Conference Program

2183 – Dans un monde de “pluri”, que faire de l’anglais dans nos classes de français ?

Monica Tang

Description/Abstract:

Dans un monde du “pluri”, où place-t-on la langue dominante de nos élèves qui apprennent une langue additionnelle?

Quand il est question de l’anglais que parlent nos élèves d’immersion française (ou même des programmes francophones), les enseignant·es vivent de la frustration, du découragement, même parfois le dégoût (Tang, Forte et Côté, 2023). On a beau créer des systèmes innovateurs pour les encourager de parler le français. Rien ne marche. À long terme.

Au fait, cette question de l’anglais est beaucoup plus importante qu’on ne le croit. Les politiques langagières ne sont pas des outils de gestion de classe (pour assurer le silence). Au contraire, les règles de fonctionnement dans nos classes sont une composante de l’écosystème dans lequel une identité bilingue se construit d’année en année. Il faut donc s’assurer de contribuer au développement d’une identité qui est à la fois légitime, positive et plurielle, plutôt que déficitaire et monolingue. La solution n’est donc pas un seul système de motivation extrinsèque mais bien un ensemble de pratiques (certaines plurilingues) qui tiennent compte des besoins langagiers et émotifs ainsi que le développement des habiletés d’auto-régulation de nos jeunes élèves bilingues.

Cet atelier a pour but de remettre en question certaines pratiques « classiques » de l’immersion française (et des programmes francophones en milieu minoritaire) qui n’ont pas toujours l’effet désiré. Les enseignant·es (M à 12), administrateurs·rices et formateurs·rices sont invité·es à venir découvrir de nouvelles façons de faire et de nouvelles façons de voir l’apprentissage du français.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; French in minority language contexts
Target Audience: General
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Outremont 1

2124 – Propositions pratiques pour la formation, le soutien et la motivation des futurs enseignants de langues

Laura Ambrosio, Marie-Claude Dansereau

Description/Abstract:

Dans cet atelier, et en accord avec les fondements de l’apprentissage axé sur les tâches et l’apprentissage intégré du contenu en langue seconde, nous proposerons aux participants de réfléchir et d’échanger sur des activités pédagogiques, mises à l’épreuve depuis plus de dix ans en enseignement et apprentissage des langues en contexte universitaire.

Le renforcement du sentiment de la confiance des apprenants d’une langue seconde et la capacité et motivation des futurs enseignants de FLS à interagir de façon engagée et informée dans leur préparation à la profession seront au cœur de la discussion, en petits-groupes et en plénière.

L’apprentissage intégré du contenu en langue seconde, selon différentes disciplines, ainsi que celui par l’engagement communautaire seront des leviers d’exemples d’activités didactiques ancrées dans des contextes authentiques, à l’intérieur et à l’extérieur de la salle de classe.

Nous terminerons l’atelier par la présentation de commentaires d’étudiants recueillis par le biais d’un sondage mené auprès de 60 répondants, qui confirment la valeur des pistes pédagogiques proposées, pistes leur permettant de mieux saisir leur identité d’apprenants de la langue seconde et de futurs enseignants de FLS dans le contexte canadien.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL
     FSL/FAL: FI; IF; CF; EF; Francization; Adult francization; French for newcomers in francophone schools/LSSI; Alpha-francization; French in minority language contexts
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Outremont 2

2175 – Cultivating Connection: Exploring Identity Through Language and Community

Ping Li

Description/Abstract:

Come to this workshop to dive deep into the vibrant interplay between language, identity, and community! Discover how place-based inquiry projects can ignite linguistic identity and foster personal growth in language learners. Participants will experience firsthand how language learning can expand perspectives, facilitate identity transformation, and nurture empathy and global citizenship.

Key Projects:

• Family Name & History Storytelling: Mandarin students explore their heritage by interviewing family members, linking personal stories to language and cultivating a strong sense of identity.
• Community Walking Tour: Mandarin students step into the shoes of local residents to conduct interviews to assess community needs while enhancing awareness, advocacy and their language skills.
• Chinese New Year Fair Visit: Mandarin students immerse themselves in cultural practices and prepare a traditional meal to deepen their understanding of cultural contexts and boost their linguistic confidence.
• School-Wide Language and Culture Celebration: Collaborating with other classes, Mandarin students celebrate diverse cultures through arts and music, an inclusive way to spark intercultural dialogue and understanding.

Key Takeaways:

• Strategies for creating supportive language learning environments that encourage risk-taking and exploration of identity.
• Insights into the role of community engagement in language acquisition and personal growth.
• Tools for fostering empathy and global citizenship through language learning.

Participants will leave with practical approaches to refine their existing practices, enhance their students’ linguistic confidence and create a rich, inclusive language learning experience. Join the presenter to explore the profound relationship between langu

Session Theme: Identity Through Language Learning
Conference Strand(s): Other MHL
     FSL/FAL:
Target Audience: Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: Mandarin/English
Type of Session: Workshop
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Outremont 3

2122 – Beyond Bilingualism: Empowering Plurilingual Identities in the Classroom

Laura Uribe

Description/Abstract:

This workshop invites educators to reimagine traditional second-language curricula by incorporating plurilingual practices that promote linguistic freedom and identity empowerment, particularly for immigrant students.

In Quebec, language policies primarily focus on French, and bilingualism often refers only to Canada’s official languages. As a result, plurilingual students, particularly those from immigrant backgrounds, frequently encounter barriers in fully expressing their linguistic identities. This workshop will guide participants through hands-on activities to transform traditional second-language curricula into models that embrace plurilingualism. Grounded in identity theory and plurilingual pedagogies, participants will experience the emotional impact of both restrictive and empowering language practices. By the end of the workshop, educators will have concrete strategies to create identity-affirming, plurilingual-friendly classrooms where every student feels empowered to express their linguistic and cultural identities.

Session Theme: Identity Through Language Learning
Conference Strand(s): General
     FSL/FAL:
Target Audience: General
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Outremont 4

2551 – Apprenons à répondre aux Appels à l’action : Intégrer les perspectives autochtones dans l’enseignement et l’apprentissage du français

Heather Norton, Mirela Canellari

Description/Abstract:

How can non-Indigenous educators respond meaningfully to the Truth and Reconciliation Commission’s Calls to Action for Education through their teaching practices? This session empowers French language educators to integrate Indigenous perspectives into their classrooms using identity texts and modern pedagogy for language learning. By focusing on culturally responsive practices, participants will gain tools to embed indigenous perspectives, support the decolonization of French language learning and foster inclusivity while enhancing student engagement. Through interactive discussions and practical examples, participants will:

• -Learn to select and utilize identity texts which reflect Indigenous perspectives
• -Explore pedagogical strategies that honor multiple entry-points and inclusion while aligning with modern language learning frameworks.
• -Reflect on their role as educators in advancing truth, reconciliation and joy through intentional teaching practices.
• -Actively explore actionable steps for incorporating Indigenous perspectives into French language teaching.
• -Enhance pedagogy by exploring resources that support the revitalization of indigenous languages and the role they can play in the plurilingual and pluricultural classroom.

This session will provide participants with the confidence and resources to begin or continue on their journey of integrating Indigenous perspectives by taking steps to align with reconciliation efforts, honoring Indigenous voices and fostering an inclusive learning environment that embraces the First Peoples Principles of Learning. By the end of the session, we hope that a community of practice will be ignited and this will inspire future collaboration!

Session Theme: Symposium on Language Education in Indigenous Settings and Integrating Indigenous Voices
Conference Strand(s): FSL/FAL
     FSL/FAL:
Target Audience: Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Outremont 5

1869 – Explorations of Core French teacher practice and identity

Cam Smith

Description/Abstract:

FSL programs in Canada are commonly positioned as being caught in a tumultuous and changeable state between promise and actuality. While the FSL teacher is charged with delivering the language program, the realization of this curriculum is far more complex. For these teachers, identities and practices are often sites of struggle between the imagined and lived realities of the profession as it intersects with curricula, school norms, community contexts, and so on (Cheung et al., 2015). Beyond the property of an individual, identity is therefore the expression or production of a shared coming-together.

This presentation draws upon a 10-month study of five Core French teachers to explore the professional practices and identities that are produced in their work. I position the ways in which these teachers both affect and are affected by the multiple practices that circulate within their local context and in Canadian FSL education. In this session, we will engage with several vignettes as examples of the teachers’ work and context that extend insights into how the realities of FSL, the material context of the school, and the teachers’ identities are co-constituted. Attendees will reflect together on questions of how we (better) prepare future and current FSL teachers to enter into such diverse contexts. These wonderings might disrupt existing understandings and suggest how (re)imagining FSL teachers might further nuance discussions of retention, support, pedagogy, and identity.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: CF
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Researchers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Outremont 6

2119 – L’IA et les outils numériques dans l’enseignement des langues : Explorer l’intersection de la technologie et de l’identité

Stacy Allen, Chris Colley, Lexie Tucker, Carolyn Buteau, Craig Bullett

Description/Abstract:

À l’ère du numérique, l’intelligence artificielle (IA) et les outils numériques transforment rapidement l’éducation. Cet atelier permettra aux enseignant.es d’explorer une variété d’outils numériques et d’intelligence artificielle et de discuter comment ils peuvent être utilisés pour améliorer l’enseignement des langues et les expériences d’apprentissage. En examinant l’intersection de la technologie et de l’identité, nous découvrirons comment l’IA peut être utilisée pour favoriser des environnements d’apprentissage des langues personnalisés, inclusifs et attrayants.

Session Theme: Identity in the Digital Age
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; General
     FSL/FAL: FI; IF; CF; EF; Francization; Adult francization; French for newcomers in francophone schools/LSSI; French in minority language contexts
Target Audience: General
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Outremont 7

2050 – Building Connections: Empowering FSL Teachers Through Collaborative Communities

Guillaume Laroche, Cindy Chin

Description/Abstract:

In 2023, CASLT’s report on Identifying Requirements and Gaps in French as a Second Language (FSL) Teacher Education highlighted the extent to which FSL teachers across Canada felt significant professional “isolation, linguistic insecurity, and marginalization.” This workshop tells the story of how the Calgary Board of Education (CBE) FSL program consultants responded to the report’s calls to action and founded their own innovative FSL Community of Practice (COP) to address these challenges. This model focuses on letting FSL teachers showcase their impactful strategies to colleagues, and on uncovering the shared language of FSL teacher experiences. Today, the CBE’s FSL COP gathers over 60 teachers every other month for targeted and relevant collaborative work with colleagues. Teachers report that the COP alleviates feelings of isolation, supports the development of a positive bi/multilingual educator identity, and validates FSL teachers’ contributions to their school communities.

This session is structured as part-presentation, part-workshop, where participants will first learn how the CBE went about its work. Then, participants will work through a discussion framework to analyze the resources and obstacles in their own districts related to supporting FSL teachers. Goals such as the impact on teacher practice and the sustainability of a proposed new model will focus the analysis. All in all, participants will emerge from the session with a proposal for redesigning FSL professional learning in their districts that will effectively address the current challenges of supporting FSL programming.

Session Theme: Symposium on Leadership – Empowering Linguistic Ecosystems: Advocacy, Training, and Leadership
Conference Strand(s): FSL/FAL
     FSL/FAL: IF; CF; EF
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Administrators/Leaders/Policy Makers
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: St-Laurent 6

2198 – Le français langue seconde en situation de communication authentique : genèse d’un projet en santé

Astrid Babkine-Ringuette

Description/Abstract:

Dans un an, le CCDMD lancera MédIAlogue, une ressource numérique destinée à développer les compétences en communication orale des étudiant.e.s en français langue seconde inscrits dans divers programmes techniques de santé.

Cette ressource inclut huit modules d’activités abordant des intentions de communication spécifiques, ainsi qu’un robot conversationnel génératif permettant de simuler des interactions en milieu clinique entre technologues, collègues, et patient.e.s. Inspiré par le matériel « Stratégie d’écriture dans la formation spécifique », ce projet vise à répondre aux besoins pressants exprimés par le personnel enseignant et les étudiant.e.s du réseau collégial. Ce travail est le fruit d’une collaboration de quatre ans avec les professeur.e.s des programmes spécialisés du Collège Ahuntsic.

La présentation explorera les défis en compréhension et production orale rencontrés par la population allophone en stage et sur le marché du travail. Ces enjeux, bien concrets, concernent la sécurité au cours des déplacements ou lors de la manipulation de substances dangereuses, l’adaptation de procédures selon les besoins des patient.e.s et la collaboration au sein de l’équipe soignante. Bien souvent, les apprenant.e.s performent bien dans leurs cours, mais rencontrent des écueils majeurs sur le terrain.

Nous présenterons également des exemples d’activités pratiques pour accompagner cette clientèle et une discussion sur les enjeux techniques et éthiques liés aux nouvelles technologies rencontrés au cours de ce projet.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: Francization; Adult francization; French for newcomers in francophone schools/LSSI
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: St-Laurent 7

2029 – Transforming Education in French: Moving Beyond Eurocentric Teachings to Center Intersectional Identities

Rita Bhandari

Description/Abstract:

In this presentation, innovative approaches to teaching French that move beyond the traditional, Eurocentric narratives often associated with the language will be explored. Instead, the focus will be on de-centering these stereotypical elements and incorporating a broader, more inclusive perspective that highlights the rich, diverse identities within the Francophone world. By centering intersectional identities, educators can offer students a more nuanced and authentic understanding of French-speaking cultures.

This approach involves explicitly addressing and challenging stereotypes and creating a classroom environment that fosters meaningful engagement with the language. Participants will learn strategies for designing lessons that resonate with students by connecting the French language to a wide range of cultural experiences and identities. Through interactive and dynamic activities, students will explore the complexity of Francophone cultures, making the learning process both enjoyable and impactful.

This presentation aims to equip educators with practical tools and insights for creating a more inclusive French curriculum that reflects the diversity of the Francophone world and engages students in a way that is both fun and relevant. By shifting away from a narrow, Eurocentric focus, we can foster a deeper connection to the language, its diverse speakers and our own students.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Administrators/Leaders/Policy Makers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Westmount 1

1982 – Stories of Home: Exploring Identity, Language, and Experience through Art

Colleen Elep, Sylvia Kim-Cota

Description/Abstract:

In this session, educators will engage in a joyful, identity affirming multilingual writing workshop that will open up pathways to visual and digital art creation. We will explore the Stories of Home project, which emerged from a collaboration between elementary English, French Immersion, ESL/ELD teachers, and community arts organizations. As a group, we will reflect on the connections between language, identity, and lived experience, and investigate how these connections can be manifested through art and digital media. Participants will gain access to easy-to-implement lesson plans and student examples.

Session Theme: Identity in the Digital Age
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Westmount 2

2174 – Innovating with eTandem: Language Learning without Borders

Susan Parks, Shawna Cyr, Bruno Guedes, Tony Jenniss, Roxame St-Hilaire

Description/Abstract:

Within L2/L+ teaching, a major challenge is to enable students to have contact with speakers of the target language. Indeed, barring the class instructor, students may have little or no significant contact with target language speakers, particularly peers their age. Although increasingly promoted within educational institutions, the importance of digital tools for promoting language learning via virtual exchanges is often given short shrift. As one type of virtual exchange, tandem language learning (TLL) aims to hook up language learners who are learning each other’s language for linguistic and cultural enrichment. Thus, ESL students in Quebec could be partnered up with FSL students in English parts of Canada; those learning Spanish could be partnered up with ESL or FSL learners in Mexico. TLL virtual exchanges are referred to as eTandems. To maximize language learning, these exchanges are guided by three principles: bilingualism (both languages used in equal proportions), reciprocity (learners mutually engaged in helping each other and providing feedback) and autonomy (with guidance from teachers). Exchanges can be conducted asynchronously (e.g. email, forums) or synchronously (e.g. videoconferencing). Research points to the value of such exchanges for motivating learners and reenforcing their identities as bilingual or multilingual speakers (Arellano-Soto & Parks, 2021; Canals, 2020, 2021; Giguère & Parks, 2018; Priego, 2011). The members of this panel have conducted eTandem exchanges in elementary, secondary and university contexts. During this session, they will share why they engage in eTandem exchanges as well as discuss strategies used to enhance success and respond to challenges. Tony Jenniss, will also discuss the potential of eTandem for indigenenous languages

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): General
     FSL/FAL:
Target Audience: General
Language of Presentation: English
Type of Session: Panel
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Westmount 3

2078 – Le Continuum en littératie de LEARN : Un pont entre observation et intervention en classe de langue

Thomas Stenzel, Marc-Albert Paquette

Description/Abstract:

Le continuum en littératie de LEARN est un outil bilingue qui permet aux enseignant.es de langue de suivre et soutenir le développement des compétences en interaction, en lecture et en écriture. Les descripteurs vous permettent d’observer précisément les progrès de vos élèves et vous guident dans la planification d’activités adaptées à leurs besoins d’apprentissage.

Dans cet atelier, nous vous présenterons le continuum, nous vous expliquerons comment l’utiliser pour l’évaluation en aide à l’apprentissage et nous vous proposerons d’autres pistes d’exploitation en salle de classe.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL; ELL/ESL/EAL
     FSL/FAL: FI; IF; CF; EF; Francization; Alpha-francization; French in minority language contexts; French in Indigenous contexts
Target Audience: General
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Westmount 4

2188 – Enseigner la grammaire grâce au réseau littéraire : expérience en classe

Joël Thibeault, Claude Quevillon Lacasse

Description/Abstract:

Les deux animateurs de cet atelier, Joël Thibeault et Claude Quevillon Lacasse, tiennent une chronique et offrent des formations depuis 2016 sur l’enseignement de la grammaire par l’entremise de livres jeunesse mises en réseau. Cette année, ils ont pu expérimenter des activités grammaticales dans des classes du primaire pour observer les réactions des élèves et leur compréhension des concepts grammaticaux. Dans cet atelier, les participant·es vivront les séquences d’activités et seront amené·es à les adapter pour leur propre contexte de classe.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; EF; French for newcomers in francophone schools/LSSI; French in minority language contexts
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Westmount 5

2076 – Supporting Students With Special Educational Needs in Additional Language Classrooms: Practical Strategies for Inclusive Teaching

Marie-Ève St-Laurent

Description/Abstract:

Students with special educational needs’ (SSENs) face a myriad of accessibility issues within the education system (Mady & Black, 2012; Stephens et al., 2015; Yantzi et al., 2010), and are frequently excluded from additional language (AL) learning opportunities (Arnett & Mady, 2018), especially in the case of increased exposure AL programs (Mady & Arnett, 2009; Selvachandran et al., 2022; Wise, 2011). With lower graduation rates amongst SSENs than for their peers without special needs (Government of Canada, 2014, 2015), there is a growing demand for teachers to adapt their practices to meet these students’ diverse needs.

This session will present findings from a study into the cognitions of three Quebec intensive English (IE) teachers regarding SSENs which revealed that systemic issues, especially regarding access to a formal diagnosis, past experiences with SSENs and additional training may inform teachers’ beliefs. Participants will leave this session with several teaching strategies and resources based on the Universal Design for Learning (CAST, Inc., 2024) framework, that can be implemented with varying levels of time and effort. They will also have the opportunity to participate in the collaborative analysis of hypothetical and real-life scenarios, to gain a better understanding of how to apply inclusive practices in a variety of contexts. By the end of the session, attendees will feel more confident and prepared to foster inclusive learning environments in their own classrooms, ensuring that language learning is accessible for all students.

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL; ELL/ESL/EAL
     FSL/FAL: FI; IF; CF; EF
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-03
Time: 10:45:00 AM – 11:30:00 AM (Block A)
Room: Westmount 6

1906 – Indigenizing Your Language Classroom: Using “Books to Build On” to Connect with Indigenous Literatures for Learning

Anja Dressler Araujo

Description/Abstract:

Come and learn how the Books to Build On website can help you find and include Indigenous literatures in your classroom. Featuring over 350 resources and over 150 lessons plans suited from pre-kindergarten to university, Books to Build On: Indigenous Literatures for Learning (https://werklund.ucalgary.ca/teaching-learning/indigenous-education-resources/indigenous-literatures-learning) helps teachers connect with Indigenous literatures in a variety of languages. While the website itself is English, resources in French and many Indigenous languages are included as well, including dual-language books and books in many language editions from English to Michif to Cree. The resource was created by a team of Indigenous and non-Indigenous faculty members, K-12 teachers, and graduate students at the University of Calgary to bridge the gap between educators and quality Indigenous resources and literatures across Turtle Island. As part of a growing movement to connect Indigenous voices and learning contexts, this resource enables teachers to start with story. This presentation provides educators with an opportunity to learn from and engage with Indigenous cultures and peoples through Indigenous literary texts suitable to many teaching contexts. Educators will explore the website through an interactive tour, which will foreground resources, lesson plans, and connections to participants’ teaching roles. Participants will leave this presentation with the ability to move forward in a good way with their own growth in Indigenous education. Please bring your own technology to be able to fully engage.

Session Theme: Symposium on Language Education in Indigenous Settings and Integrating Indigenous Voices
Conference Strand(s): IL; General
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Administrators/Leaders/Policy Makers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Outremont 1

2549 – The Linguistic Risk-Taking Passport-Will You Take the Risk?

Elizabeth Alloul

Description/Abstract:

A passport that empowers students to step outside their linguistic comfort zone by taking risks with their family, their community, and eventually, the world! Ready to take the leap? Read on.

In second-language learning classrooms, strategies are constantly presented to students. We display posters, repeat mantras, and remind learners to use these strategies to enhance their skills. The Linguistic Risk-Taking Passport takes strategy acquisition to the next level. It goes beyond the classroom, guiding students into a range of high- to low-risk linguistic situations where they are encouraged to take meaningful risks in their second language.

In this workshop, we will delve into the two Linguistic Risk-Taking Passports designed for ESL learners and explore practical ways to integrate them into the ESL classroom.

Session Theme: Identity Through Language Learning
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Outremont 2

2158 – Mini-Movies and Mandarin Teaching: A Dynamic Approach to Language Learning  题目：微电影与汉语教学：语言学习的动态教学探讨

Mianmian Xie

Description/Abstract:

Abstract: The use of mini-movies as a teaching tool in Mandarin classrooms offers an innovative way to engage students and enhance their language skills. This session explores the application of mini-movies in the Mandarin classes at Ottewell School, highlighting the theoretical foundation and psychological basis for using this media in language instruction. The presenter will discuss how to select and organize course content around mini-movies, providing examples of lessons that incorporate all aspects of language learning—listening, speaking, reading, and writing.

Participants will gain insights into the instructional process for mini-movie-based lessons, including strategies for facilitating student participation, promoting language comprehension, and integrating cultural elements. Additionally, the session will cover effective teaching strategies specific to mini-movie projects, such as guided discussion, critical analysis, and creative production, as well as the benefits and challenges encountered during implementation. By the end of the session, attendees will understand how to design engaging and pedagogically sound mini-movie lessons, empowering their students to explore Mandarin in a dynamic, interactive way.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): Other MHL
     FSL/FAL:
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators
Language of Presentation: Chinese or English
Type of Session: Presentation
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Outremont 3

2046 – The Swiss Army Knife of Module Design – One Model for Maximizing Efficacy

Fiona Stewart, Catherine Wojtala

Description/Abstract:

Planning takes time. Good planning saves time and helps both the learner and the educator have a richer learning experience. This workshop will provide a concrete example of an online module created for intermediate adult language learners (Intermediate/B1). The concept is transferable to a high school language learning setting. This session will provide a walk-through of the design features and will include tips and strategies for getting the most from your planning. One well-designed module can go a long way to meeting many learning outcomes for different learners. Whether you have fancy software or not, we will share ideas, strategies, and suggestions for meeting diverse needs in an FSL/FAL or other language classroom. This session will demonstrate learning using a combination of the Neurolinguistic Approach and the Task-Based Approach. The presentation will include consideration of online features to enhance learning. It will touch on the judicious use of AI (by the teacher in preparation) to differentiate easily and to enhance accessibility and inclusivity. You will leave with some design ideas and some useful tools to meet your many needs, just like the Swiss army knife!

Note: The presentation will be in English, and the sample module is in French. Any questions and discussion are welcome in either language.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; General
     FSL/FAL: FI; IF; Adult francization; French for newcomers in francophone schools/LSSI; French in Indigenous contexts
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Researchers; General
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Outremont 4

1888 – Vocabulaire et littérature jeunesse : le pouvoir transformateur de l’apprentissage des langues

Josée Guillot, Sylvie Campeau

Description/Abstract:

Le vocabulaire joue un rôle crucial dans le développement des compétences linguistiques, étant indispensable pour la compréhension, la lecture et l’écriture. Cependant, le défi persistant du manque de vocabulaire chez nos élèves reste une préoccupation partagée en salle de classe. L’objectif de cet atelier est d’équiper les enseignants d’outils pour aider leurs élèves à enrichir leur vocabulaire, surtout dans l’apprentissage du français en tant que seconde langue, en utilisant des textes de littérature jeunesse variés.

Les participant.es auront accès à des activités clé en main qu’ils pourront mettre en œuvre directement en classe. Ces activités incluront des stratégies adaptées aux besoins divers des élèves. Nous accorderons également une attention particulière au développement de la compétence en communication orale, essentielle dans l’apprentissage linguistique.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: FI
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Outremont 5

1990 – The Role of Educators’ Beliefs in Teaching French Immersion

François-Daniel Portelance

Description/Abstract:

Canadian French as a Second Language (FSL) programs continue to struggle with qualified teacher shortages. Teaching practices can be deeply influenced by the beliefs held by educators which may in turn influence teaching practices (Fang, 1996). The formation and acceptance of beliefs tends to link educators to philosophical frameworks (Douglas Fir Group, 2016) which reflect their beliefs, those of their colleagues or larger organized groups. This session offers narratives of FI teachers in Ontario (n=63), examining connections between teacher beliefs, practices, and centring factors that influence their belief systems. Understanding who FI educators are (or how they perceive themselves) and their beliefs about language education practices specific to the Canadian context may provide crucial knowledge about how FI programs exist and function.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; French in minority language contexts
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Outremont 6

2121 – Raconter des histoires en numérique pour les apprenants en langues

Stacy Allen, Chris Colley, Lexie Tucker, Carolyn Buteau, Craig Bullett

Description/Abstract:

Cet atelier explorera la manière dont les outils de raconter des histoires numériques peuvent être utilisés pour améliorer l’apprentissage des langues pour tous les élèves, en mettant en valeur l’intégration sur l’intégration des perspectives et des cultures autochtones. Les participants découvriront une variété d’outils numériques et de stratégies pour créer des expériences d’apprentissage des langues attrayantes et culturellement pertinentes.

Session Theme: Identity in the Digital Age
Conference Strand(s): General
     FSL/FAL:
Target Audience: General
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Outremont 7

1893 – Fostering Supportive Language Learning Environments Through Place-Based and Land-Based Learning

Jacquelyn Michaud, Andrea Riquelme

Description/Abstract:

Don’t hesitate to take learning outside! Place-Based and Land-Based Learning is as inclusive practice that allows students to learn and demonstrate their learning in non traditional ways, simultaneously building their language identity through interaction and connection building with the land. In this session we will discuss how you can enhance language instruction through the creation of authentic learning experiences on the land both in your school yard and beyond. We will share how we have used high impact visual thinking routines and visual journaling activities to prompt students to harness their observation skills and inherent curiosity about nature in order to express themselves orally, in writing, and through creative expression. We will also share how you can capitalize on the work in their journals for assessment and as a scaffold for future tasks.

Session Theme: Identity Through Language Learning
Conference Strand(s): General
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: St-Laurent 8

1995 – Navigating Linguistic Landscapes: ESL Teachers’ Stories from Quebec

Philippa Parks, Caroline Riches, Katherine Hardin

Description/Abstract:

This interactive workshop will present findings from stories collected from ESL teachers across Quebec about their experiences in the province’s complex linguistic landscape. Participants also be invited to share their own stories and explore common challenges and successes.

Through guided discussions, we will identify themes related to professional identity, language policies, and classroom dynamics. By reflecting on personal experiences, participants will help us pinpoint avenues for future research and advocacy aimed at enhancing resilience within the ESL teaching profession.

The workshop aims to validate teachers’ experiences, build connections among colleagues, and empower participants to navigate the linguistic tensions present in Quebec schools. This session is suitable for pre-service and in-service ESL teachers, as well as teacher educators, fostering a community committed to supporting linguistic diversity and professional growth in education. Participants will leave with insights and strategies to advocate for their profession and enhance their teaching practice.

Session Theme: Identity Through Language Learning
Conference Strand(s): ELL/ESL/EAL; General
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Westmount 2

2096 – Favoriser des environnements d’apprentissage des langues en transcendant les murs de la salle de classe

Julianne Gerbrandt, Karla Culligan

Description/Abstract:

En tant qu’enseignants et enseignantes de langues secondes, nous connaissons l’importance d’une bonne communication entre la maison et l’école. Cependant, nous ne savons pas toujours comment renforcer les relations avec les parents et les gardiens pour soutenir l’apprentissage des élèves. Cette présentation interactive s’inspire de ma recherche doctorale et explore les différents rôles que les parents adoptent lorsqu’ils soutiennent leurs enfants dans les programmes d’immersion en français. Au cours de cette présentation, nous explorerons des questions telles que :

• Comment les enseignants peuvent-ils rallier les parents et les gardiens d’élèves en FI à leur cause?
• Quelles sont les craintes les plus courantes chez les parents d’élèves en FI?
• Comment les identités linguistiques des parents influencent-elles leurs approches en matière de soutien aux enfants inscrits au programme d’immersion en français?

Je partagerai également ce que la recherche actuelle nous apprend sur les pratiques familiales qui vont au-delà des activités les plus connues, telles que le suivi des devoirs et la lecture des bulletins d’information de l’école. Les participants repartiront avec des idées concrètes sur la manière de favoriser des environnements d’apprentissage des langues qui transcendent les murs de la salle de classe, et inclure les enseignants/enseignantes, les élèves et leur famille à la maison.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Westmount 3

2049 – Dynamiser sa classe débutante en francisation

Neli Guedova

Description/Abstract:

Clés en main, les méthodes innovantes inclusives Plaisir de lire (décodage, phonétique et prosodie) et Plaisir de dire (expression orale authentique), basées sur la psychologie positive et l’andragogie, posent les bases du français pour le public adulte et adolescent d’hétérogénéité culturelle, linguistique et formative en quête d’intégration rapide et réussie dans la société francophone.

Communiquées clairement par un langage visuel universel, les notions s’enchaînent en lien avec l’ensemble dont elles font partie, comme une carte heuristique qui invite les élèves dans un jeu déductif.

Plongés dans le flow du processus enseignement-apprentissage et guidés pas à pas par ce fil conducteur, les partenaires se sentent en sécurité linguistique.

Conçues pour et avec les adultes en francisation, les méthodes privilégient l’équité en maintenant l’équilibre entre les défis et les compétences de sorte qu’elles rehaussent la confiance, motivent la prise de parole et favorisent l’apprentissage durable du français.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: Adult francization
Target Audience: Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: French
Type of Session: Commercial Workshop
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Westmount 4

1965 – Including Students’ Diverse Linguistic and Cultural Identities in a French as an Additional Language Classroom

Melissa Dockrill Garrett, Josée Le Bouthillier

Description/Abstract:

In recent years, Canada has seen a significant increase in newcomers, enriching the nation’s cultural and linguistic landscape. This diversity is now vividly reflected in classrooms across all provincial jurisdictions, presenting schools with an unprecedented opportunity to embrace and integrate a variety of cultural perspectives.

Although inclusive practices and policies are in place to affirm that all students can learn, the existing support structures often fall short in fully leveraging students’ unique lived experiences and rich cultural backgrounds. These practices, while well-intentioned, may not always value the cultural and linguistic assets that such diversity offers. In the context of French as an additional language (FAL) learning, there is an urgent need for more explicit and widely shared support strategies. These strategies should ensure equitable access to learning while also valuing and incorporating the cultural and linguistic diversity of FAL students.

This presentation will highlight innovative and practical ways that teachers can incorporate students’ diverse cultural and linguistic identities into their French language actualization classes. Centered on the principles of Universal Design for Learning (UDL), the practices that will be presented will demonstrate how all students can be working on similar tasks but in a way that is meaningful and accessible to them. Such practices will not only promote the development of French language skills, but also instore a sense of belonging and confidence among FAL learners.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: French for newcomers in francophone schools/LSSI
Target Audience: Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Westmount 5

2108 – Traduction collaborative et littérature jeunesse pour la classe de langue seconde

Geneviève Brisson

Description/Abstract:

Plongez dans l’univers de la traduction littéraire lors de cet atelier interactif, conçu pour renforcer la confiance linguistique et culturelle des apprenant.es de langues secondes. Nous débuterons par une exploration de quelques concepts clés de la traduction littéraire. Par la suite, le cœur de l’atelier vous invitera à une expérience pratique stimulante : la traduction collaborative (en français ou en anglais) d’un album illustré dans une langue tierce. Cette activité créera un environnement propice à la prise de risques linguistiques et culturels dans un cadre sécurisant et collaboratif. Nous explorerons ensuite comment intégrer la traduction collaborative dans l’enseignement des langues secondes, en mettant l’accent sur la création d’espaces où les apprenant.es peuvent explorer leur identité linguistique et développer leur confiance en soi dans la langue cible. Cette méthode innovante vous permettra d’ajouter une corde à votre arc, offrant une stratégie supplémentaire pour engager vos apprenant.es et renforcer leur sécurité linguistique.

À la fin de cet atelier, vous :

• Comprendrez mieux certains concepts de la traduction littéraire utiles en enseignement des langues secondes
• Aurez découvert la traduction collaborative comme outil pour développer la confiance linguistique
• Serez plus familier avec des méthodes pour intégrer cette approche dans votre enseignement et créer un environnement d’apprentissage positif

Ne manquez pas cette opportunité d’élargir votre éventail de stratégies d’enseignement des langues secondes et de contribuer à un apprentissage des langues plus épanouissant. Rejoignez-nous pour une session qui alliera théorie, pratique et innovation, tout en explorant les dimensions affectives et identitaires de l’apprentissage des langues!

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; ELL/ESL/EAL
     FSL/FAL: FI; IF; CF; EF; French in minority language contexts
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 2:00:00 PM – 3:15:00 PM (Block B)
Room: Westmount 6

2176 – Developing Supports and Analysis of Anishinaabemowin Boodawe Committee Language Revitalization activities and programs

Doe O’Brien-Teengs, Paul Nicolas Cormier, Andrew Manitowabi

Description/Abstract:

Lakehead University has had its own Ojibway and OjiCree language teacher program for decades. This has put staff and faculty in a strong position as a partner for the Anishinaabemowin Boodawe Committee, which has been running language revitalization activities for four years in the North Superior Region of Ontario. Starting on September 1st, 2024, the Faculty of Education has created a Postdoctoral Fellowship to support the development of culturally appropriate analytical and monitoring activities and tools for the Anishinaabemowin Boodawe Committee. This presentation will discuss the community engagement strategies, the challenges of creating local language revitalization activities and programs, and the various determination factors of what would be considered success criteria for language revitalization in these programs.

Session Theme: Symposium on Language Education in Indigenous Settings and Integrating Indigenous Voices
Conference Strand(s): IL
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: English
Type of Session: Panel
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Outremont 1

2277 – Resources and opportunites for teachers of Spanish from the Embassy of Spain

Carlos Berrozpe

Description/Abstract:

The Education Office of the Embassy of Spain in Canada offers different programs and resources through the Spanish Resource Center, such as Eleo, Veo en Español, Revista Materiales, among others. During our presentation you will be informed on how to have free access to those resources. We will also talk about free professional opportunities for teachers of Spanish and for teachers of immersion programs in Spanish organized by our education office. Last, but not least, we will talk about different programs available for school districts that contribute to the promotion of Spanish Language, such as Language Assistants from Spain, Visiting teachers from Spain, etc.

Session Theme: Identity Through Language Learning
Conference Strand(s): Other MHL
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Administrators/Leaders/Policy Makers; General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Outremont 3

2071 – Tout enseignement est langagier ! Le défi de l’appréhension de la dimension langagière des disciplines scolaires

Rosanna Margonis-Pasinetti

Description/Abstract:

L’organisation strictement disciplinaire de la plupart des systèmes éducatifs a longtemps influencé les réflexions sur les fondements pédagogiques et didactiques qui sous-tendent l’enseignement-apprentissage des différentes disciplines scolaires et qui structurent les parcours de formation. C’est ainsi que l’intérêt porté aux langues et à leurs enseignement et apprentissage en contexte formel a été circonscrit aux disciplines langagières, c’est-à-dire aux langues de l’école, voire carrément aux langues étrangères.

Si on se réfère au contexte européen, auquel est intimement lié le contexte suisse, dans lequel prennent racine les considérations et les exemples proposés par cette communication, les premiers développements d’instruments de politique éducative avaient comme objet l’enseignement-apprentissage des langues étrangères uniquement. En tête de liste vient le désormais incontournable Cadre européen commun de référence pour les langues (CECR, Conseil de l’Europe, 2001 et 2020), mais d’autres documents faisant aujourd’hui référence pourraient être ajoutés à la liste. Il s’est ensuite agi de prendre en considération la/les langue(s) dite(s) de scolarisation, à savoir la langue qui sert de canal pour l’enseignement des disciplines qui n’en sont pas une (DNL). Le pas a enfin été franchi vers la prise en compte de la langue et de la culture qui se mettent en place dans l’espace-temps de la classe et qui entrent en relation avec les langues et les cultures des élèves. Cette présentation vise à proposer et discuter avec les personnes présentes une possibilité de fil rouge entre ces différents états de la question, pour aboutir à quelques pistes pour une véritable intégration de la dimension langagière et culturelle dans le travail au quotidien de la classe régulière.

Session Theme: Symposium on Leadership – Empowering Linguistic Ecosystems: Advocacy, Training, and Leadership
Conference Strand(s): General
     FSL/FAL:
Target Audience: General
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Outremont 4

2094 – Intégrité académique et identité : promouvoir la voix propre des personnes apprenant à s’exprimer dans une Lx

Roisin Dewart, Juliane Bertrand, Mónica Soto, Annie Desaulniers, Sebastian Döderlein

Description/Abstract:

Les milieux académiques s’inquiètent de l’impact des développements technologiques sur l’augmentation des cas détectés de plagiat. Au même moment, de plus en plus de voix s’élèvent pour prôner la promotion de l’intégrité académique par l’éducation et la sensibilisation, plutôt que par la peur des sanctions (Eaton, 2017). Une telle sensibilisation devrait accompagner tout apprentissage langagier; d’ailleurs les données montrent que les personnes étudiantes ayant de plus faibles connaissances du langage académique, comme celles appartenant aux catégories des étudiants internationaux ou de première génération dans une institution postsecondaire, sont les plus représentées parmi les cas de tricherie détectés (Bertram-Gallant et al. 2015 ; Sanni-Anibare et al. 2021). Par conséquent, il est indispensable d’amener le public étudiant dans un cours de langue à participer à la réflexion sur ce qui constitue la conduite appropriée en intégrité académique.

Notre atelier consistera en un partage d’idées/d’activités quant à la façon dont la classe de langue seconde ou étrangère peut favoriser l’apprentissage de techniques d’écriture académique et de présentation orale en sensibilisant les personnes étudiantes à l’intégrité et en les amenant à travailler d’abord sur la structuration de leurs idées au fur et à mesure qu’elles développent leurs compétences à s’exprimer dans la langue-cible. L’objectif est qu’elles soient capables d’inclure des sources, mais en mettant l’accent sur un discours qui reflète leur identité.

Non seulement nous fournissons des perspectives à partir de différentes langues (espagnol, FLE, anglais, allemand), mais aussi pour différents niveaux d’apprenants en langues.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL
     FSL/FAL: Francization; Adult francization
Target Audience: Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Outremont 5

2082 – Enseigner le français à l’aide de comptines!

Julie Provencher, Marie-France Grégoire

Description/Abstract:

Vous récitez des comptines ou chantez avec les enfants de votre classe? Vous souhaitez optimiser l’utilisation des comptines pour en faire des apprentissages durables et ludiques pour l’apprentissage du français? Venez découvrir certains repères culturels de notre belle langue française et agrandir votre répertoire. Des dizaines de comptines en format vidéo et un guide rempli de pistes pédagogiques vous seront présentés. Vous pourrez ainsi bonifier vos séquences d’enseignement et ajouter un peu de rythme aux thèmes abordés en cours d’année. Soyez des nôtres pour un atelier dynamique!

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; Francization; French for newcomers in francophone schools/LSSI; French in minority language contexts; French in Indigenous contexts
Target Audience: Preschool–Grade 2 teachers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Outremont 6

2116 – Façonner son identité par l’expérience interculturelle

Carl Ruest

Description/Abstract:

Cet atelier présentera aux enseignant·es une approche qui permettra à leurs élèves d’explorer, comprendre, façonner et définir leurs identités par l’expérience interculturelle, qu’elle soit la lecture ou le visionnement de textes authentiques ou la rencontre avec des personnes de différents horizons.

Comme nos identités sont façonnées par l’expérience et par la rencontre de perspectives diverses, une approche interculturelle à l’apprentissage des langues s’avère pertinente pour l’exploration de l’identité de nos élèves (Liddicoat & Scarino, 2013, 2016). Cette approche permet de développer son identité par l’entremise de rencontres interculturelles. Bien que de telles rencontres peuvent se faire avec des personnes, il peut aussi s’agir d’expériences via des textes authentiques: album, roman, chanson, poème, émission de télé, film, etc. Les textes authentiques choisis devraient permettre aux élèves d’aborder les questions et enjeux d’équité, de diversité, d’inclusion et de décolonisation.

Dans cet atelier, je présenterai brièvement les principes pédagogiques qui constituent l’approche interculturelle et comment celle-ci partage des liens aux perspectives autochtones ainsi qu’à plusieurs programmes d’études provinciaux. Puis, à partir de textes authentiques, les participant·es feront l’expérience d’activités ancrées dans le cycle d’apprentissage interculturel qui permettent d’explorer des facettes de leur identité et de développer leur portfolio identitaire.

Les participant·es quitteront l’atelier avec des idées précises d’activités pour leurs cours. Un aide-mémoire et une fiche pédagogique seront rendus disponibles pour les participant·es. Cet atelier leur permettra d’amener leurs élèves à mieux respecter les autres et à faire épanouir leurs identités plurielles.

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL; IL
     FSL/FAL: FI; IF; CF; EF; Francization; Adult francization; French for newcomers in francophone schools/LSSI; Alpha-francization; French in minority language contexts; French in Indigenous contexts
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Outremont 7

2095 – La technologie au service de l’enseignement efficace des langues

Eliane Forget, Patricia Clohosy

Description/Abstract:

Cet atelier présentera comment la plateforme Smash Éducation aide les professeurs de langues à gagner du temps en automatisant les évaluations, en suivant les progrès des élèves et en proposant des activités engageantes en français, en anglais, en mohawk et en espagnol. Nous explorerons également comment la combinaison de la technologie de Smash et l’enseignement explicite permet aux enseignants de rendre leurs leçons davantage structurées et orientées vers des objectifs d’apprentissage. Des méthodes pratiques d’intégration de Smash avec les technologies disponibles dans les écoles seront présentées, permettant aux enseignants d’optimiser les fonctionnalités de la plateforme pour une utilisation efficace en classe. Cette session est idéale pour les éducateurs de langues qui cherchent à améliorer leur enseignement avec des solutions technologiques tout en renforçant leur approche pédagogique.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL; IL
     FSL/FAL: FI; IF; CF; EF; French for newcomers in francophone schools/LSSI
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers
Language of Presentation: Bilingual English/French
Type of Session: Commercial Workshop
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: St-Laurent 7

2143 – La musique a un impact sur le cœur, l’esprit et le discours des apprenant·es de français : à la découverte de son identité

Shauna Néro

Description/Abstract:

La musique francophone est une ressource authentique qui engage les apprenant·es dans la langue cible et aide à favoriser la compréhension de leurs propres identités et l’acceptation des points de vue des autres. L’enseignement pluriculturel favorise la conscience de soi et des autres, encourage le respect, la tolérance, l’acceptation et la compréhension. En utilisant la musique francophone comme catalyseur, les apprenant·e·s peuvent réagir aux aspects sonores, visuels et culturels dans la langue cible, et réfléchir de manière critique à leur contexte, leurs paroles, leurs thèmes, leurs stéréotypes et/ou leurs représentations culturelles. Les apprenant·e·s peuvent également démontrer leur compréhension en créant leurs propres vidéos musicales dans la langue cible en se connectant à leurs propres identités et cultures. La pléthore de musique disponible en ligne fournit des contextes authentiques pour que les apprenant·e·s puissent interagir avec le monde francophone dans leur contexte d’apprentissage en milieu minoritaire. Chaque participant·e quittera l’atelier avec des fiches adaptables, des stratégies pratiques pour développer les compétences des élèves, des recommandations d’outils numériques pour engager ses élèves dans le processus de la découverte de son identité et celles des francophones. Venez partager un moment ensemble pour découvrir les cultures de la francophonie!

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; Francization
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: St-Laurent 8

2132 – Mon passeport franco : la construction identitaire des candidat.e.s à l’enseignement en français

Madeleine Challies, Brittany Johnson

Description/Abstract:

Découvrez Mon passeport franco, un programme à badge numérique non crédité pour les étudiant.es en formation à l’enseignement en français à l’Université de Victoria. Ce programme vise à soutenir les candidat.es à l’enseignement à l’UVic dans l’amélioration de leurs compétences linguistiques en français, à enrichir leurs compétences interculturelles par l’intermédiaire d’expériences liées à la culture francophone et à la langue française, ainsi qu’à les aider à acquérir une identité professionnelle positive dans leur rôle d’enseignant.e. Dans un premier temps, nous ferons un survol des initiatives et projets offerts dans le cadre du programme. Nous partagerons ensuite l’impact du programme sur la confiance linguistique, la préparation pédagogique et langagière, et l’identité professionnelle des candidat.es à l’enseignement. Nous proposerons comment les résultats et les caractéristiques du programme pourraient être utilisés par les leaders éducatifs dans les conseils scolaires pour soutenir les enseignant.es de français en début de carrière.

Session Theme: Symposium on Leadership – Empowering Linguistic Ecosystems: Advocacy, Training, and Leadership
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; French in minority language contexts
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Westmount 1

2130 – Spoken Word Poetry as a Pedagogical Innovation to Centre the Lives and Languages of Multilingual Learners

Jennifer Burton

Description/Abstract:

There has been a recent trend in language education that recognizes the importance of students’ diverse languages, cultures and identities to promote language-inclusive teaching practices. Plurilingual (Piccardo, 2018) and translanguaging pedagogy (García et al., 2017) not only support more equitable and inclusive language education, but also empower teachers and learners by embracing the fluid, dynamic nature of language use in the real world. Based on insights gleaned from a qualitative research study on the dynamics of teaching and learning that engages spoken word poetry with multilingual English language learners, this presentation provides research-based creative and critical approaches designed to center the lives and languages of students. Spoken word is a form of performance art that combines poetry and storytelling. It focuses on themes such as identity, social issues, and personal experiences. Spoken word poetry also situates the lived experiences of students at the center of engaged language learning, and offers possibilities for them to examine the structures of power that influence and shape those lived experiences, addressing diversity and social justice issues. Through spoken word poetry, participants in this presentation will learn strategies to promote critical engagement, cross-cultural understanding, and linguistic flexibility for multilingual learners. Activities that scaffold the language development of their learners across proficiency areas in their diverse teaching contexts will also be discussed. Participants will acquire practical insights on how to better prepare for the diverse challenges of today’s language classrooms and effectively apply multilingual strategies to foster an inclusive and supportive learning environment for all students.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): ELL/ESL/EAL; General
     FSL/FAL:
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Westmount 2

1998 – Plongez dans l’univers captivant de la Zone petite enfance de l’ACPI : Outils essentiels et stratégies dynamiques pour une immersion fr

Lesley Doell

Description/Abstract:

Les enseignants.es méritent un soutien leur permettant d’offrir un enseignement efficace de la lecture à chaque apprenant. Dans ce contexte, l’ACPI vous présente un nouveau guide mettant en lumière les meilleures pratiques pour les salles de classe en immersion française, particulièrement cruciales dans la période de la petite enfance, allant de la maternelle à la première année. Cette ressource vous offre un éventail de thématiques soigneusement sélectionnées par le comité petite enfance.

En plus de bénéficier de capsules d’experts venus de partout au Canada et d’un guide web, vous aurez l’opportunité d’observer des vidéos en salle de classe tournées dans cinq provinces différentes, où de jeunes apprenants s’engagent dans des leçons créatives minutieusement planifiées par des enseignantes chevronnées.

Les dix thématiques abordées incluent : l’apprentissage par le jeu, la littératie structurée, les premiers jours d’école, l’inclusion, la collaboration, l’apprentissage socio-émotionnel, l’intégration interdisciplinaire, la création de liens, le langage oral, et l’apprentissage d’une langue seconde/additionnelle. Que vous soyez un.e enseignant.e expérimenté.e ou en début de carrière, cet atelier vous offrira des idées inspirantes et des stratégies concrètes en petite enfance pour enrichir votre enseignement. Rejoignez-nous pour une exploration des meilleures pratiques afin de soutenir le développement et l’apprentissage de nos jeunes apprenants en immersion française.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; Francization; Alpha-francization; French in minority language contexts
Target Audience: Preschool–Grade 2 teachers; Administrators/Leaders/Policy Makers; General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Westmount 3

2057 – The Role of Identity in Indigenous and English as an Additional (EAL) Language Classes

Paula Kristmanson, Kathy Whynot, Jesse Simon, Karla Culligan

Description/Abstract:

In today’s language classrooms, identity is becoming a more integral part of the pedagogies language teachers employ. For example, plurilingual pedagogies, underscore the importance of recognizing and incorporating the identities of students in both classroom environment considerations as well as lesson planning (Gallante et al, 2022; Van Viegan & Lau, 2020). These kinds of pedagogical stances and actions have their roots in work by scholars such as Cummins & Early (2010) and Norton (2000). Recent work by Burton and Van Viegan (2020, 2021) and Prasad (2015, 2018) shows how we explicitly, creatively, and intentionally incorporate identity and multilingual learner voice in the classroom. In addition to discussing some of the literature underpinning these practices, this presentation will feature two contexts—Indigenous languages and EAL for multilingual learners— in which a focus on identity can promote engagement and belonging. Experienced educators will share their perspectives and their experiences related to the topic of identity and how they have incorporated these ideas in their teaching. They will also briefly share how this concept relates to their current area of research.

Session Theme: Identity Through Language Learning
Conference Strand(s): ELL/ESL/EAL; IL; General
     FSL/FAL:
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Westmount 4

2182 – Building bridges between English and French class / Construire des ponts entre la classe d’anglais et la classe de français

Claude Quevillon Lacasse, Susan Ballinger, Caroline Bouchard

Description/Abstract:

Over the course of a school year, teams for Grade 3-4 French and English teachers have collaborated to build bridges between their classes with the support of their pedagogical consultant and two researchers. The intention was to build on students’ growing knowledge of the two languages to foster biliteracy. In this bilingual workshop, examples of in-class activities will be shared as well as teachers’ experience through this experience.

Au cours d’une année scolaire, des équipes d’enseignantes de français et d’anglais de 3e-4e année ont collaboré pour faire des ponts entre leurs classes avec le soutien de leur conseillère pédagogique et de deux chercheures. L’objectif était de s’appuyer sur les connaissances croissantes des élèves dans les deux langues pour favoriser la bilittératie. Dans cet atelier bilingue, des exemples d’activités en classe seront partagés ainsi que l’expérience des enseignants à travers cette expérience.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Administrators/Leaders/Policy Makers
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-03
Time: 3:30:00 PM – 4:45:00 PM (Block C)
Room: Westmount 6

2028 – La vidéo pour développer sa pensée critique et sa créativité

Pascal Di Francesco, Danny Legault

Description/Abstract:

Comment arrivez-vous à rendre vos élèves actifs durant le visionnement d’une vidéo? En plus d’échanger avec vous sur cet enjeu, le RÉCIT univers social vous propose des activités et des outils en vue d’amener les élèves à développer leur pensée critique et leur créativité pour analyser et produire des vidéos. Vous aurez l’occasion de vous familiariser avec une technique de production à utiliser en classe pour aider les élèves à synthétiser leur compréhension d’un concept avec un langage clair et simple. Soyez sans crainte, les élèves produiront cette vidéo avec un appareil numérique, une chaise et un bureau, loin des studios hollywoodiens!

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): General
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Adult educators
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Outremont 1

1955 – Des astuces de communication pour répondre aux réels besoins des élèves en communication orale en classe de français et d’anglais

Christian Dumais

Description/Abstract:

La pandémie de Covid-19 a entrainé des répercussions importantes chez les élèves sur plusieurs plans, notamment en ce qui concerne la gestion des émotions et la compétence à communiquer oralement. Sachant cela, peut-on enseigner l’oral de la même façon qu’avant la pandémie? Quels sont les besoins des élèves de la fin du primaire et du secondaire en ce qui concerne la compétence à communiquer oralement? Après avoir brossé un bref portrait des élèves en ce qui a trait aux répercussions de la pandémie de Covid-19, des astuces et des obstacles à la communication seront présentés ainsi que des façons simples de les travailler avec les élèves de la fin du primaire et du secondaire tant en classe de français qu’en classe d’anglais langue seconde afin de développer leur compétence à communiquer oralement. L’oral pragmatique, une approche didactique qui consiste à développer la capacité des élèves à communiquer oralement tout en assurant une communication harmonieuse, sera au cœur de cette communication. Pour exemplifier nos propos, des exemples concrets issus de la pratique d’enseignantes de français et d’anglais seront présentés ainsi qu’une ressource en ligne accessible gratuitement. À la suite de cette présentation, les personnes auront accès à des ressources en français et en anglais pour mettre en pratique ce qui aura été abordé. Il leur sera possible de mettre en place une approche innovante qui répond aux réels besoins des élèves en ce qui a trait à la communication orale en français et en anglais, ce qui pourra assurément contribuer au développement de l’identité des personnes enseignantes et apprenantes.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL; ELL/ESL/EAL
     FSL/FAL: FI; IF; EF; Francization; Adult francization; French for newcomers in francophone schools/LSSI; French in minority language contexts; French in Indigenous contexts
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Adult educators
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Outremont 2

2051 – Visions du monde autochtone : spiritualité, symboles et oralité, vecteurs de la consolidation identitaire plurielle

Dolorès Contré, Pierre Demers

Description/Abstract:

Les cultures autochtones font souvent appel à la roue (Roues de Bien-être et de l’Éducation) et au cercle (Cercles de Vie, d’Apprentissage et de Parole) dans leur vision cosmocentrique du monde que ce soit pour la santé ou l’éducation. Dans ces cultures, une personne possède quatre dimensions de développement holistique (physique, intellectuelle, émotionnelle et spirituelle) qui fonctionnent en interrelation avec l’environnement. La dimension spirituelle de la personne étant rarement prise en compte dans l’enseignement des sociétés anthropocentriques, c’est ce dernier aspect qui sera mis de l’avant durant cet atelier.

Après avoir expliqué ces concepts et avoir souligné l’importance du moment présent et de l’imaginaire dans les cultures autochtones, nous verrons comment deux éléments de la dimension spirituelle de la personne, l’utilisation du rêve dirigé et le recours aux symboles, peuvent aider à l’acquisition du français L2 par les élèves allochtones et autochtones.

Vous vivrez un processus d’apprentissage holistique grâce à un exercice créatif de savoir-faire avec l’usage de symboles dans votre Roue de Bien-être. Un outil d’éthique communicationnelle vous sera proposé en Cercle de Parole, priorisant vos réflexions par l’expression orale à partir du rêve et des symboles.

Cet atelier s’adresse à des personnes qui désirent s’initier à la découverte de la vision cosmocentrique autochtone. À la fin, ces dernières seront en mesure de comprendre les concepts expliqués et les approches suggérées, ce qui devrait les aider à surmonter des défis d’apprentissage dans un espace de dialogue interculturel plus inclusif.

Session Theme: Symposium on Language Education in Indigenous Settings and Integrating Indigenous Voices
Conference Strand(s): General
     FSL/FAL:
Target Audience: General
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Outremont 3

2126 – Purrfectly Fluent: Play for Language Learning through Human-Centred Design

Charlotte Crober

Description/Abstract:

In this hands-on workshop, I will guide participants through my process of creating Plume: Purrfectly Fluent, a language-learning board game designed with human-centred design principles. Plume was developed to help Quebec ESL students outside Montreal gain confidence in practising English. In this game, players follow Plume—a cat who wakes up with a mermaid tail and must navigate watery canals (and everyone knows cats hate water!)—completing English-language challenges to reach the magical antidote.

This workshop focuses on empowering educators to create engaging games and activities tailored to their students’ needs. Participants will explore the development process, from the initial concept to a tactile prototype crafted in a CEGEP maker space, and gain insight into the skills and resources needed to design and build a small-scale game. They will leave the session with practical ideas for integrating games into language teaching, using human-centred design to keep students motivated and engaged. For language assistants, teachers, or simply those interested in game-based learning, this workshop offers the tools and inspiration to create educational games and activities that soothe anxiety and promote laughter in the classroom.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Outremont 4

2172 – Embracing Diversity: Pedagogical Innovation in Teaching Arabic as a Second Language to Cater to Diverse Learner Profiles

Mazina Chamseddine, Fadwa Kharbatly

Description/Abstract:

Join us for “Embracing Diversity: Pedagogical Innovation in Teaching Arabic as a Second Language to Cater to Diverse Learner Profiles” and discover how to transform your classroom into a dynamic, inclusive space that meets the needs of all learners.

In this session, you will learn how to harness innovative teaching strategies that go beyond traditional methods. We’ll dive into practical tools like differentiated instruction, culturally responsive teaching, and the use of technology to engage students with varied linguistic, cultural, and educational backgrounds. You’ll leave with a deeper understanding of how to connect students’ individual identities to their Arabic language learning, fostering a sense of belonging that boosts motivation and success.

By the end of this session, you will be able to design personalized lesson plans that address diverse learning profiles and implement strategies that integrate students’ cultural and linguistic identities into their learning journey.

This is your opportunity to elevate your teaching and empower every student in your class to thrive. Whether you’re new to teaching Arabic as a second language or an experienced teacher, this session will equip you with fresh, actionable strategies to make a real difference in your students’ learning experience.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): Other MHL
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers
Language of Presentation: English/Arabic
Type of Session: Presentation
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Outremont 5

2150 – Pistes didactiques pour les défis orthographiques en langues romanes (espagnol, français, italien, portugais)

Annie Desnoyers, Alice Tavares Mascarenhas, Gabriella Lodi, Élisabeth Veilleux

Description/Abstract:

Dans nos sociétés occidentales actuelles, la qualité de l’écriture revêt une importance hautement symbolique. De ce fait découle une forte pression sur le travail des enseignants et enseignantes : il est primordial d’enseigner aux élèves à bien écrire, pas seulement à parler. Étant donné que l’opacité de l’orthographe française (nombreuses non-correspondances son/graphie) pose des défis didactiques, nous avons eu l’idée de la comparer avec celles d’autres langues romanes.

Au-delà des premières impressions, où la transparence de ces dernières (majorité de correspondances son/graphie) se constate facilement, des analyses plus en profondeur nous montre qu’il y a plus de défis que prévu. Les enseignants et enseignantes de ces langues pourront réaliser que ces difficultés sont des aspects souvent négligés de leur enseignement. Cette mise en commun élargit les perspectives sur l’orthographe en donnant des outils pour un enseignement selon les approches plurilingues, qui nous permettent entre autres de partir du bagage des élèves.

Dans cet atelier interactif, nous allons comparer le fonctionnement des systèmes orthographiques de quatre langues romanes (espagnol, français, italien, portugais) pour cerner les ressemblances et différences des orthographes grammaticale et lexicale en fonction de cinq catégories (les marques d’accords, les homophones, les lettres grecques, les consonnes doubles, les accents et autres signes diacritiques), dans le but de proposer aux enseignants et enseignantes de langues romanes des pistes didactiques plurilingues tenant compte de ces ressemblances et différences.

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL; Other MHL
     FSL/FAL: Francization; Adult francization; French in minority language contexts; French in Indigenous contexts
Target Audience: Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Outremont 6

2178 – L’album sans texte, un outil formidable pour enseigner la grammaire en FLS ou ILSS

Danièle Courchesne, Claude Quevillon Lacasse

Description/Abstract:

La pertinence d’avoir recours à la littérature jeunesse pour soutenir les apprentissages des élèves n’est plus à démontrer. La grammaire et le vocabulaire n’y échappe pas! Osez l’audace! Prenez des albums sans texte pour utiliser ou réutiliser des notions vues, pour juger de la nuance de sens du message en observant le choix de certaines structures grammaticales plutôt que d’autres, de l’emploi d’un temps verbal ou d’une personne grammaticale, etc. Les possibilités sont infinies. Cet atelier vous propose d’explorer différentes œuvres et de constater leur potentiel d’exploitation grammaticale. La démarche et les activités proposées vous permettront de différencier votre enseignement plus facilement et ainsi répondre davantage aux différents besoins de vos élèves dans leur apprentissage d’une langue seconde.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): General
     FSL/FAL:
Target Audience: General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Outremont 7

2061 – Oublier les notes; évaluer mieux!

Caroline Brault, Joël Boucher

Description/Abstract:

Comment évaluer pour être au service de l’apprentissage? Comment maintenir les élèves engagés dans leurs tâches? Comment évaluer de façon continue, sans alourdir notre tâche enseignante? Qu’on l’appelle évaluation non chiffrée, évaluation sans note, évaluation formative, évaluation critériée, le modèle d’évaluation que je présenterai permet de répondre à ces questions. Un parallèle sera également fait avec ce qui se vit en Finlande.

Au fil des années, j’ai développé un modèle d’évaluation non chiffrée à ma couleur, en m’inspirant de lectures, formations et échanges avec d’autres personnes enseignantes. Je présenterai ce modèle d’évaluation, que j’utilisais au 1er cycle du primaire. Plus précisément, je parlerai de l’’organisation pédagogique permettant le travail en sous-groupe, la rétroaction spécifique, la triangulation des traces et l’autonomie des élèves. Ces éléments sont le coeur du modèle d’évaluation non chiffrée que je partagerai. Les outils que j’ai développés sont basés sur le PFEQ pour l’enseignement du français et des mathématiques, mais ils sont très facilement adaptables pour l’immersion française ou pour l’enseignement du français langue seconde.

À la fin de cette présentation, vous aurez des outils concrets et des connaissances que vous pourrez mettre en pratique immédiatement dans vos classes. Vous aurez une meilleure vision de comment on peut évaluer en tout temps sans y laisser notre peau. Vous constaterez qu’il est possible de se servir de l’évaluation comme aide à l’apprentissage et pour différencier sans avoir à multiplier les planifications d’activités d’apprentissage.

C’est un rendez-vous! Au plaisir de discuter d’évaluation!

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): General
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: St-Laurent 8

2128 – Enseigner le système verbal… de l’oral à l’écrit

Lise L’Heureux

Description/Abstract:

L’accord verbal est-il une source d’anxiété chez vos apprenants? Vos élèves répondent-ils aux attentes quant à l’accord verbal en écriture? Il y a plus de 10 000 terminaisons verbales à apprendre si on se fie au Bescherelle (88 formes d’accords, 7 modes, 22 temps et 6 personnes). Comment fait-on pour enseigner à nos apprenants à conjuguer efficacement?

L’orthographe grammaticale est complexe en français en grande partie parce que les traces graphiques d’accords sont muettes ou partiellement muettes. Saviez-vous que l’accord verbal est la plus grande source d’homophonie de la langue française? On ne peut pas se fier seulement à ce que l’on entend pour accorder un verbe, on doit réfléchir sur le sens sémantique de la phrase ou de l’énoncé (on parle de qui/quoi, ce qu’on en dit …), le lier à son sens grammatical (classe, genre, nombre, personne, temps …) pour savoir quel terminaison (suffixe verbal) produire. Maitriser les accords verbaux est un des plus grands défis en apprentissage du français.

À la suite de cette conférence, les participantes et les participants seront outillés pour adopter une approche métacognitive à l’enseignement des accords verbaux, c’est-à-dire un enseignement systématique et explicite du système verbal et des gestes mentaux à l’oral qui favoriseront la réussite de l’accord verbal à l’écrit. Les thèmes abordés seront la réflexion métalinguistique (réfléchir sur la langue), la logique verbale vs l’orthographe grammaticale du verbe, l’enseignement efficace du système verbal.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; Francization; Adult francization; French for newcomers in francophone schools/LSSI; Alpha-francization; French in minority language contexts; French in Indigenous contexts
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Westmount 1

2180 – La francophonie à l’honneur pour tous les élèves

Marie-Lyne Bédard

Description/Abstract:

Comment faire vivre la francophonie à tous les élèves de notre école? Comment sensibiliser tous les élèves à la francophonie qui les entoure. Cet atelier vous présentera un projet qui s’est déroulé pendant le mois de la francophonie dans une école d’immersion élémentaire. Ce projet a permis à tous les élèves de la maternelle à la 6e année de participer à de courtes activités quotidiennes peu importe leur niveau de langue. Les activités phares de ce projet sensibilisent les élèves à la francophonie canadienne, provinciale et locale. Les participants à cet atelier pourront repartir avec des idées adaptables à leur communauté. Ils auront le temps de réfléchir à leur propre projet de sensibilisation à la culture.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; Francization; Adult francization; French for newcomers in francophone schools/LSSI; Alpha-francization; French in minority language contexts
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Westmount 2

2099 – AIM for engagement and success! Let’s AIM for proficiency!

Wendy Maxwell

Description/Abstract:

Discover an innovative language teaching approach developed by a Canadian teacher through action research with her students. The Accelerative Integrated Methodology (AIM) blends the best of language-acquisition theory and brain-based research with interactive, systematized and engaging classroom practice, creating astounding results. In this hands-on workshop, you will learn how AIM gives students a foundational proficiency in the target language in 100 instructional hours using these key techniques:

• Gestures are used to convey meaning to ensure a target-language only environment! Teachers do the gestures; students do the talking.
• Useful, key words are taught first. Don’t wait to teach high-frequency words because they are hard to conjugate!
• Grammar raps help students ’feel’ language patterns.
• Drama and music engage students in an exciting classroom environment!
• Cooperative activities get students working with and supporting each other, speaking and writing creatively in the target language.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; General
     FSL/FAL: FI; IF; CF; EF; Francization
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: Bilingual English/French
Type of Session: Commercial Workshop
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Westmount 3

2113 – Preparing Teachers for Diversity: Addressing Microaggressions in Second Language Classrooms

Aya Halliday, Kim McDonough, Jennifer Burton

Description/Abstract:

As Canadian classrooms grow increasingly diverse, language teachers must be equipped to navigate the complexities of multicultural and multilingual environments. Although their students may be less likely to experience overt acts of racism, language teachers may have students in their classes who regularly encounter microaggressions related to their race/ethnicity, language background, religion, gender, or sexual orientation (Houshmand et al., 2014; Ramjattan, 2023). Drawing on qualitative data collected through interviews with students from diverse linguistic and cultural backgrounds, the presentation describes the more subtle and covert forms of discrimination students experience and provides suggestions for creating diverse and supportive classrooms. After sharing findings that provide insight into the types of microaggressions that were most prevalent at a Canadian university, the presenters focus on how teachers can address issues of equity, inclusion, and belonging to foster a more inclusive learning environment. Their presentation outlines practical approaches for language teachers to recognize and mitigate discriminatory practices, create culturally responsive teaching methods, and support students’ linguistic and cultural identities. By engaging in reflective practice and adopting inclusive pedagogies, teachers can play a pivotal role in challenging systemic inequities in education. The session will conclude with additional recommendations for incorporating diversity, equity, and inclusion into teacher education programs. Participants will gain actionable insights on how to prepare for the diverse realities of today’s language classrooms, and how to effectively implement these strategies to create an inclusive, supportive learning environment for all students.

Session Theme: Identity in Diversity
Conference Strand(s): General
     FSL/FAL:
Target Audience: Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Westmount 5

2110 – Speak It As It’s Heard; Translanguaging, code-switching, and diverse identities through language expression

Nikitas Yannakis, Mayssa Ajjour

Description/Abstract:

Explore the value of descriptive language in a discussion of informality, using all the words present in popular culture and media teachers do not like. The time has come to move away from the classic academic optic of the invalidity of colloquialisms in education. In this presentation, join us in navigating appropriate “slang” usage and how it can benefit students’ English language acquisition. Using our students’ plural intersecting identities, we will navigate how phenomena like code-switching and translanguaging at any fluency level can be nurtured and used to develop our students’ understanding of English culture. In this multimedia presentation, through audiovisual aid, let us explore the English language and culture by acquiring colloquial language. This step forward will create a student salience that permits them to blur the lines between the classroom and the social world with the understanding that language can be spoken anyway by anyone, as there is not one singular way to speak a language. As teachers, you will learn how to teach colloquial language properly, yet also about the stigmas, positives, and negatives of colloquialisms and how to create a safe learning environment in which the student is equally a learner and a teacher of language. Students have identities that should be valued, and their contributions to the evolution of language promote its expansion. So, together, let us step towards a more holistic language education. We will help our students develop cultural and linguistic fluency through self-mediation and overcoming anxieties like imposter syndrome through colloquialisms.

Session Theme: Identity Through Language Learning
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Postsecondary educators
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 9:00:00 AM – 10:15:00 AM (Block D)
Room: Westmount 6

2195 – Unlocking Proficiency: How Speaking Fuels Reading & Writing Success

Christina Demaray, Kendal Charbonneau, Lanya Lewis

Description/Abstract:

Join us for an engaging session that explores the powerful connection between oral language and literacy development. By delving into the Literacy Cycle and employing a neurolinguistic approach, we will uncover how oral communication skills lay the foundation for reading and writing proficiency, while also shaping student identity and confidence.

Participants will gain insights into the Common European Framework of Reference (CEFR) and how it supports language learning through integrated skills. You’ll discover practical strategies to enhance your students’ speaking abilities, leading to improved comprehension and composition skills, and fostering a positive sense of identity as language learners.

By the end of this session, you will be able to:

• Implement techniques from the Literacy Cycle to reinforce the link between speaking and literacy.
• Utilize the neurolinguistic approach to boost student engagement and confidence in language use.
• Integrate CEFR principles into your curriculum, promoting a holistic approach to language learning.

Empower yourself with strategies and insights to enhance your students’ reading and writing skills through the strength of oral communication. Join us and transform spoken words into powerful understanding!

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL; General
     FSL/FAL: FI; IF; CF; EF
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; General
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Outremont 1

2395 – Success for All: Supporting Learners with Exceptionalities in the Language Classroom

Reshara Alviarez

Description/Abstract:

In this workshop, I share preliminary findings from a needs assessment conducted as a component of CASLT’s Success for All series. The project aims to develop a compilation of resources and professional learning opportunities to empower teachers and administrators in supporting learners with exceptionalities in second language classrooms.

The preliminary findings, derived from questionnaires, interviews, and focus groups with second and additional language teacher-participants and other educational professionals, shed light on the challenges and opportunities educators encounter when working with learners with exceptionalities in the language classroom. These insights inform the creation of practical pedagogical materials to support teachers, administrators, and other professionals in fostering inclusive and effective language learning environments.

During the workshop, I also share pedagogical strategies informed by the qualitative analysis of these findings. Participants are invited to engage in one of the activities from the initial draft of the Teacher Handbook, and to provide feedback on its overall quality and effectiveness for classroom use. This input will guide future iterations of the guidebook and toolkit, which are scheduled for public release in January 2026.

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL; IL; General
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Outremont 2

2054 – Visions du monde autochtones intégrables dans les programmes d’enseignement des langues : spiritualité, rêves, symboles

Pierre Demers, Dolorès Contré

Description/Abstract:

Les cultures autochtones font souvent appel à la roue (Roues de Bien-être et de l’Éducation) et au cercle (Cercles de Vie, d’Apprentissage et de Parole) dans leur vision cosmocentrique du monde que ce soit pour la santé ou l’éducation. Dans ces cultures, une personne possède quatre dimensions de développement holistique (physique, intellectuelle, émotionnelle et spirituelle) qui fonctionnent en interrelation avec l’environnement. La dimension spirituelle de la personne étant rarement prise en compte dans l’enseignement des sociétés anthropocentriques, ce dernier aspect sera donc mis de l’avant.

Après avoir expliqué ces concepts et avoir souligné l’importance du moment présent, du rêve et de l’imaginaire dans les cultures autochtones, nous verrons comment deux éléments de la dimension spirituelle de la personne, l’utilisation des états modifiés de conscience (le rêve dirigé) et le recours aux symboles, peuvent aider à l’acquisition du français L2 par les élèves allochtones et autochtones.

Les participants.es vivront un processus d’apprentissage holistique grâce à un exercice créatif de savoir-faire avec l’usage de rêves et de symboles. De cette action vers une analyse réflexive, un outil d’éthique communicationnelle sera mis en place dans le Cercle de Parole, priorisant l’expression orale à partir des rêves et des symboles. Cette approche épanouissante et personnalisée d’accompagnement et d’évaluation favorisant un sentiment d’accueil et d’auto-efficacité pourra amener une meilleure consolidation identitaire plurielle.

Cet atelier s’adresse aux personnes qui sont déjà au fait de la vision cosmocentrique autochtone et désirent poursuivre leur démarche en intégrant la dimension du rêve et des symboles dans leur pratique d’enseignement.

Session Theme: Symposium on Language Education in Indigenous Settings and Integrating Indigenous Voices
Conference Strand(s): FSL/FAL
     FSL/FAL:
Target Audience: General
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Outremont 3

1865 – Elevating Student Engagement, Motivation, & Second Language Acquisition in a Core French Program

Jessica Irvine

Description/Abstract:

Teaching Core French can be challenging, especially when our students are not engaged or motivated to learn. The large issue many students have with Core French is that they do not understand that their own identity can be developed through a Core French program and through learning a second language. This session will share multiple skills of how a Core French program can be implemented to help our students see themselves in it and become more engaged and motivated in learning a second language.

In this session, participants will:

• Share challenges with student engagement and learning in their Core French program.
• Learn how to use authentic and fun resources, actually used successfully by presenter, to promote literacy, language, and cultural learning in a Core French program.
• Learn about developing a routine that promotes success for you and your students.
• Learn tips about using a classroom OR a travel cart.
• Learn about resources that help engage students in senior levels (Grades 5-8) to Core French.
• Learn about how you can teach literacy in Core French to also transfer skills to improve students with regular program Literacy outcomes.
• Learn about how to use and adapt Core French curriculum and outcomes to meet student needs.
• Learn about how Core French programs can build relationships with other languages and cultures in our communities.
• Learn tools to help make Core French successful for when you are away and have guest teachers.
• Discuss, share, and learn how the pandemic is still challenging Core French programs, and learn strategies to support students.

While this session is led by a Core French teacher of elementary (Grades 1-8), the tools and strategies that will be discussed can be applied to high school grades as well.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: CF
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Outremont 4

2052 – PluriWheel: Exploring and highlighting dynamic plurilingual identities of additional language learners inside and beyond the classroom

John Wayne dela Cruz

Description/Abstract:

This session invites teachers and researchers of additional languages (AL), including but not limited to English and French, to learn about the Plurilingual Identity Wheel, or PluriWheel, and how I have used this (co)reflection tool in language education research, and how teachers may use it in AL classrooms. First, I present key findings from a qualitative study that used the PluriWheel to examine the diverse and dynamic language identities and practices of plurilingual adult immigrant AL learners and speakers in the officially monolingual city of Montréal. This part demonstrates how the PluriWheel helped reveal how these plurilingual AL users navigate their officially monolingual society by fluidly tapping into various aspects of their plurilingual identities while flexibly engaging in mono, bi, and plurilingual practices that they deem appropriate and useful for specific communicative contexts and goals—at school, workplace, home, and online and public spaces. Second, I propose how educators can extend these findings into language classrooms, specifically by providing attendees the opportunity to (co)reflect on their own language identities and practices with other attendees using the PluriWheel. This hands-on part will highlight how AL teachers can draw from examples of plurilingual pedagogical strategies – translation, translanguaging, cross-linguistic comparisons, and pluriliteracies – to highlight, legitimize, and include learners’ diverse plurilingual identities and practices in teachers’ instructional practices and in learners’ own AL learning process in their classrooms. After the session, attendees will have familiarized themselves with the PluriWheel, its applications in AL research and classrooms, and implications for using plurilingual teaching strategies.

Session Theme: Identity in Diversity
Conference Strand(s): General
     FSL/FAL:
Target Audience: Postsecondary educators; Adult educators; Researchers; General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Outremont 5

2073 – Au Cœur des Langues : Une exploration de mon identité d’enseignante et de mes croyances sur les pédagogies plurilingues

Natalia Carolina Cifuentes Sanchez

Description/Abstract:

Lors de cet atelier, les participants auront l’occasion d’explorer une série d’activités plurilingues conçues pour enrichir leurs pratiques pédagogiques, tout en fournissant des outils pratiques à intégrer dans leurs classes. L’atelier se déroulera comme suit : Brise-glace (5 min) : Pour commencer, lors de l’activité « Quel est votre mot préféré? » les participants réfléchiront aux mots qu’ils apprécient dans toutes les langues qu’ils connaissent. Cet exercice célèbre la diversité linguistique et les liens personnels avec les langues de notre repertoire linguistique. Activité plurilingue 1 (10 min) : Dans l’activité « Formes de mon moi plurilingue », les participants utiliseront des post-it et un modèle de fleur. Ils suivront un code couleur pour illustrer leurs différentes langues et expériences, créant ainsi une vibrante « fleur des langues » qui les aidera à réfléchir à leur identité linguistique. Activité plurilingue 2 (20 min) : Lors de la deuxième activité, intitulée MALPs, la présentatrice partagera son portrait autobiographique. Ensuite, les participants créeront leurs propres portraits en s’appuyant sur une série de questions directrices, favorisant ainsi l’auto-réflexion et la construction de leur identité plurilingue. Activité plurilingue 3 (30 min) : Dans le segment « Création d’histoires numériques plurilingues », la présentatrice montrera un exemple d’histoire numérique plurilingue qu’elle a créée. Les participants apprendront à utiliser des outils numériques tels que Book Creator et Canva pour aider leurs élèves à créer leurs propres récits numériques, stimulant la créativité et la littératie numérique. Clôture (5 min) : Pour conclure, les participants seront invités à poser des questions et à donner leur avis sur les activités explorées.

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL
     FSL/FAL: Francization; Adult francization; French for newcomers in francophone schools/LSSI; French in minority language contexts; French in Indigenous contexts
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Outremont 6

2228 – Financial Literacy in Second Language Classes / L’éducation financière dans les cours de deuxième langue

Adam Young

Description/Abstract:

Financial and economic literacy provides great authentic tasks in the second language classroom to support conversation and cultural exchange. This session will explore authentic tasks and practical approaches to using money and trade from the Bank of Canada Museum. This workshop will be hands-on and let you try out a budgeting scenario, an intergalactic trade mission roleplay, inquiry-based discussions on decision-making, an investing simulation and more. All of the resources are available for free in English & French and participants will receive a kit of our favourite resources you can use immediately.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; General
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Adult educators
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Outremont 7

1864 – Creating Thriving Language Programs

Sarah Fedoration

Description/Abstract:

The creation of thriving language programs within a school division requires collaboration, strategic and systemic thinking across multiple departments. From senior leaders to human resources to strong administrators and teachers, a successful French immersion program is a responsibility shared by many.

This session, aimed at leaders, will guide participants through a hands-on simulation of the creation of a strong division language program. Following the simulation, participants will be guided through a reflection of the interconnectedness required to create strong and sustainable language programs that thrive.

Session Theme: Symposium on Leadership – Empowering Linguistic Ecosystems: Advocacy, Training, and Leadership
Conference Strand(s): General
     FSL/FAL:
Target Audience: Administrators/Leaders/Policy Makers
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: St-Laurent 6

2069 – Maximizing Cultural Connections through Cultural Portfolio Projects

Angela George, Rachel Friedman, Eleonora Buonocore, Siobhan Kelly

Description/Abstract:

In this session, we will showcase the cultural portfolio project as a tool for culturally responsive and relevant pedagogy. Participants should attend this session to learn how to implement this type of project in their own teaching contexts in order to develop learners’ cultural knowledge, intercultural competence, and self-efficacy in language- and culture-learning in ways that promote inclusion, equity, and belonging.

This session will provide information about what the project is and how to implement it. We will highlight how the project supports learners in synthesizing connections between their observations about the target culture and their own culture(s)—both honouring learners’ own cultures and developing the skill of relating those cultures to the target culture.

We will highlight several aspects of the project design that are highly flexible and can be tailored to local pedagogical context, so this session is relevant to teachers of all languages at all levels.

By the end of the session, participants will be able to articulate ways they can productively implement the cultural portfolio project in their own classes. Participants will also have developed an outline of cultural portfolio guidelines and rubrics that align with their own pedagogical contexts and that they can use as a basis for bringing this project to their own classrooms. Lastly, participants will receive a link to an open educational resource of cultural portfolio materials.

Session Theme: Identity in Diversity
Conference Strand(s): General
     FSL/FAL:
Target Audience: General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: St-Laurent 7

2103 – Redefining FSL: Confronting Hidden Challenges and Cultivating Inclusive Practices

Mimi Masson, Eric Keunne, Robert Grant, Marika Kunnas, Shawna Carroll

Description/Abstract:

In this interactive presentation, we share results from our study where we critically analyzed the Ontario secondary French as a Second Language (FSL) curriculum and surveyed FSL teachers about their experiences implementing it. We explore how the curriculum promotes problematic ideas and the difficulties teachers face in making their classes more inclusive and culturally responsive. We discuss how the curriculum links economic systems with colonial thinking, overlooks Indigenous peoples, portrays non-Canadian cultures as strange while presenting Canadians as all the same, and reinforces outdated ideas about gender and social hierarchies. We will also share teachers’ views on using the curriculum, including the lack of guidance for promoting equity and diversity, limited representation of different French-speaking communities, the need to include more non-white perspectives, and the absence of culturally relevant language and materials. Throughout the presentation, we will ask for audience reactions to see if the results resonate with their experiences with the Quebec curriculum. We will provide practical tools and resources to address these issues, such as ways to look at the curriculum with a critical eye, a list of diverse French-language resources, methods for including anti-racist and anti-colonial approaches to teaching that challenge problematic elements of the curriculum. Audience members will leave with concrete ideas to create more inclusive FSL classrooms and ways to contribute to improving the curriculum. We will end by introducing the FSLdisrupt.org website for FSL teachers who want to make their teaching more culturally responsive and inclusive.

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; Francization; Adult francization; French for newcomers in francophone schools/LSSI; Alpha-francization; French in minority language contexts; French in Indigenous contexts
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: St-Laurent 8

2213 – Kaléidoscope ILSS: Un webdocumentaire au service de la formation continue en contexte d’intégration linguistique, scolaire et sociale

Sonia Robitaille, Valérie Amireault, Leila Saadoun

Description/Abstract:

La présentation de Kaléidoscope ILSS, développée par le CSSDM en collaboration avec l’UQAM, est conçue pour tous les intervenants scolaires souhaitant approfondir leurs compétences en enseignement du français langue seconde dans le contexte d’intégration linguistique, scolaire et sociale (ILSS) des élèves immigrants. Cette présentation n’est pas seulement destinée aux enseignants, mais aussi à ceux qui les accompagnent dans la formation continue, tels que les conseillers pédagogiques et les directions d’école. Elle offre une exploration détaillée des outils (vidéos, capsules audio, etc.) et des stratégies pédagogiques présentés dans le webdocumentaire, ainsi qu’un parcours d’autoformation créé par des conseillers pédagogiques de plusieurs centres de services scolaires. Ce parcours est spécialement destiné aux nouveaux enseignants œuvrant auprès des élèves immigrants en apprentissage du français. Les participants auront l’occasion de découvrir des méthodes innovantes pour favoriser l’intégration linguistique et sociale des élèves, d’échanger avec des experts et des pairs, et de repartir avec des ressources concrètes et applicables dans leur pratique quotidienne. En assistant à cette présentation, les intervenants scolaires pourront améliorer leur compréhension des défis rencontrés par les élèves immigrants et développer des compétences essentielles pour les aider à réussir dans leur parcours scolaire.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Westmount 1

2092 – Promoting Intercultural Communicative Competence (ICC) in ESL Classrooms: Research, Strategies, and Hands-on Practice

Eter Ozbetelashvili, Hanieh (Fatemeh) Azizi

Description/Abstract:

Developing intercultural communicative competence (ICC) is essential for ESL students, enabling them to navigate diverse cultural contexts and engage in effective communication. This session combines research insights and practical strategies to help teachers promote ICC in their classrooms. Drawing from ongoing research in an international TESOL graduate program, the session explores how pre-service teachers develop ICC and how educators can replicate these strategies.

Participants will be introduced to cultural micro-teaching sessions, which encourage students to share and reflect on their cultural experiences, promoting a deeper understanding of intercultural dynamics. A mock expert panel discussion will guide participants through analyzing interview excerpts using Byram’s Intercultural Competence Framework (1997), which emphasizes attitudes, knowledge, skills of interpreting and relating, and critical cultural awareness as key components of ICC development.

The session will also demonstrate how to integrate ICC into existing pedagogical approaches, including Task-Based Language Teaching (TBLT), providing actionable strategies for creating culturally relevant and meaningful tasks. By combining practical tools, reflective activities, and research-based insights, this session equips educators with the skills to enhance both their students’ linguistic and intercultural competence across various teaching contexts.

Session Theme: Identity in Diversity
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Westmount 2

2093 – How to Use AI and Virtual Classrooms to Make Teachers’ Lives Easier

Hoss Zaouali

Description/Abstract:

Millions of children from ages 8 to 15-year-olds are engaging in AI-driven multi-player games such as Minecraft, Fortnite and Roblox, and educators are becoming increasingly concerned about how to integrate artificial intelligence (AI) into their classrooms.

Hoss Zaouali takes a proactive approach to help teachers navigate the evolving landscape of education, providing strategies that simplify teaching processes so educators can focus on what they do best—teaching.

In this session, Hoss will explore how AI can enhance student engagement and support inclusive classrooms. Educators play a significant role in helping their students develop a sense of self by creating environments that acknowledge different learning styles and promote social-emotional learning (SEL). Participants will witness practical applications that illustrate how AI-driven learning environments can personalize lessons and incorporate students’ first and second languages and cultures. Hoss will showcase collaborative learning strategies tailored to individual student needs and interactive experiential learning opportunities that equip educators with the skills to enrich their teaching practices and foster an inclusive atmosphere.

Participants will discover how to embrace AI as a valuable resource that empowers them in their teacher identity. Through real-world examples, educators will learn to implement these tools effectively, making their work more efficient and enjoyable.

By the end of the session, educators will leave with actionable insights on seamlessly integrating AI tools into their teaching practices, ensuring they are equipped to thrive in the evolving educational landscape.

Session Theme: Identity in the Digital Age
Conference Strand(s): FSL/FAL
     FSL/FAL: French for newcomers in francophone schools/LSSI; French in minority language contexts
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Westmount 3

2086 – Soutenir l’enseignement du français langue seconde avec un référentiel de compétences langagières en emploi

Karine Bissonnette, Fanny Boutrouille, Dominic Anctil

Description/Abstract:

Le récent Référentiel québécois de profils de compétences en français de métiers et professions se démarque d’autres référentiels de compétences professionnelles existants par son orientation résolument langagière et son ampleur : à terme, cet outil grand public fournira les tâches langagières associées à plus de 250 professions pratiquées au Québec et les niveaux de compétences en français (en compréhension ou production, orale ou écrite) minimalement requis à l’entrée en fonction pour les accomplir. Cette séance a comme but de présenter le contenu de ce Référentiel, avant de se pencher sur ses perspectives d’utilisation d’un point de vue didactique, de manière à soutenir l’enseignement-apprentissage du FLS/FLA.

Jusqu’à maintenant, ce sont plus de 5000 tâches d’une centaine de professions qui ont été arrimées aux niveaux de l’Échelle québécoise des niveaux de compétence en français (2023), afin d’attribuer un niveau seuil à atteindre pour chaque compétence pour l’exercice d’une profession donnée. Par son contenu, le Référentiel peut être utilisé pour explorer des dizaines de professions et découvrir les tâches langagières qui y sont associées, accompagnées d’exemples propres à la réalité sociolinguistique québécoise. De plus, il permet de créer des situations d’apprentissage axées sur les tâches et du matériel d’évaluation s’inscrivant dans un contexte authentique.

Après la séance, les personnes participantes seront en mesure d’utiliser le Référentiel dans le cadre de leur enseignement en FLS/FLA.

Les travaux présentés dans le cadre de cette séance sont le résultat d’une collaboration du MLF avec le MIFI, le MEQ, le MTESS, le MES, l’OQLF et l’UdeM.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: Francization; Adult francization; Alpha-francization
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Westmount 5

2089 – The PALSA Project: Help your students identify as efficient language learners outside of the classroom

Robin Couture-Matte

Description/Abstract:

Have you ever wondered if your students feel at ease learning a language on their own once they are done with the class? Do you have the sense that your students identify as effective language learners once they are not with you?

The PALSA project (Poursuivre son apprentissage d’une langue seconde en autonomie) is an upcoming series of 12 open-access videos in English aimed at improving students’ confidence and efficiency as autonomous language learners. It introduces concepts and strategies aimed at learning languages autonomously alongside language courses for late high school and post-secondary learners.

The project introduces students to 12 key themes related to how they can become effective autonomous language learners. Themes pertain to concepts such as cultural identity and learner motivation as well as hands-on strategies and approaches they can use. For example, students are introduced to how their identity as autonomous language learners can have an effect on their motivation and engagement in the language learning tasks they select.

As part of this session, attendees will be introduced to the videos as well as the themes covered in the project. They will also gain an understanding of how to integrate the videos into their language courses. Finally, teachers will be able to understand the positive impact of the project on autonomous learners’ identity and efficiency as the promising results of a research project linked to the use of the videos will be presented.

Session Theme: Identity Through Language Learning
Conference Strand(s): ELL/ESL/EAL; General
     FSL/FAL:
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Researchers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 10:45:00 AM – 12:00:00 PM (Block E)
Room: Westmount 6

2155 – Plurilinguisme en classe : Transformer l’apprentissage des étudiant·es en situation d’exil

Caroline Dault

Description/Abstract:

Au Canada, comme ailleurs dans le monde, des flux migratoires de plus en plus importants sont observés. Parmi les personnes adultes apprenant le français ou l’anglais à travers les programmes ministériels et les cours dispensés par les cégeps et les universités, certaines peuvent avoir vécu un parcours migratoire traumatisant et posséder un statut instable dans leur pays d’accueil. Dans ce contexte, le projet SERAFIN vise à mieux comprendre les besoins et les problématiques spécifiques de ces étudiant·es, à sensibiliser aux enjeux linguistiques et interculturels qu’ils rencontrent dans la poursuite de leurs études, et à nourrir la réflexion sur la création de programmes d’accueil et de formation linguistique efficaces, adaptés aux besoins réels des enseignant·es et des étudiant·es (Consortium SERAFIN et al., 2023).

Cette présentation s’inscrit plus précisément dans la volonté de fournir aux enseignant·es de langue des outils permettant de prendre en compte le répertoire linguistique de ces étudiant·es lors de leur apprentissage de la langue du pays d’accueil : ici, le français et/ou l’anglais.

Vous serez amené·es à réfléchir au plurilinguisme (le vôtre et celui de vos étudiant·es), puis à découvrir différents moyens concrets pour ajouter une perspective plurilingue et interculturelle à vos pratiques d’enseignement du lexique, de la grammaire, de la phonétique et d’autres contenus linguistiques et culturels. À l’issue de la séance, vous serez en mesure d’enrichir les activités que vous mettez déjà en œuvre en classe, afin de mieux y intégrer le répertoire linguistique de vos étudiant·es.

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL; ELL/ESL/EAL
     FSL/FAL: Adult francization
Target Audience: Postsecondary educators; Adult educators; Researchers
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Outremont 1

2027 – Créer des balados en classe

Danny Legault, Pascal Di Francesco

Description/Abstract:

Trouver un projet motivant pour faire parler les élèves dans une langue seconde représente toujours un enjeu. Dans cet atelier, ce sera l’occasion de s’approprier la démarche de création de balados. D’abord, la production de balados par les élèves permet de chercher de l’information pour ensuite exprimer leurs idées oralement. À la fin de la formation, vous serez outillés afin d’accompagner les élèves dans la production et la diffusion de leur balado.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): General
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Adult educators
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Outremont 2

2187 – De la théorie à la pratique : l’approche actionnelle au cœur du français de spécialité, une recherche-action

Thi Mai Quyen Do

Description/Abstract:

L’objectif de la présentatrice est de présenter sa recherche-action sur l’application de l’approche actionnelle dans l’enseignement du français de spécialité et d’échanger des expériences avec des enseignants au niveau universitaire, des chercheurs en didactique des langues étrangères sur ce sujet. En théorie, en s’appuyant sur une analyse approfondie des objectifs du français de spécialité et des caractéristiques de l’approche actionnelle, elle justifie l’adéquation de cette dernière à l’enseignement de la langue spécialisée. Elle mentionne également les principes de l’application de l’approche actionnelle dans l’enseignement du français de spécialité. En pratique, elle répond à deux questions: « Comment cette approche est-elle mise en œuvre en classe de français de spécialité pour aider les apprenants à mieux répondre aux besoins professionnels du marché du travail? » et « Quels sont les impacts de l’enseignement du français de spécialité par cette approche sur les acquis des apprenants? ». À travers une recherche-action menée en contexte universitaire à deux niveaux, celui de la planification du programme/syllabus/cours et celui de la mise en œuvre en classe, elle met en évidence l’efficacité ainsi que les expériences pratiques de l’application de cette approche dans la formation de futurs professionnels.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: IF
Target Audience: Adult educators; Researchers
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Outremont 3

2104 – Les visages de la langue Française dans la formation des éducateurs de demain: gardiens de l’identité minoritaire

Julie Marion

Description/Abstract:

Reconnaître la diversité des identités parmi les éducateurs peut se faire en examinant la démographie des salles de classe en Ontario. Statistique Canada (2022) montre qu’en 2021, un Canadien sur quatre avait une langue maternelle autre que l’anglais ou le français, et un sur huit parlait principalement une autre langue à la maison. Ces changements démographiques impactent également les programmes de formation des enseignants. Malgré la demande croissante d’enseignants de français, la recherche sur leur identité reste limitée (Pappa et al., 2020).

L’identité est un facteur social clé (Schmitt, 2010), influencée par des contextes changeants et des facteurs socioculturels. Cela est crucial pour comprendre l’identité des futurs éducateurs, notamment dans les programmes d’immersion. Comme l’a montré Norton (2000), cette compréhension est essentielle pour aborder les langues et communautés avec ouverture.

Utilisant un cadre théorique postmodernisme ayant les théories de l’identité linguistique, sociale et professionnel comme base, cette étude explore les discours narratifs des candidats à l’enseignement d’un programme en Ontario sur ces identités influençant les décisions d’emploi des futurs éducateurs. Une méthodologie basée sur des discours narratifs et des questionnaires permettra d’explorer les perspectives des enseignants, conscients de leur rôle crucial dans la préservation de la langue et de la culture françaises en contextes minoritaires. Face à la diversité des besoins des élèves, Byrd Clark (2008) souligne l’importance de ces enseignants dans la promotion du français, rendant indispensable la compréhension de leurs intentions post-diplôme.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; General
     FSL/FAL: FI; CF; French in minority language contexts
Target Audience: General
Language of Presentation: Bilingual English/French
Type of Session: Panel
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Outremont 4

2173 – Embracing Arabic Identity: Fostering Equity and Inclusion in Diverse Classrooms

Fadwa Kharbatly, Mazina Chamseddine

Description/Abstract:

“Embracing Arabic Identity: Fostering Equity and Inclusion in Diverse Classrooms” offers an engaging opportunity for educators to create a vibrant and inclusive learning environment for all students. This session empowers participants to recognize and celebrate the diverse identities within their classrooms, particularly Arabic identities, while equipping them with actionable strategies to foster equity and belonging.

Through culturally responsive and relevant pedagogy, attendees will discover how to integrate Arabic culture, language, and literature into their curriculum, making learning more relatable and enriching for students. Practical techniques will be explored to encourage mutual respect and understanding among students from various backgrounds.

This interactive presentation features meaningful discussions and collaborative activities that enable participants to implement inclusive teaching strategies that support diverse learning needs, create a classroom culture that values every student’s voice and perspective and develop lesson plans that reflect the richness of Arabic identity and its relevance in today’s multicultural society.

By the end of the session, educators will leave with a toolkit of resources and practical ideas to enhance their teaching practices, ensuring that every student feels seen, valued, and empowered to share their unique story. This is a valuable opportunity to transform classrooms into spaces where diversity is embraced and celebrated!

Session Theme: Identity in Diversity
Conference Strand(s): Other MHL
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers
Language of Presentation: English/Arabic
Type of Session: Presentation
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Outremont 5

2031 – The Emergence of Leadership: Insights from a Community of Practice Initiative with Language Teacher Candidates

Adam Kaszuba

Description/Abstract:

The improvement of language ecosystems requires effective leadership, and initial teacher education (ITE) plays a key role in this improvement by providing opportunities for future language teachers to develop leading practices . The learning community model is an effective approach to develop leading practices in ITE, as it fosters candidates’ commitment to becoming responsible for the learning of others. As part of the Symposium on Leadership, this presentation offers a concrete example of how candidates develop a leading practice while working in a learning community during ITE. Researchers, teacher educators, and educational leaders who are interested in using such a model will learn how candidates can shape a learning community’s professional trajectory as they take up different aspects of language teaching and learning in their shared inquiry. Moreover, by referencing materials available on the CASLT CoLab website, this presentation will provide participants insight into developing and sustaining learning community initiatives in their own contexts.

In particular, this presentation reports on a study that was conducted with four groups of language teacher candidates who participated in a community of practice (CoP) initiative during their first year at a Faculty of education in Ontario. In these voluntary and autonomous CoP, candidates assumed leadership roles as they planned meetings, developed inquiry projects, and negotiated shared concerns about language teaching and learning. The findings report on the diverging professional trajectories of each CoP and examines the candidate’s collective choices which led to these divergences.

Session Theme: Symposium on Leadership – Empowering Linguistic Ecosystems: Advocacy, Training, and Leadership
Conference Strand(s): FSL/FAL
     FSL/FAL: IF; CF
Target Audience: Postsecondary educators; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Outremont 6

2000 – Healing Through Language: Integrating Trauma-Informed Practices and Plurilingualism in Adult ESL Classrooms

Ruba Kallab

Description/Abstract:

Join this engaging, hands-on session to explore how trauma-informed teaching and plurilingual approaches can transform adult ESL classrooms. In a world marked by war, displacement, and trauma, many ESL learners arrive in our classrooms with emotional and cognitive challenges. This session will equip you with practical strategies to foster trust, safety, and inclusivity, helping learners overcome these obstacles and thrive.

You will dive into trauma-sensitive teaching techniques that empower learners, such as the use of Language Portraits, which encourages students to explore and share their linguistic identities. Learn how incorporating plurilingual tasks can create a healing environment by validating learners’ diverse linguistic backgrounds, which strengthens their confidence and resilience.

We will also practice mindfulness tasks and attention-focused activities that help trauma-affected learners regain focus and manage stress. These techniques are simple yet powerful tools that you can immediately integrate into your classroom.

By the end of this session, you will be able to create trauma-sensitive, inclusive learning spaces that nurture both language acquisition and emotional healing. You will walk away with a toolkit of practical strategies for addressing trauma’s impact on learning while embracing students’ plurilingual identities. Don’t miss this opportunity to empower your learners and foster meaningful connections in your ESL classroom.

This session is essential for educators looking to adapt their teaching to meet the needs of today’s diverse, trauma-affected learners.

Session Theme: Identity Through Language Learning
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Postsecondary educators; Adult educators; General
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Outremont 7

1999 – Empowering School Administrators: Essential Support for French Immersion Programs

Lesley Doell

Description/Abstract:

As a school administrator, you manage a myriad of responsibilities, and often, issues related to your French Immersion program land on your desk unexpectedly. Whether you speak French or not, as the leader of French Immersion and Core French programs, your role is pivotal in shaping the success of your students, retaining teachers, and driving the growth of your French program.

The Association canadienne des professionnels de l’immersion (ACPI) recognizes the unique challenges administrators face and has developed a new Administrator Zone within the ACPI website to provide quick and effective support. This workshop will introduce these resources and offer practical solutions to everyday challenges.

In this session, participants will:

• explore 15 practical situations faced by French immersion administrators, along with corresponding strategies.
• engage with videos, guides, research, and bilingual supports tailored to administrators, regardless of French proficiency.
• learn about current trends in the recruitment and retention of French immersion teachers.
• build confidence in navigating the evolving landscape of second language learning and leadership.

Join us to discover why the ACPI Administrator Zone is a must-have resource, designed to empower school principals across Canada to effectively manage and lead their French immersion programs. This session is perfect for both seasoned and new administrators seeking to enhance their understanding and support of immersion education.

Session Theme: Symposium on Leadership – Empowering Linguistic Ecosystems: Advocacy, Training, and Leadership
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; French in minority language contexts
Target Audience: Administrators/Leaders/Policy Makers; General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: St-Laurent 6

2043 – L’art de la collaboration au service de la réussite au primaire et au secondaire

Daniel Martin, Maryse Barile, Joëlle Barbeau

Description/Abstract:

Valoriser la collaboration c’est comprendre que la production collective dépasse la somme des contributions individuelles. Que ce soit entre enseignants ou entre élèves, trouver un partenaire avec qui collaborer n’est pas simplement une question de chance

Lors de cette formation, en nous appuyant sur l’expérience vécue par différentes équipes d’enseignants, nous témoignerons des avantages que procure la mise en place des pratiques collaboratives au primaire et au secondaire. Nous plongerons aussi dans les clés d’une collaboration efficace, que ce soit entre collègues ou dans la création d’équipes en classe.

Objectifs de la Formation :

• Comprendre les avantages de la collaboration en milieu éducatif.
• Apprendre à cultiver une dynamique de collaboration entre collègues.
• Favoriser un environnement de classe collaboratif où les élèves peuvent s’épanouir.

Rejoignez-nous pour découvrir comment instaurer une culture de collaboration efficace dans votre école et votre classe. Ensemble, nous pouvons transformer notre approche pédagogique et maximiser notre impact éducatif.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; Francization; French in minority language contexts
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: St-Laurent 7

2142 – Tous·tes à l’action ! Développons les compétences des élèves dans une approche actionnelle

Shauna Néro

Description/Abstract:

L’approche actionnelle permet aux élèves de participer activement dans leur apprentissage du français en mettant une emphase sur l’interaction et le développement de l’élève comme acteur·rice social·e en s’appropriant la langue au travers de tâches qui répondent à ses besoins immédiats. Les tâches actionnelles développent les compétences langagières et interculturelles de nos élèves afin de les encourager à interagir et devenir des apprenant·e·s de français langue seconde autonomes. À travers cet atelier, nous allons découvrir les principes de l’approche actionnelle tout en travaillant et collaborant sur un exemple de mise en situation et tâche actionnelle ensemble pour que les élèves se voient comme acteur·rices sociaux·ales qui peuvent utiliser leur apprentissage dans des contextes réels. Les participant·e·s quitteront l’atelier avec des idées pour mettre cette approche “en action” dans leurs cours.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: St-Laurent 8

1885 – Le documentaire : découvrir son monde un livre à la fois

Léo-James Lévesque

Description/Abstract:

Les textes informatifs sont riches car ils permettent aux élèves de comprendre le monde qui les entoure. Les recherches démontrent que les documentaires s’avèrent très populaires auprès des lecteurs plus réticents. Donc, ils méritent une place de choix dans notre classe! Très souvent, le défi est de trouver des livres informatifs intéressants sans être trop complexes. Dans cet atelier, on présentera comment choisir des documentaires qui sauront capter l’attention des lecteurs et on découvrira des stratégies pour enseigner la lecture et l’écriture de documentaires dans le but de s’informer, d’apprendre et de réfléchir.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; Francization; French in minority language contexts
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Westmount 1

2181 – Navigating Linguistic Landscapes: Fostering Supportive Learning Environments in Online Spaces

Laura Taylor

Description/Abstract:

In an increasingly interconnected world, the relationship ELL learners and teachers have with language is both complex and transformative. This proposal examines these dynamics through the lens of ISP010, The Basics of Writing in English, a non-credit university level writing course designed to explore language learning in an online context.

This presentation highlights learners’ feelings towards interaction when communicating with their instructors, focusing on their linguistic security, and their willingness to take risks both culturally and with language. By creating a revised concept of “place” in the online context, we aim to meet students where they are, addressing their unique backgrounds, anxieties, and aspirations. Key insights from our course indicate that fostering a supportive online atmosphere can significantly enhance learners’ confidence and engagement. Strategies such as collaborative writing projects, individualized activity design, and culturally inclusive materials encourage students to embrace linguistic diversity while feeling secure in their learning journeys. This presentation discusses practical approaches for educators to create safe spaces that promote risk-taking and vulnerability, ultimately enriching the language learning experience.

This session will provide valuable frameworks for language educators seeking to enhance their practice in virtual or hybrid settings. By focusing on emotional and social dimensions of language learning, we invite attendees to reimagine their approaches and contribute to a collective effort to build inclusive, resilient online communities. Join me to explore how we can empower learners to navigate their linguistic landscapes with confidence and creativity.

Session Theme: Identity Through Language Learning
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators; General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Westmount 2

2170 – Inspiring Language Learners through Indigenous Education

Lauren-Rose Stunell

Description/Abstract:

Join me for a dynamic session on incorporating Indigenous education to inspire our language learners. We will explore the Seven Sacred Teachings, the teachings of the Medicine Wheel for student and teacher well-being as well as language development, Indigenous and children’s literature, and revitalizing and honouring Indigenous languages as key tools for building stronger relationships in the classroom. This presentation will empower you to be an ally in the journey toward Truth and Reconciliation; working actively to support the 94 calls to action. You’ll leave with concrete lesson plans, classroom posters, well-being and regulation strategies, engaging art projects, and a wealth of resources to implement in your classrooms and tried and tested activities for school-wide initiatives to support you commitments to Truth and rEconciliation and school development plans. Together, we’ll explore how to integrate meaningful projects that connect students to Indigenous culture, teachings and values while enhancing their language learning experience.

Session Theme: Symposium on Language Education in Indigenous Settings and Integrating Indigenous Voices
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL; IL; General
     FSL/FAL: FI; IF; CF; EF; French for newcomers in francophone schools/LSSI; French in minority language contexts; French in Indigenous contexts
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Westmount 3

2120 – Exploring Cultural Diversity Through the Eyes of Teens (Building Authentic Links with Spanish  and French-Speaking Cultures)

Caroline Lee-Daigle

Description/Abstract:

Discover how integrating real-life experiences from Spanish and French-speaking teenagers can transform language learning. This session will explore practical strategies for incorporating authentic cultural perspectives into the classroom, fostering meaningful connections between students and the target language while enhancing cross-cultural understanding.

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL; Other MHL
     FSL/FAL: FI; IF; CF; EF; Francization; French in minority language contexts
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Administrators/Leaders/Policy Makers
Language of Presentation: Slide show in English, presenter speaks English, French and Spanish
Type of Session: Commercial Workshop
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Westmount 4

2055 – Motivation et persévérance dans un cours de langue universitaire

Sebastian Döderlein, Juliane Bertrand, Britta Starcke

Description/Abstract:

À l’université, la classe de langue est le point de rencontres d’identités plurielles. Si pour certains il s’agit du domaine principal d’études, d’autres choisissent la langue comme cours optionnel dans le cadre de leur baccalauréat. D’autres encore sont simplement tenus de suivre un cours de langue pour répondre à des exigences politiques linguistiques ou d’internationalisation. Dans ce contexte, construire un environnement propice à l’apprentissage représente un certain défi.

L’apprentissage des langues repose sur des motivations intrinsèque et extrinsèque à prendre en compte dans les approches didactiques diverses (Dörnyei, 1998). En outre, la démocratisation de nouveaux outils technopédagogiques contribue à l’innovation des différentes formes d’enseignement (en ligne, hybride, etc.). Cette dernière peut influencer le degré de motivation et, par ricochet, la persévérance de certains profils d’étudiants, tant positivement que négativement (Fecteau, 2023).

L’atelier permet de lancer une réflexion commune et de présenter les résultats d’un projet de recherche qui est en cours depuis deux ans dans une université montréalaise et dont l’objectif est d’examiner la motivation d’apprentissage et la persévérance des étudiants de langue à différents moments de la session. Des facteurs tels que la motivation pour l’inscription et pour son maintien, la personnalité de l’enseignant[e], les méthodes de travail et approches didactiques ainsi que les compétences et l’engagement étudiant se retrouvent au centre de la réflexion.

L’objectif de l’atelier sera d’enrichir les connaissances et les compétences des participant[e]s en lien avec la question de la motivation des étudiant[e]s à apprendre une langue et du maintien de celle-ci; les deux étant étroitement liés au succès académique.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; Other MHL; General
     FSL/FAL: Francization; Adult francization
Target Audience: Postsecondary educators; Adult educators; Researchers; General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Westmount 5

2138 – Intégrer l’enseignement de la prononciation aux pratiques enseignantes en francisation

Isabelle Wouters

Description/Abstract:

L’enseignement de la prononciation est un aspect important dans l’apprentissage d’une langue, car il permet notamment de favoriser la communication. Cependant, il y a un manque d’adéquation entre les études portant sur l’enseignement de la prononciation et la mise en application concrète de ce type d’enseignement dans les cours de langue additionnelle. Ceci pourrait expliquer, entre autres, le temps restreint alloué à l’enseignement de la prononciation dans les cours (moins de 5 % du temps) ainsi que le manque de matériel pour ce type d’enseignement. En outre, il est difficile de lier le matériel existant à l’approche communicative utilisée en salle de classe.

Conséquemment, cet atelier propose de pallier ces problèmes en présentant un dispositif didactique issu d’une recherche-développement menée en collaboration avec des enseignantes en francisation. Plus précisément, ce dispositif offre une manière concrète d’orienter l’adaptation ou la création de tâches pédagogiques pour inclure un enseignement de la prononciation dans le contexte réel des cours de francisation.

En somme, dans le cadre de l’atelier, nous explorerons d’abord le processus de développement du dispositif ainsi que les théories et les principes didactiques s’y rattachant. Il s’agit notamment des théories et des principes relevés dans les études sur l’enseignement de la prononciation et sur l’approche d’enseignement des langues basé sur la tâche (Task-Based Language Teaching [TBLT]). Par la suite, nous présenterons le dispositif aux personnes participantes et expliquerons sa mise en application. Enfin, nous terminerons l’atelier par une activité de création de tâches à l’aide du dispositif.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; Francization; Adult francization; French for newcomers in francophone schools/LSSI; Alpha-francization; French in minority language contexts
Target Audience: General
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 1:00:00 PM – 2:15:00 PM (Block F)
Room: Westmount 6

2149 – Differentiated Instruction for Individual Growth: Designing Cultural Activities for Diverse Levels, Motivations, and Goals

Rachel Friedman

Description/Abstract:

A single classroom may have learners with a range of reasons for studying the target language as well as varying language competencies. This session presents methods for differentiating instruction to meet diverse learners’ needs through the development and use of tailored learning materials. It will highlight examples from the Arabic-teaching context, but the approaches that this session presents may be used with any target language, and so this session will be of interest to teachers of any language, especially those who teach heterogeneous groups of students.

The impetus for developing the practices showcased in this session was to bridge textbooks and learners’ goals. Available academic textbooks tend to focus on Arabic for professional, political, and touristic reasons, while many learners study Arabic for personal religious and/or cultural reasons. By developing supplementary resources that highlight a variety of religious and cultural uses of Arabic, we facilitate learners’ connections to their own diverse identities and aspects of the target cultures, while broadening their knowledge of the range of target-language use in cultural contexts. This session will include opportunities for active engagement as we demonstrate (in English) examples of activities we developed and provide opportunities for discussion of how to develop similar activities for other language contexts.

By the end of this session, participants will be equipped to formulate learning activities to meet the interests and goals of diverse learners in their teaching contexts. They will also understand how to implement these activities to meet the needs of individual students within heterogeneous classes.

Session Theme: Identity in Diversity
Conference Strand(s): Other MHL
     FSL/FAL:
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Outremont 1

2152 – What administrators can look (and listen) for in classes where they don’t speak the target language

Jeff McConomy

Description/Abstract:

This session is for JK-12 school administrators who would like to be able to better provide quality feedback related to teaching and learning to language teachers in their schools. Participants will learn about what they can look for when observing language classes and how they can use these observations to provide quality feedback to language teachers.

Don’t speak the language of instruction in the class you’re observing? No problem! This workshop will provide you with the tools (and a convenient walk-through checklist) you need to support language teachers in your school, even if you don’t understand what the teacher (and students) are saying while you’re there.

Session Theme: Symposium on Leadership – Empowering Linguistic Ecosystems: Advocacy, Training, and Leadership
Conference Strand(s): FSL/FAL; Other MHL; IL
     FSL/FAL: FI; IF; CF; EF; French in minority language contexts
Target Audience: Administrators/Leaders/Policy Makers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Outremont 2

2125 – Intensification du français pour nouveaux arrivants : Bilan et perspectives après un an

Julie Canty-Homier, Nesrine Fekhikheri

Description/Abstract:

Projet novateur de création de classes d’intensification du français pour les jeunes nouvellement arrivés au Québec et qui n’ont pas été (ou très peu) exposés au français. Le projet a été mis en place à la commission scolaire Lester-B-Pearson avec le soutien de la DILÉI.

Cette présentation se veut un aperçu de ce qui a été mis en place et des résultats obtenus pour l’année scolaire 24-25. Nous partagerons nos réflexions à propos de:

• la pédagogie différenciée;
• l’importance de la collaboration entre le personnel impliqué et la famille;
• l’impact social et motivationnel du projet;
• le rôle de l’évaluation;
• quelques pistes de réflexion pour la suite.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: Francization
Target Audience: Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Outremont 4

2038 – Idello : un outil privilégié pour le Français Langue Seconde

Marie-Josée Bédard

Description/Abstract:

IDÉLLO propose de nombreuses ressources spécialement créées pour l’apprentissage du français langue seconde. Ces ressources, incluant des guides pédagogiques et des activités pour les élèves, ont été conçues par des professionnels de l’éducation FLS. Les activités sont basées sur la recherche de pratiques efficaces en matière d’enseignement de la langue additionnelle.

L’objectif est de mettre les apprenants en situation de communication, de manière concrète et authentique. A l’aide d’exemples concrets et des idées originales, nous découvrirons ces ressources, vidéos, outils pédagogiques et autres, permettant cette approche authentique. Ces projets engageants ne manqueront pas de stimuler vos élèves et les encourageront de manière gratifiante dans leur apprentissage du français.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; Francization
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers
Language of Presentation: French
Type of Session: Commercial Workshop
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Outremont 5

2062 – Understanding the Role of Advocacy in Support of FSL Programs

Nicole Thibault, Ahdithya Visweswaran

Description/Abstract:

Canadian Parents for French has been advocating in support of quality FSL programs for almost fifty years. We will offer a brief review of the Official Language Education Protocol mechanism and the financial transfers provided, language used in government policy and offer insights based on a comparison between provincial and territorial government legislation and action plans. We will share effective advocacy strategies for language programs whether you are a parent, teacher, or program administrator. We will offer an update on our FSL teacher recruitment and retention campaigns and equip participants with an advocacy toolkit to take home. We promise, it will actually be fun!

Session Theme: Symposium on Leadership – Empowering Linguistic Ecosystems: Advocacy, Training, and Leadership
Conference Strand(s): FSL/FAL; General
     FSL/FAL: FI; IF; CF
Target Audience: Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Outremont 6

1966 – Appropriation or Respect? Indigenous Languages in the Classroom

Carmen Rodriguez

Description/Abstract:

Weaving Indigenous languages into the curriculum can seem dauting – a task, additonal work or even impossible. Join me on this session to learn how to do this respectfully and creatively by using music, games, and other fun activities.

Session Theme: Identity Through Language Learning
Conference Strand(s): IL
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Outremont 7

2024 – Elementary FSLdisrupt Book Club Session: Celebrating Joy in Texts

Karen Devonish-Mazzotta

Description/Abstract:

Join FSL Disrupt: Elementary Chapter in an active resource sharing session, to share and learn how to apply Culturally Responsive Pedagogy (CRP) and Anti-Racist resources in the French Immersion classroom. We will share books and other media sources that can be used in Primary, Junior and Intermediate French Immersion classrooms that offer cross-curricular connections and highlights Black, Indigenous and racialized joy. FSL Disrupt will share how to use these resources meaningfully and how to differentiate for various learners, such as ELL students. FSL Disrupt with share their resource catalogue and how participants can contribute to their data base. Participants are invited to bring and/or share resources that align with CRP and Anti-Racist pedagogies in French Immersion, if they wish. This workshop will be bilingual (English and French).

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL; General
     FSL/FAL: FI
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: St-Laurent 6

2515 – CASLT’s Innovative Language Classroom Handbook and Teachers’ Digital Toolkit In Action

Stephanie Jackson

Description/Abstract:

Are you Looking for practical strategies to tackle the challenges of teaching languages in today’s diverse and tech-driven classrooms? This hands-on session will introduce you to CASLT’s Innovative Language Classroom Handbook and Digital Toolkit—resources developed to empower language educators with concrete solutions for engaging students, managing workload, and fostering both student and teacher identities.

Based on insights from language educators across Canada, these tools address challenges such as adapting classroom routines to online environments, building relationships and community, ensuring reliable assessments, and communicating effectively with students and caregivers through technology integration.

In this interactive session, you’ll explore key sections of the handbook and try out practical strategies for integrating technology into your teaching. Through guided activities and group discussions, you’ll learn how to meet the diverse needs of today’s learners while enhancing your own teaching confidence and sense of self-efficacy.

What you’ll walk away with:

• A digital copy of the Innovative Language Classroom Handbook and Toolkit
• Ready-to-use strategies to enrich your classroom and adapt to changing teaching environments.
• A personalized action plan to apply what you’ve learned.
• Inspiration to embrace innovation and create a more engaging, personalized language learning experience.

Whether you’re a new or experienced language educator, this session will provide you with the tools and confidence to thrive in your teaching practice.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): General
     FSL/FAL:
Target Audience: General
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: St-Laurent 7

2157 – Libérer la parole par le jeu!

Carole Freynet-Gagné

Description/Abstract:

Une langue est non seulement un outil de communication, mais aussi un vecteur de culture et de pensée. L’apprentissage d’une langue peut être intimidant pour le meilleur d’entre nous et créer de l’insécurité linguistique, surtout lorsqu’il s’agit de communication orale

Cependant, il est essentiel de s’engager dans des interactions orales pour devenir compétent dans une langue, favoriser une sécurité linguistique et avoir un sentiment d’appartenance. Nous devons alors créer une atmosphère de classe où chacun se sent valorisé, respecté et inclus. Nous pouvons y parvenir grâce à une pédagogie basée sur le jeu pour tous les âges.

Dans cet atelier, vous participerez à toute une gamme de jeux linguistiques amusants qui favorisent le développement de structures de phrases et de vocabulaire et qui permettent de transformer le vocabulaire passif en vocabulaire actif. Ces jeux créent une source de motivation et de plaisir chez les élèves, favorisent le contact de l’élève avec la langue française et aident à bâtir son estime de soi. L’élève crée ainsi des liens émotifs avec la langue française et la culture francophone. Vous quitterez l’atelier avec des activités et des jeux que vous pourrez intégrer tout de suite dans vos classes.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF; Francization; Adult francization; French for newcomers in francophone schools/LSSI; Alpha-francization; French in minority language contexts; French in Indigenous contexts
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Adult educators
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Westmount 1

2039 – Empowering Language Learners: Using Multimodal Identity Texts to Promote Belonging and Enact Translanguaging

Candace Kowalyk, Xiaoxiao Du

Description/Abstract:

According to The Canadian Bureau for International Education (2024), there is a 29% increase in international students in Canada from 2022 to 2023, and Manitoba welcomed 52% of international students in 2023. Newcomer students often face tremendous barriers to inclusion beyond linguistic challenges such as economic, social, and cultural differences. Drawing upon the broader sociocultural perspectives toward language education, this session will discuss how teachers and language educators can put the concept of translanguaging (García & Li, 2014) into their teaching practices through hands-on and multimodal identity text creation (Cummins & Early, 2011) and knowledge sharing in a school-wide event named Public Displays of Understanding. We will share interactive activities and event planning details to demonstrate how students use their existing literacies and various funds of knowledge (Moll, 1992) as assets and avenues to celebrate who they are and make meaningful connections with other students through different modes (Kress, 2017). We will also examine how teachers as designers and cultural workers make effective use of translanguaging in their classroom by honoring student choice and voice and affirming student agency in both their ways of expressing themselves and content of text selection and composition in the English as an Additional Language classrooms. This session will end with recommendations on how we as educators can move towards decolonization, learner empowerment, and equitable literacy practices using culturally responsive teaching and trauma-informed pedagogy to create a welcoming and inclusive space where all our learners feel that they are valued and belong.

Session Theme: Identity in Diversity
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Westmount 2

2100 – Escaping the Classroom X Chat GPT

Nairy Kazandjian, Sophie Giroux, Marc-Albert Paquette

Description/Abstract:

In this workshop, teachers will explore how to use a project-based approach to introduce students to the ethical and responsible use of Artificial Intelligence (AI). Through a structured Learning and Evaluation Situation (LES), students will engage in a fun Escape Room challenge that incorporates AI skills. With teacher guidance, they will also design and create their own Escape Room by the end of the project. This LES, along with the provided resources, allows teachers to guide students in using AI responsibly while completing their final product. The approach supports the assessment of all three competencies, immersing students in authentic, hands-on learning that is both engaging and impactful.

By the end of the unit, students will:

• Learn how to use AI to enhance productivity and generate ideas.
• Discuss the ethical and responsible use of Artificial Intelligence.
• Create their own escape rooms using materials available in the classroom.

This unit is presented in English, however it is available in English (ESL) and French (FSL).

Session Theme: Identity in the Digital Age
Conference Strand(s): FSL/FAL; ELL/ESL/EAL
     FSL/FAL: French for newcomers in francophone schools/LSSI
Target Audience: Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Westmount 3

2137 – Video Games in Second Language Education

Yiğit Akalın

Description/Abstract:

For my CASLT seminar, I propose a dynamic presentation that explores the potential of video games as a tool for language acquisition. The session will focus on how games can provide a unique and immersive environment for learning new vocabulary through contextual cues and repetition. During the presentation, I plan to showcase a short gameplay segment where basic words from a lesser-known language, such as German, are introduced multiple times in various contexts. This approach will help illustrate how even audiences unfamiliar with the language can begin to grasp basic terms purely through exposure and in-game context.

To engage the audience further, I will incorporate a Kahoot-style interactive quiz at the end of the presentation. This quiz will test the audience’s retention of the new words, fostering an interactive learning experience and reinforcing the concept that video games can serve as effective educational tools. By moving beyond the more commonly taught languages like English or French, the presentation aims to demonstrate the universal applicability of this method, emphasizing how contextual awareness and repetition can support vocabulary acquisition in any language.

This approach will resonate with educators seeking innovative methods to engage learners and introduce new languages in a way that feels natural, enjoyable, and memorable.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): Other MHL
     FSL/FAL:
Target Audience: Grade 9–11/12 teachers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Westmount 5

2117 – Normes interactionnelles et identités plurielles : Séquences d’enseignement pour adultes immigrants (peu) scolarisés

Florence Reid, Caroline Deveau, Suzie Beaulieu

Description/Abstract:

Le développement de la compétence interactionnelle en langue seconde, et plus particulièrement la connaissance des normes qui régissent les échanges entre les membres d’une même communauté linguistique, est crucial. La prise en compte de ces normes (p.ex. le choix des sujets de conversation, les marques de sincérité) et du contexte (p.ex. le lien avec l’interlocuteur), souvent négligée dans le matériel pédagogique et les programmes ministériels, est nécessaire pour outiller les apprenants à pouvoir projeter l’identité souhaitée (p.ex., se montrer sincère, s’imposer, respectueusement, lorsque la situation l’exige) dans leurs interactions du quotidien.

Dans cet atelier, nous présenterons des séquences d’enseignement innovantes, conçues à l’aide de données issues d’un corpus de formulations produites par des locuteurs du français québécois (Reid, 2022). Ces séquences ont été développées et pilotées auprès de divers groupes d’apprenants adultes immigrants, scolarisés et peu scolarisés, en apprentissage du français L2 dans la ville de Québec. Ces séquences visent à faire prendre conscience des normes interactionnelles qui sous-tendent la réalisation d’intentions de communication susceptibles de créer des malentendus, voire des frictions (p.ex., se plaindre, s’excuser).

En prenant part à cet atelier, les participants repartiront avec une meilleure compréhension de l’impact des normes interactionnelles sur l’intégration sociale et linguistique des apprenants. Ils découvriront également des outils concrets pour exposer des apprenants adultes de tous les niveaux à ces normes.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: Adult francization; Alpha-francization
Target Audience: Postsecondary educators; Adult educators; Researchers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-04
Time: 2:45:00 PM – 4:00:00 PM (Block G)
Room: Westmount 6

2191 – The Neurolinguistic Approach for all L+ contexts : a pathway to spontaneous communication

Katherine Mueller

Description/Abstract:

In this session, participants will learn how to adapt the basic principles of the Neurolinguistic Approach (NLA) to their elementary or secondary language teaching context: Core French, French Immersion, Bilingual programs, EAL and L+ language classes. We will explore some of the exciting innovations that are possible with the NLA, and we will learn from the experiences of teachers who have used this dynamic and motivating approach to enhance their language teaching in French, Spanish, Mandarin, German, Ukrainian and other languages, including English as an Additional Language. The NLA supports oral language development for classroom language learners, starting with the modelling of sentence frames to inspire students to create authentic complete sentences to express their meaning. Using the literacy loop as an inspiration for linking oral to reading and then to writing, participants will be inspired to envision how to expand the language development of their students to allow them to communicate spontaneously about the content they are learning, or about curricular themes. Participants will learn how to use a planning tool to structure students’ language development in purposeful ways.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL
     FSL/FAL: FI; IF; CF; EF
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Outremont 1

2011 – Language for All: Unlocking Language Learning for Diverse Learners

Shakira Rouse, LaToya Ottley

Description/Abstract:

Language for All: Unlocking Language Learning for Diverse Learners is a comprehensive workshop designed to equip language educators with effective tools and strategies to support all students in achieving language proficiency. By embracing inclusive practices and leveraging Universal Design for Learning (UDL) principles, educators can create a classroom environment where every learner, regardless of their unique challenges, can thrive.

The workshop will provide participants with a practical toolkit focused on understanding the diverse needs of learners, including those with learning disabilities, language barriers, and cultural differences. Educators will explore how to incorporate inclusive, literacy-based practices in the classroom, such as multisensory learning, scaffolding, culturally responsive teaching, differentiated instruction, and collaborative learning.

As an interactive component, participants will actively engage in developing personalized resources tailored to their students’ specific needs. This hands-on experience will include identifying individual learner needs, selecting appropriate texts and materials, designing differentiated activities that engage multiple senses and learning styles, and creating assessment tools that offer meaningful feedback for all learners.

By the end of the workshop, participants will walk away with a deeper understanding of how to create an inclusive language classroom and a practical set of resources they can implement immediately to support the success of every student.

Session Theme: Identity in Diversity
Conference Strand(s): General
     FSL/FAL:
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; General
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Outremont 2

2220 – Cultural Connections: Differentiating for Diverse Learners

Michael Griffin

Description/Abstract:

This session focuses on the vital intersection of culture and task differentiation, equipping educators with actionable strategies to meet the diverse needs of their learners when working with authentic resources. We will explore practical strategies for crossing borders and building cultural bridges with videos, news articles, and songs. Participants will learn to adapt tasks to meet diverse learning needs, fostering connections between students and new languages and cultures. Participants will enhance their teaching toolkit by identifying ways to include authentic resources in class, strategizing how to adapt activities for different student needs, and discussing ways to engage students and inspire them to connect with their communities. By differentiating instruction to meet students’ needs, our students will build their confidence to use their language skills to become agents of change and engage with a diverse world throughout their lives.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; Other MHL
     FSL/FAL:
Target Audience: Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: English
Type of Session: Commercial Workshop
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Outremont 5

2097 – Negotiating Linguistic (In)security through Project Based Learning: The By Learners For Learners Project

Roswita Dressler, John Scott

Description/Abstract:

Linguistic insecurity is common among second language learners. Often postsecondary students feel they can only embrace an identity as a speaker of a given language once they have achieved a native speaker ideal. However, second language learners often understand each other better than first language speakers because they share the experience of learning the language, so their second language learner status is an asset. We wondered if the common experience of language learning could be coupled with one’s recollections of beloved children’s stories to help postsecondary students negotiate linguistic (in)security. We asked postsecondary students to write and/or illustrate authentic books for children to learn to read in their second language. We launched the By Learners For Learners project and have to date engaged 25 postsecondary authors and four student illustrators to create Open Access books for children learning German as a second language in elementary school. In this presentation, we provide insight into how we collaborated on this project with the students in this project-based learning. We will share the various books completed or in progress, our learnings along the way and tips for engaging in similar projects with post-secondary students.

Session Theme: Identity Through Language Learning
Conference Strand(s): Other MHL
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Postsecondary educators; Researchers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Outremont 6

2065 – MISSION POSSIBLE : Encourager la lecture autonome pour les élèves de français langue seconde ou additionnelle

Lesley Doell

Description/Abstract:

Dans les contextes d’immersion française et d’enseignement du français langue seconde/additionnelle, trouver des textes adaptés qui suscitent l’intérêt des élèves tout en correspondant à leur niveau linguistique reste un défi. La série MISSION POSSIBLE propose une solution innovante pour répondre à ce besoin. Conçue pour les élèves de la 4e à la 8e année, cette série de 36 livrets de 16 pages chacun offre des sujets d’intérêt élevé dans un langage simple, spécifiquement adaptés aux apprenants de français langue seconde ou additionnelle (immersion, français cadre, francisation). Cette présentation explore les caractéristiques uniques de la série MISSION POSSIBLE, notamment ses éléments high-low qui permettent de développer la compréhension en lecture, l’acquisition de vocabulaire et la fluidité.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; Francization
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Administrators/Leaders/Policy Makers
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Outremont 7

2102 – Secondary FSLdisrupt Book Club Session: Celebrating Joy in Texts

Mimi Masson, Rubina Sharma-Mohan

Description/Abstract:

The FSLdisrupt Book Club Session brings together French as a Second Language (FSL) teachers from core and immersion programs at the secondary levels. These dedicated educators have spent time reading and professionally assessing books to update their classroom materials, reflecting the diversity of their students and communities.

During this session, FSL teachers will share their valuable insights on the books they’ve read, focusing on how these texts contribute to creating more inclusive and diverse learning environments. By presenting their findings and engaging in discussions, participants are actively working to refresh their classroom libraries and curricula with literature that represents a wide range of experiences and perspectives.

In this session, teachers will:

• Present diverse books they’ve found suitable for FSL classrooms
• Offer critical evaluations based on their professional experience
• Discuss strategies they’ve developed for incorporating inclusive literature into FSL curricula
• Network with colleagues equally committed to antiracist and equitable FSL education

This collaborative effort represents a significant step in updating FSL classroom materials, broadening students’ literary horizons, and fostering a more inclusive educational landscape. By sharing their readings and insights, teachers will actively work towards creating more empowering learning experiences that reflect the diversity of their students and communities.

The FSLdisrupt Book Club Session showcases the dedication of FSL educators to evolving their practice and enriching FSL education for all students.

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF
Target Audience: Grade 9–11/12 teachers
Language of Presentation: Bilingual English/French
Type of Session: Workshop
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: St-Laurent 6

2064 – Projet Passion Pop: libérez votre geek intérieur et celui de vos élèves

Isabelle Alarie, Annie Sabourin

Description/Abstract:

Êtes-vous à la recherche d’un projet qui allie l’apprentissage des langues et la culture populaire? Cherchez-vous à inspirer vos élèves et à leur permettre de donner libre cours à leur geek intérieur? Passion Pop est un projet qui permet aux élèves d’apprendre le français (ou une autre langue) dans un contexte signifiant et ainsi de développer leur sécurité linguistique . En s’inspirant du modèle d’événements de culture populaire tels que le Comiccon, nous avons créé une unité pédagogique dans laquelle les élèves préparent des ateliers sur un sujet qui les passionne. N’hésitez pas à assembler vos forces pédagogiques et à créer une expérience authentique et unique pour vos élèves!

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; ELL/ESL/EAL
     FSL/FAL: FI; IF; CF; EF
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: St-Laurent 7

2165 – Gender-inclusive French

Amanda Culver

Description/Abstract:

As our understanding of gender identity grows, so, too, must the language. But what does that look like in a gendered language, such as French? How can I incorporate gender-inclusive French in my teaching practice in authentic ways? Why should I bother when there’s so much else to teach? In this session, learn about the different forms of gender-inclusive French (moving beyond le pronom “iel”) and ways to make your language class more inclusive, starting in maternelle.

Session Theme: Identity in Diversity
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Westmount 1

2091 – Teaching Critical Food Literacy to Multilingual Learners through Authentic Writing Opportunities: A Community Publishing Project

Renee Davy, Karen Andrews, Komal Ali

Description/Abstract:

Pre-service teachers often produce written assignments for assessment purposes for an audience of one: the course instructor. As such, course assignments are usually not written to be shared with audiences beyond the classroom, often lack a genuine connection to sociocultural issues that affect students, and usually offer no real opportunities for social action (Applebee & Langer, 2011). This participatory action research project (Gagné, Kalan, & Herath, 2022; McIntyre, 2007) grew out of a McGill professor’s desire to invite their students from a second language writing class to engage in writing for social action through community publishing (Coogan, 2006). The project brings together pre-service teachers and graduate student researchers to create and publish a textbook to help educators teach English writing to multilingual students new to Canada. This textbook will help students learn about Canada’s food system and how to maintain a healthy diet. Understanding how to access healthy food is particularly important for immigrants, who not only enter this new food culture but also must make sense of this new system in a new language. The editorial team has gathered over 50 unit plans, which include themes such as food allergies, organic food, eating disorders and mental health, junk food, advertisements, sugar consumption, community gardening, the global food system, and climate change. In this proposed panel presentation, we will briefly explain the community publishing project and some of the co-researchers will share their unit plans for the textbook. You will learn new ways to teach writing to promote social action.

Session Theme: Identity Through Language Learning
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Adult educators; Researchers
Language of Presentation: English
Type of Session: Panel
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Westmount 2

2098 – Reflecting in Action: Responding to Trauma in ESL Classrooms

Farshad Shafiei, Hanieh Azizi

Description/Abstract:

In language classrooms, particularly those with refugee and trauma-affected learners, teachers are frequently confronted with emotionally charged situations that can disrupt the flow of lessons. These moments often arise unexpectedly, requiring immediate, thoughtful responses from educators. This session explores how teachers can employ reflecting in action, a concept developed by Donald Schön, to effectively manage these sensitive situations in real time.

Using our experiences as language instructors working with trauma-affected learners, we will demonstrate how reflective-in-action techniques enable teachers to adjust their approach during a lesson, helping them navigate emotional disruptions while maintaining the lesson’s focus. This session will guide educators on how to recognize signs of trauma and emotional distress as they occur and respond in a way that supports the learner and the class as a whole.

Through interactive examples and practical scenarios, we will:

• Highlight the importance of Reflecting in Action rather than reflecting on action while teaching trauma-affected learners in the EAL context.
• Identify signs of trauma and emotional distress during classroom activities and discussions.
• Explore practical techniques for managing emotional disruptions such as adjusting classroom activities, offering individual and peer support, and integrating activities that promote coping skills.

By focusing on reflecting in action, teachers will be better equipped to handle trauma-related challenges with empathy and professionalism. They will leave the session with actionable strategies that allow them to respond confidently and compassionately, ensuring that trauma-affected learners feel supported while the classroom remains a productive, safe space for all.

Session Theme: Identity in Diversity
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Westmount 3

2060 – Making L2 Identity Exploration More Inclusive Through User Experience Design

June Ruivivar, Edith Perrin

Description/Abstract:

Identity exploration is a valuable tool in fostering positive engagement and motivation among second language learners. However, these activities are not always fully inclusive in their implementation, and these limitations often make them less effective as pedagogical aids for learners, and as information sources for teachers. For example, identity texts may present barriers for learners who have low literacy, limited experience in reflection, or low self-efficacy. As a result, these learners may not fully benefit from exploring and affirming their second language identities; and teachers may not get complete or accurate information about their learners’ needs. In this presentation, we will examine three common identity exploration activities – identity texts, language portraits, and drama – through the lens of user experience (UX), a design practice commonly used in software and product design, and more recently applied to education. We will then identify ways in which they can be rendered more accessible to a wider range of learners and thus more valuable to both learner and teacher. Participants will learn ways to incorporate identity exploration in their language classrooms in ways that maximize student engagement and motivation.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL; IL; General
     FSL/FAL: Francization; Adult francization; French for newcomers in francophone schools/LSSI; Alpha-francization
Target Audience: Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Westmount 4

2190 – Revitalizing Omushkegomowin: Family-Centered Land-Based Learning Guided by Elders and Knowledge-Keepers

Joette Lefebvre, Margaret Mack, Daylan Chookomoolin, Albert Chookomolin

Description/Abstract:

This session will explore the innovative approaches of the Ininīmo Speak Cree initiative, a non-profit organization based in Peawanuck, Ontario, that is dedicated to revitalizing the Omushkegomowin (Cree) language through a family-centered land-based immersion program. This presentation highlights how intergenerational learning guided by Elders and knowledge-keepers is rooted in cultural understanding, knowledge, wisdom, and intelligence and nourishes families by reconnecting them with language, land, and culture.

Through the lens of the Omushkegowuk Families on Ancestral Lands in Namekos Siipiy, attendees will discover how Elders, knowledge-keepers, and families play central roles in passing the Omushkegomowin (Cree) language and knowledge to younger generations. The trip emphasizes the family unit as the foundation of language and cultural transmission, where the Elders and knowledge-keepers guide and mentor children and their families in cultural practices, reinforcing cultural identity and resilience.

Participants will gain practical insights into how family-centered, land-based approaches can create immersive environments for language learning, fostering both linguistic confidence and cultural pride. This session will provide strategies for language educators to build strong connections between language, identity, and community while honouring the role of Elders, knowledge-keepers, and families in sustaining cultural knowledge.

Session Theme: Symposium on Language Education in Indigenous Settings and Integrating Indigenous Voices
Conference Strand(s): IL
     FSL/FAL:
Target Audience: Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Westmount 5

1915 – Stratégies d’enseignement et d’apprentissage pour des personnes ayant vécu des situations potentiellement traumatogènes

Fannie L’Abbé

Description/Abstract:

Cette présentation appuyée par une recherche interprétative de types exploratoire et descriptif offre un regard sur un enjeu important du 21e siècle en éducation concernant les apprenant.es qui éprouvent des difficultés d’apprentissage en lien avec des symptômes pouvant être causés par des événements potentiellement traumatogènes, c’est-à-dire des événements liés à la guerre par exemple ou à un tremblement de terre. Lors de la présentation, plusieurs résultats sur les stratégies d’apprentissage que ces apprenant.es considèrent comme étant celles les plus utilisées et les plus susceptibles d’être efficaces selon eux/elles seront partagés, pour mieux comprendre ce qui peut favoriser leur apprentissage du FL2 au regard de leurs caractéristiques spécifiques, de ce qui interfère, selon eux/elles, avec leur apprentissage du FL2 et de la perception de leur sentiment d’efficacité personnelle. Comme il incombe à l’enseignant.e de contribuer à créer un environnement favorable à l’apprentissage, cette présentation a pour but d’aider et d’outiller les équipes pédagogiques à mieux collaborer avec ces apprenant.es, pour favoriser leur apprentissage, en tenant compte de plusieurs aspects ou facteurs, par exemple : l’environnement, des aspects cognitifs, dont les sujets de conversation qu’il faut éviter ou favoriser, les stratégies d’apprentissage qui semblent les plus efficaces et qu’il faudrait valoriser le plus souvent, ou encore des facteurs biologiques, des blessures mentales et physiques, un besoin de se positionner d’une certaine manière pour mieux entendre le document audio ou pour être plus à l’aise et disposé à apprendre.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; General
     FSL/FAL: FI; IF; CF; EF; Francization; Adult francization; French for newcomers in francophone schools/LSSI; Alpha-francization; French in minority language contexts; French in Indigenous contexts
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers; General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-05
Time: 9:00:00 AM – 10:15:00 AM (Block H)
Room: Westmount 6

2084 – Level Up the Fun in Your L2 Classroom: Game-Based Learning for Grades 4-12

Amy Leavitt

Description/Abstract:

Session Description: Get ready to supercharge your language classroom with the power of game-based learning! This high-energy, interactive session is designed for grades 4-12 second language (L2/L+) teachers who are eager to transform their teaching approach and ignite a passion for language learning in their students, all through a Universal Design for Learning (UDL) lens. Strategies to support EAL students will also be incorporated into the session.

Key Focus Areas:

• Game-Based Learning Activities and Techniques
• Let’s play! Discover game-based activities tailored to any language level and classroom setting.
• Design and implement games that are authentic, engaging and promote oral production!
• Engagement Strategies
• Uncover the secrets to boosting student participation and enthusiasm through interactive games and activities.
• Learn how to use games to create a fun, low-stress environment that helps students overcome language learning anxiety and build confidence.
• Conference Theme Integration: Identity Through Pedagogical Innovation
• See how game-based learning can cater to diverse learning needs that empower both teachers and students.
• Explore how games and activities can create inclusive spaces where students feel comfortable to take risks and see themselves as language learners.

Session Outcomes:

Walk away with a toolkit of practical “grab ‘n’ go” games, activities and game-based learning strategies that will transform your classroom into a vibrant, interactive playground. Learn how these techniques can break down language barriers, celebrate language identities and create an inclusive and engaging language learning environment where every student can thrive. Let’s make your language classroom the most exciting place to learn!

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL
     FSL/FAL: CF
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Outremont 1

2087 – “Vive la France!”: Quand l’humour et le français redéfinissent l’identité

Hoai Anh Tran

Description/Abstract:

Ce colloque explorera comment “Vive la France!” illustre le lien étroit entre apprentissage du français et construction identitaire dans un contexte multiculturel. À travers le voyage chaotique de Muzafar et Feruz, deux Taboulistanais découvrant la France, nous analyserons comment l’humour déconstruit les stéréotypes et comment la diversité linguistique française impacte leur perception du monde et d’eux-mêmes.

Le film, véritable miroir de la société française, met en scène les défis de l’intégration et du dialogue interculturel. L’apprentissage du français, d’abord rejeté, devient un outil d’intégration essentiel pour les protagonistes. Des situations cocasses, nées des malentendus linguistiques et culturels, illustrent les étapes de cet apprentissage et son impact sur leur identité.

En confrontant les personnages à la richesse des accents régionaux, des coutumes locales et des modes de vie, le film souligne la complexité de la culture française. Cette immersion linguistique et culturelle provoque une remise en question identitaire, les obligeant à redéfinir leurs valeurs et à s’ouvrir à de nouvelles perspectives.

“Vive la France!” nous rappelle que l’identité est un processus dynamique, en constante évolution. L’apprentissage d’une langue étrangère, véritable voyage initiatique, transforme le regard que l’on porte sur soi et sur le monde.

Assister à ce colloque vous permettra de:

• Comprendre les enjeux de l’apprentissage du français dans un contexte multiculturel.
• Analyser le rôle de l’humour dans la déconstruction des stéréotypes et la promotion du dialogue interculturel.
• Explorer comment la diversité linguistique et culturelle influence la construction identitaire.
• Découvrir des outils pédagogiques pour aborder ces thématiques en classe de FLE.

Session Theme: Identity in the Digital Age
Conference Strand(s): General
     FSL/FAL:
Target Audience: General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Outremont 2

2162 – CEFR-Aligned Learning & Combatting Linguistic Insecurity? There’s an app for that!

Mallory Cunningham, Paulette Diotte, Julie Beyea

Description/Abstract:

Mallory is conducting a CASLT-supported action-research project on an educational app she helped develop, called Pongo. The app enables language learners to set CEFR-aligned goals, reflect on their progress, and stay motivated as they track their achievements.

Additionally, Pongo incorporates gamified features designed to help learners overcome linguistic insecurity.

This presentation will showcase Mallory’s findings within her educational context, which serves a significant population of both EAL and FSL learners.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL; ELL/ESL/EAL; Other MHL; IL; General
     FSL/FAL: FI; IF; CF; Adult francization; French in minority language contexts; French in Indigenous contexts
Target Audience: Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; General
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Outremont 4

2500 – Empowering Identity: Strategic Approaches to Heritage Language Preservation in Canada

Iman Fakhani

Description/Abstract:

This session explores effective strategies for combating heritage language loss within Canada’s vibrant multicultural society. Participants will delve into a comprehensive approach that integrates educational policy reform, community engagement, and robust support systems for educators and families. As Canada faces the challenge of maintaining the linguistic diversity brought by immigrant communities, this presentation offers practical solutions to preserve these vital cultural assets.

During this session, we will examine the dual impact of societal assimilation and English-centric educational policies, which often lead families to deprioritize their native languages. We will discuss how improved access and flexibility in language instruction, embedding heritage languages within the curriculum, and advocating for family language policies can counteract these trends.

Participants will come away with a deeper understanding of:

The critical role of heritage languages in sustaining cultural identity and facilitating intergenerational communication.

Practical strategies to enhance the integration of heritage languages in educational settings.

Methods to engage both policymakers and community stakeholders in a dialogue about linguistic diversity and its preservation.

This session is essential for educators, policymakers, and community leaders seeking to forge a more inclusive educational framework that honors and elevates the rich tapestry of languages that define Canada’s multicultural identity. Join us to learn how you can contribute to safeguarding heritage languages for future generations.

Session Theme: Identity Through Language Learning
Conference Strand(s): Other MHL
     FSL/FAL:
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Outremont 5

2034 – 50 Ways to Start a Language Class- 50 façons de commencer une classe de langue

Kalen Thorne, Jesse Whittington

Description/Abstract:

Come take part in a hands on session about warmups/bell-ringers and activities to use in your language classes. This session will include 50 activities that you can take with you for Monday morning’s classes. NEW TEACHERS WANTED in this session, but all experience levels are welcome.

Stop re-inventing the wheel and take some of these ideas! The presenters will go through a wide variety of language classroom warmups. Participants will have time to go through the 50 ideas, ask questions, and work on modifications for their own classroom.

Both DELF Examinateurs, with a combined 30 years of language teaching experience, Kalen and Jesse are part of a small but mighty French Immersion team from the Cowichan Valley School District located on Vancouver Island. They’ve come all the way from Vancouver Island but you only have to come down the hall to meet them! Kalen and Jesse are two classroom teachers on the front lines who want to share their day-to-day classroom activities with you.

These activities have been used in grades 5 through 12, in Core French and French Immersion and are easily modified to suit your needs or additional languages. Examples from presenters will be French.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF
Target Audience: Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Outremont 6

2048 – Joignez le mouvement de l’éducation ouverte pour le FLS en Ontario avec Camerise !

Pauline Le Bot

Description/Abstract:

Vous créez déjà beaucoup d’excellentes ressources pour votre salle de classe, pourquoi ne pas les partager et, aussi, profiter du travail d’autres collègues en toute transparence et légalité?

Nous découvrirons ensemble une formation gratuite en ligne sur l’éducation ouverte offerte par Camerise, pensée spécifiquement pour les enseignants de français langue seconde aux niveaux maternelle à secondaire.

Durant l’atelier, nous explorerons les avantages du répertoire Camerise, le premier et le seul répertoire de ressources éducatives libres au service des enseignants de FLS en Ontario. Dans ce contexte, nous vous formerons aux bases de l’éducation ouverte, c’est-à-dire, au repérage des ressources ouvertes, à l’adaptation de ressources existantes et à la création de nouvelles ressources dont vous êtes l’auteur. Plus précisément, vous comprendrez les licences Creative Commons, comment les interpréter et comment les attribuer. Nous parlerons aussi de l’utilisation équitable en ce qui concerne les ressources pédagogiques et de comment vous pouvez vous en servir.

Loin de vous l’angoisse d’utiliser du matériel illégal dans vos ressources!

Venez découvrir comment certains de vos collègues ont déjà commencé à collaborer et leurs ressources.

Joignez le mouvement!

Session Theme: Symposium on Leadership – Empowering Linguistic Ecosystems: Advocacy, Training, and Leadership
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Administrators/Leaders/Policy Makers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Outremont 7

1867 – Navigating teacher identity in the age of AI-Powered Learning

Solange Swiri Tumasang

Description/Abstract:

As the educational landscape continues to be transformed by the integration of artificial intelligence (AI) and digital technologies, language teachers are faced with the challenge of navigating their evolving sense of identity and professional role. This interactive session explores how the emergence of AI-powered learning tools, such as conversational chatbots and personalized learning platforms, intersect with and shape teachers’ identities in the digital age.

Key areas of focus:

• Redefining the Teacher’s Role:
• Examining how the introduction of AI-powered assistants and chatbots in the classroom can potentially redefine the traditional roles and responsibilities of language teachers
• Discussing the shifting dynamics between teachers and learners, and how this may impact teachers’ sense of purpose, authority, and professional identity
• Cultivating a Digital Pedagogical Identity:
• Exploring how language teachers can leverage digital technologies and online platforms to curate and project a professional identity that aligns with their teaching philosophy and values
• Identifying strategies for navigating the balance between personal and professional online presence, and the implications for building trust and rapport with students
• Adapting to the AI-Powered Learning Landscape:
• Addressing the anxieties and concerns that language teachers may experience in the face of AI-driven learning solutions, and how to proactively embrace these technological advancements
• Discussing the skills and competencies that teachers need to develop in order to effectively integrate AI technologies into their instructional practices and maintain their relevance in the Digital Age.

Session Theme: Identity in the Digital Age
Conference Strand(s): General
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Researchers
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: St-Laurent 7

2141 – Teaching Beginner’s French? Make learning engaging and meaningful!

Shauna Néro

Description/Abstract:

Are you a beginner’s Core French teacher and looking for some strategies and unit plans that are based on language acquisition research? Come discover new units created for beginner’s French learners by classroom Core French teachers with limited French skills. These units are designed to increase teacher confidence when teaching French, even if they are not fluent speakers. These unit plans can be adapted and use in your classroom which are realistic to class time and students’ abilities at the beginner’s level. The objective of these units are to develop a love of language learning so that students continue their learning at the secondary level – in any language! These units are created in a play and literacy-based approach and are designed to meet the curricular objectives, while developing students’ interest for learning an additional language, specifically French and exploring their own identities as language learners.

Workshop objectives:

Support classroom teachers who speak minimal French (but have to teach French) by providing tools for teaching Core French and applying research-based strategies to use in class

Develop your confidence to attain the learning objectives of Core French all while developing learners’ interest for learning an additional language and understanding their identity as a language learner

Build and strengthen a community of classroom teachers who teach beginner’s Core French

Come to this workshop and leave with tools and adaptable unit plans, with practical strategies and resources that you can use the next day in your classroom!

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: CF
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: St-Laurent 8

1886 – La réussite en lecture : la littératie équilibrée et la littératie structurée

Léo-James Lévesque

Description/Abstract:

Cet atelier dynamique et interactif explore les approches complémentaires de la littératie équilibrée et de la littératie structurée, en mettant l’accent sur leurs bases théoriques et leur application pratique en classe. Les participants découvriront les principes clés de chaque approche pour soutenir les élèves, des stratégies concrètes pour intégrer les deux méthodes, incluant des exemples d’activités différenciées, des outils d’évaluation formative, et des pratiques favorisant l’engagement actif des élèves. On présentera également des exemples tirés du quotidien en classe pour illustrer comment surmonter les défis courants liés à l’enseignement de la lecture. Vous êtes invités à participer à une séance enrichissante qui transformera votre compréhension des approches équilibrée et structurée et vous fournira les outils nécessaires pour aider chaque élève à développer des compétences solides en lecture. Cette séance s’adresse autant aux enseignants débutants qu’aux praticiens expérimentés souhaitant approfondir leur expertise.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; French in minority language contexts
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers
Language of Presentation: French
Type of Session: Workshop
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Westmount 1

2107 – Fun in French – Simple Strategies that Work!

Jodi Keats, Vicki Sheaves

Description/Abstract:

If you are looking for ways to engage your French students and to increase oral interaction, this is the session for you! We will be highlighting some of our tried and true strategies that are low cost and low maintenance, but yield very high results! Come try some of these strategies during our interactive session, and walk away with ready made resources that you can use to get your students moving, interacting, and most importantly, speaking French.

Our activities are based on current research and instructional practices, but we’ve added a little East Coast flair where possible. Although the resources shared will be streamlined towards teaching French, many of these activities can easily be adapted for teaching other languages as well.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Grade 9–11/12 teachers
Language of Presentation: Bilingual English/French
Type of Session: Presentation
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Westmount 2

2101 – Using Positive Psychology to Build Grit: the Hero’s Journey, LES

Nairy Kazandjian, Sophie Giroux

Description/Abstract:

Individuals who view their lives as a Hero’s Journey often experience a deeper sense of meaning, perseverance, and resilience. In this workshop, we will introduce our comprehensive teaching unit, “The Hero’s Journey.” This unit equips teachers to guide students through the Hero’s Journey framework, helping them identify their personal strengths using the VIA Institute’s 24 Character Strengths and fostering greater perseverance and grit. By recognizing their unique strengths and diversities, students can enhance their mental health and well-being. The unit culminates in a narrative-writing exercise, where students reframe their challenges as part of their own Hero’s Journey, empowering them to live with perseverance and purpose.

Session Theme: Identity in Diversity
Conference Strand(s): ELL/ESL/EAL
     FSL/FAL:
Target Audience: Grade 7–8 teachers; Grade 9–11/12 teachers; Postsecondary educators; Adult educators; Administrators/Leaders/Policy Makers; Researchers
Language of Presentation: English
Type of Session: Presentation
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Westmount 3

2079 – Ma place est ici : être anglophone, bilingue et québécois, c’est possible!

Emma Legault, Valérie Amireault, Marc-Albert Paquette

Description/Abstract:

Développer son identité québécoise à l’école par un apprentissage authentique du français, c’est la mission que s’est donnée LEARN en créant le projet “Ma place est ici – I belong here”. Ce projet, qui s’appuie sur des recherches récentes en lien avec l’identité et l’apprentissage par l’engagement communautaire, amène les élèves à réfléchir sur leur parcours d’apprentissage du français et le rôle du français dans leur quotidien et dans leur futur. À la lumière de ces réflexions, les élèves sont ensuite appelé.es à créer un projet d’engagement communautaire ou des œuvres artistiques.

Au cours de cet atelier, nous vous présenterons des liens entre ce projet et une recherche qui traite de l’identité des adolescents anglophones et vous proposerons des ressources pour vous permettre de mettre en œuvre un projet dans le même esprit qui s’appuie sur les besoins de votre contexte d’enseignement.

Session Theme: Identity Through Language Learning
Conference Strand(s): FSL/FAL
     FSL/FAL: FI; IF; CF; EF
Target Audience: General
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Westmount 4

2525 – Des livres de lecture adaptés à la culture inuite : une démarche de création

Lise Deschênes, Carine Bourget

Description/Abstract:

L’apprentissage du français représente un défi pour la majorité des élèves du Nunavik. Au surplus, l’absence de matériel adapté dans les classes de français langue seconde au primaire rend la tâche difficile pour les enseignants.

Pour motiver les élèves à la lecture et à l’apprentissage du français, nous avons développé cinq livres adaptés à la réalité et à la culture des élèves. Les histoires ont été inspirées des expériences vécues par les élèves et ces derniers ont participé aux illustrations.

Nous avons aussi créé des activités d’accompagnement pour les enseignants (exercices avant, pendant et après la lecture avec vidéos, documents audio et écrits).

Dans cette présentation, il sera question de la démarche et des moyens utilisés pour développer ce projet : le vocabulaire utilisé, la participation des élèves, les paramètres retenus pour l’écriture et la création des activités d’accompagnement.

Les participants pourront apprécier le résultat de ce projet novateur en découvrant trois des livres avec leurs activités d’accompagnement.

L’atelier permettra à tout participant désirant développer, en tout ou en partie, un projet similaire, de repartir avec un résumé de la démarche.

Session Theme: Symposium on Language Education in Indigenous Settings and Integrating Indigenous Voices
Conference Strand(s): FSL/FAL
     FSL/FAL:
Target Audience: Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers; Administrators/Leaders/Policy Makers
Language of Presentation: French
Type of Session: Presentation
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Westmount 5

1921 – Innovative Identities: Gamification Strategies in ELT

Ofelia Mendoza Villegas, Leonardo Javier Villavicencio Reyes

Description/Abstract:

Innovative activities are decisive in English Language Teaching (ELT) to address the diverse needs of learners and improve teacher self-efficacy. This presentation, titled “Innovative Identities: Gamification Strategies in ELT,” examines the role of games and songs in developing both teacher and learner identities through various teaching approaches, including the Action-Oriented Approach (AOA) and Task-Based Language Learning and Teaching (TBLT).

By integrating well-chosen games and songs, educators can create an engaging learning environment that helps teachers identify the needs of today’s learners. This session will provide practical strategies illustrating how these methods can build up language acquisition and identity formation. Participants will leave the session willing to integrate the newly acquired innovative activities to foster a positive identity in learners, contributing to more effective and meaningful language learning experiences.

Session Theme: Identity Through Pedagogical Innovation
Conference Strand(s): ELL/ESL/EAL; General
     FSL/FAL:
Target Audience: Preschool–Grade 2 teachers; Grade 3–4 teachers; Grade 5–6 teachers; Grade 7–8 teachers
Language of Presentation: English
Type of Session: Workshop
Date: 2025-Apr-05
Time: 10:45:00 AM – 12:00:00 PM (Block I)
Room: Westmount 6