Session Information
Oct1 - Nov19, 2024
6:30 p.m. - 8:00 p.m. EDT
Bilingual
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)
- Some asynchronous activities to be completed during the week
- First class: October 1, 2024
- Last class: November 29, 2024
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 Core, Extended, or French Immersion programs who communicate with an A2 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice.
Placement
Registrants do not need to take a language assessment and may place themselves by reviewing the CEFR A2 description and “can-do” statements. All four proficiency courses will run at the same time, so instructors may use their discretion to move participants to a different level.
CEFR A2 Description
A2 level communicators can understand sentences and frequently used expressions related to areas of most immediate relevance. They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. A2 level communicators can describe in simple terms aspects of their background, immediate environment, and matters in areas of immediate need.
Language of the Course
This course is taught with a bilingual approach. The course content will be presented in French at an A2 level with bilingual instructions. Participants may engage with coursework and discussions in English or French, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency.
While some of the course content will be presented in English, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions.
Instructional Approach
- Each synchronous class will be rooted in the activer–acquérir–ancrer
- Development of linguistic competencies will be addressed in the context of the FSL classroom.
Course Description
In this course, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. Participants will gain a clear understanding of the proficiency expectations and evaluation criteria for the A2 level and of how these expectations can be integrated into the FSL classroom.
In an inclusive and welcoming environment, participants will be invited to listen, speak, read, and write in French while forming professional connections. Participants will engage in both synchronous and asynchronous tasks to promote reflection and professional dialogue with other course participants.
Participants in the course will:
- Develop an inclusive and safe learning community through pairing and sharing activities
- Examine A2 linguistic competencies as they relate to oral comprehension, oral production, written production, and written comprehension
- Participate in targeted practice of A2 linguistic competencies in the context of the FSL classroom
- Practice using A2 linguistic strategies in their classrooms and giving feedback to FSL students using appropriate classroom language
- Reflect on and discuss instructional strategies for oral comprehension, oral production, written production, and written comprehension and the most effective ways to integrate these strategies into classroom practice using clear directions and appropriate modelling
Participants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy.
Please note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR), but the material is also applicable to other frameworks.
Learning Outcomes
By the end of this 8-week course, participants will be able to:
- Grow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency
- Accurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement
- Develop the language skills necessary to give clear directions, engage students in basic discussion on familiar topics, and give constructive feedback in the French classroom
- Build community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language
- Combat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community
Course Overview
| Lesson | Guiding Questions | Learning Objectives |
| 1 | How will we build an inclusive and safe learning community?
What are the linguistic competencies of A2 as identified in the CEFR? |
Explore activities that promote the sharing of resources and ideas.
Examine A2 language proficiency descriptions to self-assess. Identify areas of development for augmenting their proficiency. |
| 2 | What are the oral comprehension skills of A2 as identified in the CEFR?
In what ways can we augment oral comprehension skills? |
Examine A2 language oral comprehension proficiency descriptions.
Identify barriers to oral comprehension. Explore activities that improve oral comprehension. |
| 3 | What are the oral production skills of A2 as identified in the CEFR?
How will we augment oral interaction skills? |
Examine A2 language oral interaction and production proficiency descriptions.
Explore activities that improve oral interaction. |
| 4 | What are the barriers to successful oral interaction?
In what ways can we address barriers to successful oral interaction and production? |
Identify the barriers to successful oral production and interaction.
Identify the best strategies to build A2 oral production and interaction skills. |
| 5 | What are the written comprehension skills of A2 as identified in the CEFR?
In what ways can we develop written comprehension skills? Which strategies can we use and implement in the classroom? |
Identify the A2 linguistic competencies required for written comprehension.
Examine models of A2 written comprehension tasks. Apply written comprehension strategies to enhance teacher and student proficiency. |
| 6 | What are the written production skills of A2 as identified in the CEFR?
In what ways can we augment written production skills? Which strategies can we use and implement in the classroom? |
Identify the A2 linguistic competencies required for written production.
Examine and assess A2-level written production samples. Identify and apply strategies to enhance teacher and student proficiency in written production. |
| 7 | How can we move forward?
What resources can help improve the linguistic competences of teachers and students? |
Develop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources. |
| 8 | How can we use self-assessment and professional learning practices for proficiency growth?
What professional communities and resources can we access? |
Develop self-assessment and professional learning practices for augmenting linguistic competence.
Develop a toolkit of strategies for enhancing oral and written language proficiency by sharing additional resources. |
Location
Zoom
Instructor
Instructor, Languages and Literatures
Anne Popovich
Anne Popovich has taught French and German in Ontario schools for thirty plus years. She has served as Department Head of Languages in three high schools and was a DELF examiner for levels A2–B2. She has also taught FSL Additional Qualifications courses at Brock University and for the Ontario English Catholic Teachers’ Association. She served on the Board of Directors for the Ontario Modern Language Teachers’ Association and is a past president of the Ontario Association of Teachers of German. She continues to serve as Chair of the Ontario High School German Contest. Having completed her doctorate at the Ontario Institute for Studies in Education, Anne continues to teach both online and in-person language courses at the University of Toronto, the University of Winnipeg, McMaster University, and Wilfrid Laurier University. While the primary focus of her research is FSL teacher education, she has also contributed to studies in Ontario and across Canada that examine the impact of the CEFR on FSL classroom teaching.