utilisées par les Francophones (Lyster, 2016). Comment surmonter ce défi ?

À partir de ce besoin, l’équipe Camerise a conçu une ressource pédagogique libre intitulée Jaser en français. Il s’agit d’un volet didactique et une série de trois plans de leçon pour soutenir l’enseignement du registre informel en utilisant l’approche actionnelle pour les niveaux A1, A2 et B1. Son but est de fournir des outils aux enseignants pour apprendre à préparer des séances motivantes et pertinentes pour les besoins des élèves.

Après un survol théorique autour de l’enseignement du registre informel, dans cet atelier, nous proposerons des activités pratiques pour accomplir des tâches actionnelles comme :

– Échanger des informations de manière informelle sur les devoirs pour la fin de semaine

– Discuter de manière informelle du menu d’un restaurant rapide avec quelqu’un pour connaître ses préférences et se décider ensemble pour un repas qui coûte moins de 15$.

Description/Abstract:

In response to growing populations of EAL students across rural areas of the province, PEI has leveraged technology and good language teaching pedagogy to ensure students receive instruction from qualified teachers. In this blended program, students connect with their teacher and other EAL learners from across the province online each day.

Erin Coulson

Description/Abstract:

Virtual Reality (VR) and Augmented Reality (AR) can be powerful tools for fostering intercultural awareness and building communicative competencies, while also promoting equity and accessibility in the FSL classroom. These groundbreaking new technologies enable students to visit and explore different communities and cultures in an immersive and interactive way, regardless of their physical location or ability level.

Dedicated VR headsets are not required to leverage VR/AR technology in the classroom. In this workshop, participants will learn to leverage freely available VR and AR technologies such as Google Arts & Culture, Thinglink, Reblinnk, and CoSpaces EDU, to support students to make connections to their lived experiences and the experiences of others in French-speaking communities worldwide. We will explore how VR and AR can support intercultural awareness, and encourage the use of the target language through virtual field trips, collaborative projects, and online simulations.

Theme(s): Online and Blended Language Teaching; Teaching Strategies and Approaches; Equity, Diversity, Plurilingualism, and Inclusion; Intercultural Competency
Strand(s): FSL/FAL; FI; IF; CF;
Target Levels: 4–6; 7–9
Language of Presentation: English/French
Date: Friday, March 24
Time: 14:45 – 15:45
Room: Richmond

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792 – Developing Action-oriented Scenarios with Various Learning Needs in Mind

Danielle Hunter

Description/Abstract:

The recent de-streaming in Ontario high schools has inspired French as a second language educators to further reflect upon their own pedagogical practice, including how to best support the various learning needs of their students. In this workshop, participants will explore how the perspectives for language education presented in the Common European Framework of Reference for Languages (CEFR), along with principles of Universal Design for Learning and Differentiated Instruction can help educators improve the quality and effectiveness of language teaching and learning so that all students can be successful. Participants will examine how the CEFR’s action-oriented approach can inform the creation and implementation of engaging and authentic scenarios that are learner-centred, and that facilitate inclusive assessment practices, as well as inclusive language learning environments for all. To further illustrate these concepts, an example of a ready to use Grade 9 Core French scenario will be shared during the workshop.

Theme(s): Teaching Strategies and Approaches; Equity, Diversity, Plurilingualism, and Inclusion; Language Proficiency Scales and Frameworks (e.g., CEFR, CLB)
Strand(s): FSL/FAL; FI; CF; EF
Target Levels: 7–9; 10–12
Language of Presentation: English/French
Date: Friday, March 24
Time: 13:30 – 14:30
Room: Marine

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793 – Using Digital Portfolios to Support French as a Second Language Students

Genevieve Bisson

Description/Abstract:

“We saw that last year! I don’t like French!”

These statements echoed in Genevieve’s new school when she started her role as Head of their French Department. She soon discovered that the wide gap between her student’s proficiency and the repetition of content between grades was far too common among FSL teaching communities.

In this workshop, Genevieve will share a game-changer strategy: digital portfolios. Through evidenced-based research, Genevieve will demonstrate how digital portfolios are a powerful tool for FSL teachers who want to differentiate their learning, focus on growth over grade, and increase student agency and family engagement.

Genevieve will demonstrate instructional strategies that help students effectively set goals, offer them opportunities to reflect on their growth, and provide continuous feedback. In addition, she will share how to set up digital portfolios that allow students to provide ongoing evidence of linguistic skills, such as reading, writing, speaking, and listening, in ways that best suit their learning styles.

Theme(s): Building Confidence and Proficiency; Language Proficiency Scales and Frameworks (e.g., CEFR, CLB)
Strand(s): FSL/FAL; FI; IF; CF
Target Levels: K–3; 4–6; 7–9; 10–12
Language of Presentation: French
Date: Friday, March 24
Time: 10:15 – 11:45
Room: Regatta

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825 – Innovative Solutions for an Old Problem: Horizontal Collaborations for French Teacher Recruitment and Retention

Joanne Robertson

Description/Abstract:

The French teacher shortage represents an ongoing challenge across Canada for which innovative solutions are badly needed. In smaller communities, the situation can be even more challenging, with new French teachers often seeking employment in urban rather than regional areas. A 2019 study by the Commissioner of Official Languages recommended that faculties of education and school boards engage proactively in “horizontal collaborations” to support French teacher recruitment and retention.

In 2021, a regional teacher education program at the University of the Fraser Valley (UFV) worked in collaboration with the Ministry of Education, the modern languages department, and local school districts to launch a new course that was specifically designed to recruit prospective French teachers and support the retention of FSL teachers in the community. EDUC 483J: Designs for Teaching French as a Second Language was offered in French, with a minimum B1 level of French proficiency requirement. Four distinct groups of students were encouraged to register for the course: undergraduate modern language students with an interest in teaching, pre-service teachers enrolled in the BEd program, practicing (French or English) teachers from local school districts, and education assistants in the community interested in becoming FSL teachers. The course has now run successfully at UFV for two years.

In this session, participants will learn about the design, goals, and outcomes of this unique pilot project and have opportunities to ask questions and discuss the potential of this model as an innovative solution to French teacher recruitment and retention in other regional areas across Canada.

Theme(s): L2 Teacher Identity, Self-Efficacy, and Retention; Leadership and Support
Strand(s): FSL/FAL; FI; CF
Target Levels: K–3; 4–6; 7–9; 10–12; Postsecondary; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: English/French
Date: Friday, March 24
Time: 10:15 – 11:15
Room: Zoom (virtual)

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839 – Play-based pedagogy – a fun yet serious approach to developing oral communication!

Carole Freynet-Gagne

Description/Abstract:

How do we support and enrich students’ ability to communicate proficiently in authentic, spontaneous situations inside and outside the language classroom?

Interacting in a language class can be intimidating. However, engaging in oral interactions is paramount to becoming proficient in a language, believing in one’s own abilities and engaging in the learning process. We need to create a classroom atmosphere where everyone feels valued, respected and included. We can achieve this through play-based pedagogy.

The undeniable interest for play-based pedagogy in the language class over the last several years or so is still difficult for teachers to transpose into practice. This contributes to doubts about the legitimacy and effectiveness of play in the classroom, especially when teaching teenagers and adults. Play-based oral interactions at all ages not only fosters a safe, positive and fun learning environment for teaching oral communication, but can also be an effective tool for structuring oral development.

Description/Abstract:

Maintenant plus que jamais, les élèves ont besoin d’un engagement authentique, d’un soutien bien équilibré et d’une agentivité personnelle dans la classe de langue seconde. Le défi pour les enseignant(e)s a toujours été de savoir comment maximiser les liens, que ce soit entre l’élève et l’enseignant(e), entre les pairs ou entre la classe et la communauté. Joignez-vous à Kalli Lirette et à Lauren Olson pour éprouver une variété de techniques visant à soutenir une classe axée sur l’élève dans des environnements en personne et en ligne. Ces conseils pratiques sont conçus pour être facilement mis en œuvre avec des technologies conviviales et peuvent être facilement adaptés pour une utilisation dans n’importe quelle classe de langue, même pour les apprenants les plus réticents.

Theme(s): Online and Blended Language Teaching; Teaching Strategies and Approaches; Building Confidence and Proficiency; Social-Emotional Learning

Description/Abstract:

Pendant les premiers mois de la pandémie de COVID-19 (de mars à juin 2020), alors que de nombreuses écoles de la maternelle à la 12e année étaient fermées et que l’enseignement se déplaçait en ligne, les enseignant(e)s et les élèves à travers le monde ont eu du mal à s’adapter aux différentes conditions de travail, aux nouvelles technologies et aux facteurs de stress additionnels (Judge, 2021; Lomicka, 2020). Lorsque les enseignant(e)s et les élèves en langues secondes (L2) ont repris l’école en personne, l’enseignement était loin d’être « normal », car des mesures comme le port du masque et la distanciation sociale posaient des défis uniques dans ce contexte. Dans une étude financée par l’Association canadienne des professeurs de langues secondes (ACPLS), nous avons enquêté sur les expériences des enseignant(e)s de L2 au Canada pendant la pandémie de COVID-19. Des enseignant(e)s de partout au pays ont participé à un sondage (n = 243) et à un groupe de discussion (n = 10) mené en anglais et en français. Au cours de cet atelier, nous partagerons certains des résultats de l’étude et inviterons les enseignant(e)s à discuter de leurs expériences pendant les confinements ainsi que les première et deuxième années complètes d’enseignement pendant la pandémie. Alors que nous anticipons la sortie de la pandémie, nous discuterons également des innovations pédagogiques qui pourraient demeurer populaires et pertinentes.

Judge, M. (2021). Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown. Irish Educational Studies, 40(2), 419-429. https://doi.org/10.1080/03323315.2021.1917443

Lomicka, L. (2020). Creating and sustaining virtual language communities. Foreign Language Annals, 53(2), 306-313. https://doi.org/10.1111/flan.12456

Theme(s): Online and Blended Language Teaching
Strand(s): General
Target Levels: General
Language of Presentation: French
Date: Saturday, March 25
Time: 11:00 – 12:00
Room: Dockside 1

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1050 – Todes somos latines: a focus on the afrolatinx community in the Spanish classroom

Flor Aviles

Description/Abstract:

Why attend this session?

Educators will learn about the history of afrolatinx and what it means to identify as Black and Latinx. They will also understand why it is important to incorporate this in their practice given the multiplicities of identity that exist in our classroom among students.

Description/Abstract:

We are all jugglers and the first ball to drop is usually our own.

Kate Davis has the unique ability to find humour in any situation and to offer creative solutions to defuse the frustrations in the home and workplace. Davis’ generous insight and outspoken character provides a powerful combination to help organizations empower their staff with effective tools for managing stress and sustaining motivation.

Between our jobs, home, relationships with family, friends, and co-workers, learning how to balance our busy life demands a strong sense of personal development and, most importantly, a sense of humour.

People who attend Davis’ “Balancing Life with Humour” lecture leave with an understanding of practical techniques for refueling, rediscovering, and reengaging their true selves. Learning to use humour as an instrument of communication creates an atmosphere of compassion, caring, and productivity.

Theme(s): L2 Teacher Identity, Self-Efficacy, and Retention; Leadership and Support
Strand(s): General
Target Levels: General
Language of Presentation: English
Date: Saturday, March 25
Time: 08:30 – 09:30
Room: Metropolitan Centre/West

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4005 – Why Laurentien is your obvious and sustainable choice for YEARBOOKS and STUDENT PLANNERS across Canada

James Aymar

Description/Abstract:

Would you like to…

Have a yearbook that is 100% made in Canada? This is what we are offering you.

Work with a reliable partner who is environmentally consciousness? This is how we perform the scope of work.

Be assisted and trained by a highly-skilled team to create this unique souvenir? Laurentien is a 100% owned and operated company that should be known by all Canadian schools. This presentation will show you why! Among other things, James will talk about:

Kevin Martindale, Steven Silva, Marisa Moser

Description/Abstract:

Steven Silva from the TCDSB will introduce you to RK Publishing’s new comprehensive Companion Teacher Resource for the Ontario Grade 9, Core French, De-Streamed (FSF 1D*) course. Building upon the success of On parle! and Tu parles! 1, our Companion Teacher Resource provides a spiralled program pathway with detailed three-part lesson plans that incorporate effective teaching practices and instructional strategies that will support all students in the FSL classroom. In this session, we will provide an overview of the Companion Teacher Resource and illustrate how it purposefully draws upon Culturally Responsive and Relevant Pedagogy, Universal Design for Learning, and Differentiated Instruction to address the interests, strengths, and needs of diverse FSL Learners. This includes fair and equitable assessment practices and making connections to real-world applications.

Marisa Moser from WRDSB will tell you about Je lis, je lis littératie avancé gr 6-9 classroom library, a 30 book collection of fiction and non-fiction books at reading levels N to V, and a sneak preview of exciting new updates to Je lis, je lis littératie 3.0 Online platform for K-6 including new games room, enhanced navigation, student progress tracking and user-experience.

Strand(s): Exhibitor Showcases
Language of Presentation: English
Date: Friday, March 24
Time: 14:00 – 14:30
Room: Metropolitan East

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4025 – Livres décodables et ressources pour soutenir la science de la lecture

Mélanie Lortie

Description/Abstract:

Mélanie, orthopédagogue d’expérience pour les Éditions Passe-Temps, vous présentera des ressources et vous partagera des moyens efficaces de les intégrer au quotidien. Vous découvrirez en primeur Décode, la collection de livres décodables à paraitre en 2023. D’autres collections complémentaires vous seront partagées afin d’offrir un environnement riche en littératie à vos élèves. Vous serez guidés dans le choix de vos livres en fonction de vos objectifs.

Pour diversifier et enrichir votre enseignement, vous en apprendrez davantage sur les ressources préférées des apprenants du français en langue seconde. Vous découvrirez du matériel complémentaire et de jeux pour soutenir la science de la lecture. Lors de cette présentation, l’accent sera mis sur la conscience phonologique et phonémique, la phonétique ainsi que la compréhension. Venez explorer concrètement du matériel qui permettra à vos élèves d’apprendre en s’amusant.

Les Éditions Passe-Temps, c’est plus de 1000 ressources pensées et conçues en français par une équipe de pédagogues chevronnés. C’est une entreprise familiale du Québec qui a comme valeur d’offrir des ressources attrayantes qui donneront à vos élèves le gout d’apprendre.

Strand(s): Exhibitor Showcases
Language of Presentation: French
Date: Saturday, March 25
Time: 14:00 – 14:30
Room: Metropolitan East

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4030 – L’ACPI : la seule association canadienne dédié spécifiquement aux professionnels de l’immersion

Lesley Doell

Description/Abstract:

Être membre de l’ACPI permet l’accessibilité à une foule d’avantages. Parmi la vaste offre de services offerts, mentionnons notamment l’Espace membre virtuel de l’ACPI et sa Zone pédagogique, une vraie mine d’or pour les professionnels de l’immersion.

Imaginé et conçu par l’ACPI à la suite de sa consultation pancanadienne, ce nouvel outil est devenu rapidement le carrefour de toutes les parties prenantes œuvrant en immersion française au Canada. Découvrez une foule de ressources fiables et spécifiques à l’immersion et apprenez à naviguer à travers cette mine d’or. Offert dans le nouvel Espace membre virtuel de l’ACPI, la Zone pédagogique est un outil précieux qui permet aux enseignants de perfectionner leurs pratiques pédagogiques par l’entremise d’une imposante banque de sites pédagogiques, des balados pertinents, des recherches en bref, des webinaires avec des experts de l’immersion, des fiches recherches conçues pour et par les enseignants, des coups de cœur culturels et beaucoup plus. Restez à l’affut de la dernière recherche, les meilleures pratiques et les ressources incontournables en découvrant ensemble la Zone pédagogique, disponible à tous les membres de l’ACPI.

Strand(s): Exhibitor Showcases
Language of Presentation: French
Date: Friday, March 24
Time: 15:15 – 15:45
Room: Metropolitan East

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4035 – YMCA Summer Work Student Exchange

Kai Kachan

Description/Abstract:

Learn more about this opportunity for youth to travel, work and improve their second language.

Strand(s): Exhibitor Showcases
Language of Presentation: English
Date: Friday, March 24
Time: 14:45 – 15:15
Room: Metropolitan East

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