CASLT Event 
Description
Course Details
Schedule and Format
- Eight 90-minute lessons over eight weeks that blend theory and practice:
- Synchronous classes on Tuesdays from 6:30-8:00 p.m. ET (on Zoom)
- Emphasis will be placed on peer learning through structured group discussions and collaborative projects, allowing participants to learn from each others’ experiences and perspectives
- Participants will engage in a cyclical process of learning foundational concepts, creating practical tools and strategies, collaborating with peers, implementing these tools and strategies in their own contexts, and self reflection
First class: April 8, 2025
Last class: May 27, 2025
Registration Fees
Registration includes a free digital copy of the Action-Oriented Approach Handbook. Participants who successfully complete a course will also receive a $20 gift card for CASLT’s online boutique.
| Registration Type | Rate |
| CASLT Member | $125 + tax |
| Non-member* | $185 + tax |
*Includes a one-year CASLT membership.
Course Completion
All participants who finish the course successfully will receive a certificate of completion.
Participant Profile
Teachers of K–12 Core, Intensive/Extended, or French Immersion programs across Canada.
Language of the Course
This course uses a bilingual approach. Course content will be presented in English, and participants may engage in coursework and discussions in English or French.
Instructional Approach
- Adult Learning Model: This approach recognizes that adult learners bring diverse experiences and prefer self-directed, relevant learning. It emphasizes practical application and respects participants’ prior knowledge and autonomy.
- Guest Speakers: We will invite experts to share diverse, real-world insights and perspectives.
- Co-operative Learning: The course will incorporate structured group work to promote collaboration and peer learning.
- Action-Focused Reflection: Participants will engage in a continuous cycle of applying concepts, reflecting on outcomes, and sharing insights.
- Responsive Instruction: The instructor will assess and adapt to participants’ learning styles, offering multiple ways to engage with the course content.
- Problem Solving and Inquiry: The course will present real-world scenarios for analysis, encourage participants to formulate their own questions, and promote research-based problem-solving. This will help participants develop skills in critical analysis, decision-making, and applying theoretical knowledge to practical situations.
Course Description
This foundational course is designed for teachers of French as a second/additional language (FSL), particularly those who are new to the field or lack a specific pedagogical background in social justice, equity, diversity, inclusion, and Indigenous reconciliation. Participants will explore how these crucial concepts can be effectively applied within FSL education. The course provides a supportive environment for educators to understand social justice issues, learn strategies for creating inclusive classrooms, address systemic barriers, and implement equity, diversity, and inclusion (EDI) principles in their practice. Through interactive sessions and guided reflection, participants will work toward ensuring a positive learning environment for all students, maximizing student success and well-being, recognizing and eliminating barriers caused by systemic oppression, and transforming FSL education to be more equitable and accessible. This course lays a strong foundation for ongoing professional growth in EDI practices within FSL education.
Learning Outcomes
By the end of this eight-lesson course, participants will:
- Understand the impact they have (and have had) as educators on FSL learners in their care.
- Be equipped with strategies to recognize, disrupt, and eliminate persistent barriers in FSL education.
- Be prepared to take an active and courageous role in ensuring truly inclusive FSL classrooms, maximizing student success.
Course Overview
| Lesson | Guiding Questions | Learning Objectives |
| 1 | Who am I? What are my social identities? Who are my students?
How do I foster an environment to create trusting relationships with my learners? What is my philosophy of teaching and learning in general? In FSL contexts? What are my goals for this course? |
Reflect on personal philosophy regarding language teaching/learning in general and French (as an additional) language teaching/learning.
Reflect on identities as a French language speaker and how these identities relate to our positionality and impact FSL classroom teaching and learning. |
| 2 | What do I need to learn, unlearn, and discover about language learning, maintenance, and preservation — past and present — in Canada, with particular attention to Indigenous languages?
What do I need to learn, unlearn, and discover about FSL’s past and present in Canada? What role do I want to play in that legacy? How? |
Learn about the variety of Indigenous languages, linguistic imperialism in colonization, and Indigenous language revitalization in Canada.
Heighten awareness regarding the colonial history of French language diffusion and minority language protection in Ontario, Canada, and beyond. Explore research about FSL and inclusivity/exclusivity. Plan for inclusive FSL teaching and learning in my context. |
| 3 | What is Culturally Relevant and Responsive Pedagogy (CRRP) and how does it relate to teaching and learning FSL?
What are Intercultural Understanding, Awareness, and Communication (IU/IA), and how do they relate to teaching and learning FSL? How are CRRP and IU/IA connected? |
Understand the tenets of CRRP in the FSL context.
Learn about perspectives on IU/IA in the FSL context. Explore the ways CRRP, as a stance, can position FSL teachers to support the development of IU/IA skills in learners. |
| 4 | What does it mean to be racialized in FSL learning environments?
How do I begin recognizing, disrupting, and eliminating racial inequities in FSL? |
Explore the emerging and much-needed research on racism in FSL learning environments.
Make connections to colonialism and linguistic imperialism. Develop a lens to question, recognize, interrupt, and eliminate racial discrimination in FSL contexts. |
| 5 | Inclusion vs. inclusive: How do I support all learners in FSL classrooms?
How is inclusion different from and similar to inclusivity in FSL? What strategies can support me in recognizing, honouring, and adapting my FSL program to different learner profiles, styles, and needs? |
Delve into best practices for reaching the needs of various learners in French as an additional language classrooms, focusing on differentiated instruction and Universal Design for Learning.
Interrogate policies that are barriers to all learners accessing French language learning. Explore how to recognize, honour, and adapt FSL programs to learner profiles, styles, and needs. |
| 6 | What is the difference between multilingualism and plurilingualism?
How does a student’s linguistic portfolio support their learning of French? How do I value plurilingualism in FSL while promoting the development of French knowledge, skills, and competencies? |
Gain an understanding of the importance of languages and student identity.
Interrogate our own biases and the positions of additional language researchers regarding plurilingualism in FSL learning environments. Explore best practice possibilities in FSL learning with plurilingual learners. |
| 7 | Is there research on the experiences of 2SLGBTQ+ learners in FSL?
Is your current FSL curriculum affirmative of 2SLGBTQ+ communities and legacies — past and present? How will I know? What will I do? |
Read about the experiences of 2SLGBTQ+ students and staff in FSL contexts to better understand their realities.
Engage in an audit of FSL resources to highlight 2SLGBTQ+ affirming materials and remove/critically frame anti-2SLGBTQ+ resources. Develop a lens to question, recognize, interrupt, and eliminate anti-2SLGBTQ+l discrimination in FSL contexts. |
| 8 | Where do I go from here?
What tangible steps can I plan to prepare an environment where all students can be seen, valued, and celebrated? How can I share with my colleagues outside of this course the ways I have gained the courage to engage in equity actions that lead to social justice in FSL? What more do I need now? |
Make an action-focused plan to prepare an environment where all students can be seen, valued, and celebrated.
Plan for the participation in or establishment of equity-minded FSL educator networks. |
Time & Date
Apr8 - May27, 2025
6:30 p.m. - 8:00 p.m. EDT
Location
Zoom
Instructor
Teacher-Librarian & Course Director/Practicum Facilitator
Karen Devonish-Mazzotta
Karen Devonish-Mazzotta has been teaching FSL for 26 years with the Toronto District School Board. She has an M.A. in Second Language Learning from the University of Toronto. As a reviewer for the Ontario Ministry of Education, Karen has conducted Equity and Bias checks for several curriculum documents in both English and French. In addition, Karen has an active schedule as an Additional Qualifications instructor for various providers in Ontario. Presently Karen is a Teacher-Librarian with the Toronto District School Board and serves as a Course Director/Practicum Facilitator with York University’s Faculty of Education FSL Teacher Candidate cohort.
Share this Event
Have any questions regarding this event?
Contact our Projects and Professional Learning Coordinator:
