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Nova Scotia Language Teachers Association
Language Learning in Diverse Classrooms
Provincial Conference – Friday, October 24, 2025
This year's NSLTA conference has an optional session on Saturday, October 25th.
If you plan to attend both Friday and Saturday sessions, make sure to select Workshop Session D (in addition to Sessions A, B, and C) and pay the two-day fee.
Check with your NSTU Local to see which expenses will be reimbursed under Article 60 if you attend both days.Important Notice: There will be no lunch provided at the venue this year.
Thursday Social - October 23, 2025
Courtyard by Marriott Hotel
Dartmouth Crossing, 35 Shubie Dr, Dartmouth
Join the NSLTA conference committee in The Great Room for snacks and socializing! If you plan to be there, please sign up for the Social when you register for the conference.Conference Hotel Rates
Courtyard by Marriott Hotel
Dartmouth Crossing, 35 Shubie Dr, Dartmouth
Rate: $159/night + tax and fees.
Booking Deadline: September 25, 2025
How To Book
Call the hotel directly at 902-406-3000 and using the group code “NSLTA”
Attendees may also book directly through the online link: Courtyard by MarriottHampton Inn
Dartmouth Crossing, 65 Cromarty Dr, Dartmouth
Rate: $164/night + tax and fees.
Booking Deadline: September 26, 2025
How To Book
Call the hotel directly at 902-406-7700 or toll free at 1-877-406-7701 and using the group code "NSLTA Conference Code CHH910"
Attendees may also book directly through the online link: Hampton Inn using code "CHH910"
RegistrationRegistration Limit: 240No refunds after Friday October 10, 2025Accuracy of conference information cannot be guaranteed. In the event of a discrepancy, precedent should be given to the appropriate Conference Registration page. |
Location |
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FRIDAY |
SATURDAY |
Dartmouth South Academy |
Pier 21 |
111 Prince Arthur Ave | Dartmouth, NS |
1055 Marginal Rd | Halifax, NS |
Agenda└ Dartmouth South Academy, October 24 |
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9:15 a.m. – 9:40 a.m.
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Annual General Meeting (AGM) |
9:45 a.m. – 10:15 a.m.
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Keynote Speaker |
10:15 a.m. – 10:40 a.m.
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Break |
10:45 a.m. – 11:45 a.m.
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A1 • Refugees and Trauma: Understanding Trauma and How Schools Can Support Refugee Children and Youth | English |
| This full-day workshop will provide a basic understanding of trauma and its impact and then expand to discuss the unique traumatic experiences that many refugees experience. It will then elaborate on specific barriers that exist that make even trauma-informed practices additionally challenging. Participants will come away with practical suggestions to create the necessary safe spaces needed for refugee children and youth to thrive in Nova Scotia schools. | |
| Laura Leslie (she/her), School Counsellor, HRCE. Dr. Laura Leslie has been a public school educator for 20 years. She currently practices as a School Counsellor in the HRCE and a part-time instructor at Acadia University in the BEd and MEd programs. Dr. Leslie holds a PhD with a focus on Trauma-Informed Pedagogy. Her additional research interests include social justice education and school crisis response. She lives in Halifax, Nova Scotia with her husband and two children. |
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10:45 a.m. – 11:45 a.m.
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A2 • Unlocking Confidence in FSL Teaching: Practical Tools and Community Connections | English |
| Grade Levels: Lower Elementary, Upper Elementary, Junior High School, Senior High School This interactive workshop introduces CASLT’s FSL Fundamentals project, an innovative initiative supporting pre-service, new, and in-service FSL teachers. The project offers a series of instructor-led online courses focused on building teachers’ French language proficiency and essential pedagogical skills. Developed in response to Canada’s FSL teacher shortage, the courses are designed to equip teachers with essential skills, boost their confidence, and foster a supportive community. The session will explore course structure and key outcomes, then engage in a collaborative activity simulating the FSL Fundamentals learning experience–a hands-on preview of the program’s practical, capacity-building approach to FSL teacher development. |
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Kim Giese (she/her), Projects and Professional Learning Coordinator, Canadian Association for Second Language Teachers. Tony Bucci is a French Language Arts and I.B French SL teacher at Charles P. Allen High. Approaching his third decade in education, Tony holds a Master's Degree in Curriculum Studies from Mount Saint Vincent University and a Graduate Diploma in Educational Technology from Cape Breton University. He serves as a National Council representative for Nova Scotia for CASLT and previously worked as French Second Language Consultant for Halifax Regional Centre for Education. Tony has presented numerous workshops on integrating technology and making language learning engaging. Married with three children, Tony enjoys basketball, golf, traveling, and volunteering with his family. |
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10:45 a.m. – 11:45 a.m.
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A3 • Gàidhlig aig Baile - How Do We Best Use it in the Classroom? | English, Gaelic |
| Gàidhlig aig Baile is a language learning methodology grown and developed here in Nova Scotia. An immersive, experiential language acquisition model, it is intended for use in the home, in community, with students doing everyday tasks communally. A highly effective and community-building methodology, how do we translate this method to the classroom? This workshop explores best practices to do so. | |
| Kenneth MacKenzie (he/him), VP, Beinn Mhàbu. Born and raised in Mabou, Inverness County and immersed in Gaelic culture, music and identity from an early age, Kenneth MacKenzie is a strong believer in the rewards that come from diving deep into all cultures and in connecting to community. A native Gaelic speaker, teacher, and musician, he worked for 10 years as an engineer and is now working as VP of Beinn Mhàbu, the new campus of the Gaelic College focused on post-secondary, culturally based education. Kenneth is part of a group of committed community members who established Taigh Sgoile na Drochaide, the first Gaelic immersion school outside of Scotland in Mabou. Kenneth teaches music and Gaelic language regularly and is currently completing his master's in education in Curriculum and Learning with Memorial University. |
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10:45 a.m. – 11:45 a.m.
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A4 • Can Creative Writing Pedagogy be Meaningfully Integrated into an EAL Learner Context? | English |
| Art is universal. Whether it be painting or sculpture or a spoken-word poem, the human need for story breathes through art in ancient, culture-wide practices. One of these forms is creative writing. As an art form, creative writing has emerged as a highly effective classroom tool to engage diverse learners and promote inclusivity. These approaches are particularly meaningful in today's Nova Scotia, with the influx of learners arriving from conflict areas. Supporting a creative classroom outlet for trauma via the transformative and expressive world of ‘story’ in its many forms not only elevates student voice but enriches community through cross-cultural understanding. | |
| Scott Andrew Christensen (hehim), Cape Breton University BEd Candidate. Scott Andrew Christensen is a poet and educator who has taught EAL/English literature for over two decades in the Near East, Middle East, Southeast Asia, and North America. His MFA in English & Writing during his time abroad supported the publishing of his first book of poetry, the boundaries of return, in 2014. His poetry credits include The Comstock Review, Saranac Review, CV2, PRISM international, The Fiddlehead, Dalhousie Review, and Geist Magazine. He completed the University of Cambridge's inaugural Postgraduate Certificate in Teaching Creative Writing, and he has been an 'Artist on Campus' at Cape Breton University for three years running, promoting inclusion and diversity in poetry. His first play, The Draft, ran at last year's Halifax Fringe, and he is currently a BEd candidate at CBU. |
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10:45 a.m. – 11:45 a.m.
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A5 • Phonics Instruction for High School EAL Students | English |
| The University of Florida Literacy Institute (UFLI)'s Foundations, an explicit and systematic phonics program, may have been designed for lower elementary reading instruction, but it is also a useful tool for delivering reading intervention at the secondary level. UFLI Foundations and its use in HRCE's locally developed English as an Additional Language courses (EAL Literacy 10, EAL Academic Language 10, and EAL 10) will be discussed in this workshop, as well as suggested supplemental resources. Participants are encouraged to bring ideas and/or resources to share! | |
| Allison Stewart (she/her), English as an Additional Language Teacher, Citadel High School, HRCE. Allison Stewart has worked with newcomers in Halifax as well as in the UK in various roles: as an English Language Arts teacher, as a Resource teacher, and as an English as an Additional Language teacher. She holds three Masters of Education: in Literacy Education, in Teaching English to Speakers of Other Languages; and in Leadership in Inclusive Education. She currently works for HRCE as a site-based English as an Additional Language specialist teacher at Citadel High School in Halifax. |
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10:45 a.m. – 11:45 a.m.
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A6 • Learning and Teaching Mi’kmaw | English, Mi'kmaw |
| This workshop will elaborate on current practices used in teaching Mi’kmaw language. Participants should bring a device to scan QR codes | |
| Barrie Bernard (he/him), Mi’kmaq Education Coordinator, Cape Breton-Victoria Regional Centre for Education. Barrie Bernard has been a Mi’kmaw Education Coordinator for seven years. He developed and taught the Mi’kmaw Language 11 NSVS course. Barrie also created Mi’kmaw Language resources to help teach Mi’kmaw through blended methods (online and written) using QR codes. |
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10:45 a.m. – 11:45 a.m.
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A7 • Get Up, Speak Up! Active Games for Core French | English |
| Looking to add more energy and engagement to your language lessons? This interactive workshop will explore creative ways to get students moving while reinforcing language learning–perfect for Core French but adaptable to any language classroom. Learn how to boost participation and retention with movement-based games that connect directly to what you’re teaching. This workshop will share tried-and-true activities that the facilitator uses with his own students, along with tips and variations you can use right away. Let’s turn language class into an active, dynamic experience! | |
| Sam Cusimano (he/him), Core French and French immersion teacher, Graham Creighton Junior High, HRCE. Sam was born and raised in Toronto. He came to Nova Scotia in 2016 to study at Dalhousie. He then completed his B.Ed at St. Fx, and now works at Graham Creighton Junior High in the HRCE. He has a background in Physical Education and is always trying to find ways to include these topics in his language lessons or find ways within the curriculum to get students moving. |
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10:45 a.m. – 11:45 a.m.
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A8 • From Policy to Practice: Systemic Strategies for Decolonizing and Indigenizing Education | English, French |
| This professional learning session offers a systemic approach to indigenizing and decolonizing schools, grounded in methodology, pedagogy, psychology, philosophy, epistemology, ontology, and axiology. Rooted in the Medicine Wheel and guided by the 7 Grandfather Teachings, it embraces a Two-Eyed Seeing framework that integrates Indigenous and Western worldviews. The session provides universal strategies to support all students, while honoring Indigenous ways of learning, knowing, doing, and being. Participants will explore decolonized leadership models and system-wide processes that foster inclusive, culturally responsive school environments, emphasizing relational accountability, holistic support, and ethical leadership grounded in Indigenous values and community connection. | |
| Lisa Bourque (she/her), District Coordinator, Anglophone East School District & Consultant, New Brunswick. This presentation explores a culturally responsive approach to Response to Intervention (RTI) by integrating Two-Eyed Seeing Frameworks by using the medicine wheel. RTI is widely used by the mainstream to provide support to students struggling. However, conventional RTI often emphasizes standardized assessments and tiered interventions that may not align with the holistic, culturally grounded perspectives crucial for Indigenous learners. This model proposes a broader understanding of student needs, encompassing the four aspects of the medicine wheel. Two-Eyed Seeing, as introduced by Mi’kmaq Elder Albert Marshall, encourages using the strengths of both Western and Indigenous knowledge systems, ensuring balanced, equitable support. |
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10:45 a.m. – 11:45 a.m.
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A9 • Integrating Effective Strategies for Teaching English Language Learners (ELLs) in Content-Area Classrooms | English |
| The goal of this workshop is to equip educators with practical strategies and resources to support ELLs within various content areas, enhancing both language acquisition and subject comprehension. | |
| Rae Brown (she/her), EAL, Harbour View Elementary School, HRCE. With 18 years of teaching experience, Rae is a passionate educator for primary to Grade 9, specializing in both French and English as a second language. She is dedicated to creating inclusive, engaging classrooms where students thrive through game-based learning and innovative teaching practices. |
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10:45 a.m. – 11:45 a.m.
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A10 • A Collegial Approach to Success in Language Learning | English |
| This workshop shows how to welcome diverse language students into your classroom within a hybrid additive model that provides comfort to the incoming students by creating an engaging classroom environment of fun, challenge and acceptance of newcomers. Participants will be provided time to share their classroom secrets of success that have put wind in the sails of others so we can proceed in true maritime fashion of sharing what works! If you have a laptop or chrome available, please bring it. If you don’t, no worries. | |
| Betsy Jardine (she/her), Adjunct Professor in Education, Cape Breton University. Betsy Jardine has taught Education 4133: Teaching English as a Second Language in an Additive Bilingual Model. Dr. Jardine believes that making this experience fun and purposeful is a way of accepting the challenge of welcoming students with diverse language and cultural challenges into a classroom in which we are all language learners. When we consider the challenges, it can be overwhelming for both students and teachers, but applying an additive model opens hearts and minds to the inroads of success for all. Betsy taught in the first nations community where she was the language learner who was taught by her students. |
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10:45 a.m. – 11:45 a.m.
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A11 • Etuaptmumk - Language Lenses | English, Mi'kmaw |
| This workshop explores diversity through language lenses. By using inclusive, diverse language celebrations and activities, teachers can help students understand how language shapes our worldview and gain a broader understanding of language as a lens to cultural values and etuaptmumk (two-eyed seeing). Participants are encouraged to bring their own laptop. | |
| Noeline Francis (she/her), Mi'kmaq Language & Culture Coach, CBVRCE. Noeline Francis has been teaching across Unama'ki for 20+ years. She has spent the past two years as the Mi'kmaq Language & Culture Coach for the CBVRCE, working to bring Mi'kmaq teachings to schools, teachers and classrooms across the Centre. |
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10:45 a.m. – 11:45 a.m.
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A12 • Teaching Science Through Oral Tradition | English, Mi'kmaw |
| As a teacher of Netukulimk 12, language is essential to how Heather LeBlanc teaches science from an Indigenous and Western perspective. This involves using carefully chosen English language in addition to traditional Mi'kmaw words to explore the principles of Etupamunk and M'sit No'kmaq. Embracing the language of the Mi'kmaw people and the language of Western science creates a better world for everyone. | |
| Heather LeBlanc (she/her), Teacher, Sydney Academy. Heather has been teaching for 23 years in both the HRCE and CBVRCE. Recently graduated from the MEd in Culturally Responsive Pedagogy at STFX University, Heather is committed to delivering science education to each and every student that she teaches by making it accessible from a cultural perspective. Recently she has been a pilot teacher for the Netukulimk 12 course, which blends language and science by learning through cultural knowledge, oral tradition, and the scientific method. Science is made accessible with a focus on traditional knowledge and language plays a key role in gifting that knowledge. |
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11:45 a.m. – 1:00 p.m.
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Lunch |
1:00 p.m. – 2:00 p.m.
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B1 • Refugees and Trauma: Understanding Trauma and How Schools Can Support Refugee Children and Youth | English |
| This full-day workshop will provide a basic understanding of trauma and its impact and then expand to discuss the unique traumatic experiences that many refugees experience. It will then elaborate on specific barriers that exist that make even trauma-informed practices additionally challenging. Participants will come away with practical suggestions to create the necessary safe spaces needed for refugee children and youth to thrive in Nova Scotia schools. | |
| Laura Leslie (she/her), School Counsellor, HRCE. Dr. Laura Leslie has been a public school educator for 20 years. She currently practices as a School Counsellor in the HRCE and a part-time instructor at Acadia University in the BEd and MEd programs. Dr. Leslie holds a PhD with a focus on Trauma-Informed Pedagogy. Her additional research interests include social justice education and school crisis response. She lives in Halifax, Nova Scotia with her husband and two children. |
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1:00 p.m. – 2:00 p.m.
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B2 • Success for All: Practical Strategies for Inclusive Language Classrooms | English |
| As Canada’s classrooms grow ever more diverse, educators are seeking effective strategies to support all learners in the language classroom. This interactive workshop explores CASLT’s Success for All series, which equips teachers with practical approaches for additional language learners and (soon!) learners with exceptional needs in the language classroom. Participants will examine key takeaways from the handbooks–including over 200 classroom-tested strategies, and preview highlights from the forthcoming resource. Finally, a collaborative, hands-on activity will allow participants to explore the series’ practical approaches for fostering diverse and inclusive language classrooms. | |
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Kim Giese (she/her), Projects and Professional Learning Coordinator, Canadian Association for Second Language Teachers. Tony Bucci is a French Language Arts and I.B French SL teacher at Charles P. Allen High. Approaching his third decade in education, Tony holds a Master's Degree in Curriculum Studies from Mount Saint Vincent University and a Graduate Diploma in Educational Technology from Cape Breton University. He serves as a National Council representative for Nova Scotia for CASLT and previously worked as French Second Language Consultant for Halifax Regional Centre for Education. Tony has presented numerous workshops on integrating technology and making language learning engaging. Married with three children, Tony enjoys basketball, golf, traveling, and volunteering with his family. |
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1:00 p.m. – 2:00 p.m.
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B3 • Mi’kmaq Language | English, Mi'kmaw |
| This workshop explores how passionate we are for the Mi'kmaq language. We want the world to hear! | |
| Ida Denny (she/her), Retired. Ida Johnson Denny dedicated 37 years to the Eskasoni School Board, retiring in 2021. As a respected Elder in the Eskasoni First Nation Community, she spent 25 years teaching elementary and immersion classes, followed by 12 years as the principal of the Eskasoni Immersion School. Ida has always deeply cared about the Mi’kmaq language. She recognized the potential for future learning, firmly believing that mastering one's native language enhances the ability to learn others. This approach has proven to be highly effective. |
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1:00 p.m. – 2:00 p.m.
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B4 • Manie Musicale: Engaging Your Students in Language Learning Through Francophone Music | English |
| Explore how to bring the global energy of Francophone music into your French classroom with Manie Musicale! This engaging, bracket-style song tournament motivates students to listen, speak, and interact authentically in French. Learn how to adapt this popular international activity using the Neurolinguistic Approach to support meaningful communication, cultural exploration, and literacy development. | |
| Sandra Logan (she/her), Core French Coach, 4-9, HRCE. Sandra Logan is the Core French Coach for grades 4-9 at HRCE. With over a decade of experience teaching Core French, she has a deep understanding of the Neurolinguistic approach to language learning and has seen its results in her students. This approach taps into the brain's natural language processing abilities, making learning a new language an engaging and efficient journey. She holds a master's in technology Integration and has a keen interest in gamification and game-based learning. Sandra believes that learning French should be engaging, effective, but most importantly FUN! |
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1:00 p.m. – 2:00 p.m.
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B5 • Beyond Translation: AI for Inclusive and Accessible Multilingual Support | English |
| This hands-on workshop explores how AI tools can help teachers support EAL learners and diverse student needs. Participants will learn how to simplify language, generate scaffolds, and create differentiated resources. Practical examples and live demonstrations will showcase how AI can support planning while enhancing accessibility and engagement in the classroom. Participants are encouraged to bring their own laptop. | |
| Lori Stafford (she/her), EAL Consultant, P-9, HRCE Central Office. Lori Stafford, EAL Consultant (P-9) for HRCE, has over 25 years of experience supporting language learners across multiple grade levels. Committed to inclusive, universally designed instruction, she ensures equitable curriculum access for diverse students. Through her role as EAL Consultant, Lori is currently on the HRCE’s UDL and AI Lead Teams. |
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1:00 p.m. – 2:00 p.m.
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B6 • Improvisation Games for the Language Classroom | English |
| This workshop will introduce participants to the format of Improvisation games and to different themes and styles they can use. It will be participatory. Improvisation is a popular team sport in Quebec and Ontario's francophone schools, but it can be played in any language. Improv games provide fun, creative opportunities to dialogue in different scenarios. Players use their language skills in authentic ways during scenes. Different genres and styles offer the possibility of adaptations. The workshop will be offered in English, and teachers of all languages are welcome. These games are best for students who have some fluency in their new language. | |
| Yolanda Ferrato (she/her), French Intensive, Grade 6, Whitney Pier Memorial, CBVRCE. Yolanda Ferrato is a language teacher with the CBVRCE, currently teaching the grade 6 French Intensive program. Before moving to Cape Breton, she was a theatre artist and arts manager working in the UK and Toronto. In addition, Yolanda teaches traditional fiddle and runs the science club at her school. Due to her varied interests, her teaching practice leans on cross-disciplinary instruction. She holds a BFA in Acting with a minor in Science, an MFA in Theatre Directing, BEd, and is doing a MEd in Teaching French as a Second Language. |
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1:00 p.m. – 2:00 p.m.
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B7 • Get Up, Speak Up! Active Games for Core French | English |
| Looking to add more energy and engagement to your language lessons? This interactive workshop will explore creative ways to get students moving while reinforcing language learning–perfect for Core French but adaptable to any language classroom. Learn how to boost participation and retention with movement-based games that connect directly to what you’re teaching. This workshop will share tried-and-true activities that the facilitator uses with his own students, along with tips and variations you can use right away. Let’s turn language class into an active, dynamic experience! | |
| Sam Cusimano (he/him), Core French and French immersion teacher, Graham Creighton Junior High, HRCE. Sam was born and raised in Toronto. He came to Nova Scotia in 2016 to study at Dalhousie. He then completed his B.Ed at St. Fx, and now works at Graham Creighton Junior High in the HRCE. He has a background in Physical Education and is always trying to find ways to include these topics in his language lessons or find ways within the curriculum to get students moving. |
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1:00 p.m. – 2:00 p.m.
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B8 • Bridging Worlds in Response to Intervention: A Holistic Approach Using the Medicine Wheel | English, French |
| This presentation explores a culturally responsive approach to Response to Intervention (RTI) by integrating Two-Eyed Seeing Frameworks by using the medicine wheel. RTI is widely used by the mainstream to provide support to students who are struggling. However, conventional RTI often emphasizes standardized assessments and tiered interventions that may not align with the holistic, culturally grounded perspectives crucial for Indigenous learners. This model proposes a broader understanding of student needs, encompassing the four aspects of the medicine wheel. Two-Eyed Seeing, as introduced by Mi’kmaq Elder Albert Marshall, encourages using the strengths of both Western and Indigenous knowledge systems, ensuring balanced, equitable support. | |
| Lisa Bourque (she/her), District Coordinator, Anglophone East School District & Consultant, New Brunswick. Lisa Bourque, B.A., B.Ed., M.Ed., is a First Nations Education Liaison with Anglophone East School District, collaborating with the North Shore Mi'kmaq Tribal Council and First Nations Education Initiative Inc. She focuses on Education Support Services and Jordan’s Principle initiatives. Lisa also serves as a private consultant and published author with various universities across Canada. |
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1:00 p.m. – 2:00 p.m.
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B9 • Programming Strategies for Early Literacy English Language Learners | English |
| Designing learning experiences that are inclusive for EAL students with early-level literacy skills is extremely challenging in secondary classrooms. This workshop provides strategies and starting points for teachers to develop language-rich lessons that accelerate the decoding skills and language acquisition of their multilingual learners. Age-appropriate resources, ideas for task-based learning, and language for authentic purposes will be discussed. Teachers will have an opportunity to informally share their successes and challenges with supporting EAL learners in their classroom context; classroom and support teachers know their students and curriculum best and excel at troubling-shooting with creative solutions. | |
| Krissy Brewer (she/her), EAL, St. Agnes Jr. High, HRCE. Krissy Brewer is an English as an Additional Language teacher in HRCE. This is her 21st year of teaching, with 11 years concentrated in EAL. She currently works in junior high and holds M.Ed. degrees in Supporting Learners with Diverse Needs & Exceptionalities, Literacy, TESL, and a diploma in Reading Instruction and Development. Her professional area of interest is early literacy instruction for adolescent newcomers who have limited or interrupted formal education. |
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1:00 p.m. – 2:00 p.m.
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B11 • Values to Consider in Mi'kmaq Education | English |
| The workshop focuses on the core values identified by our elders as the foundational pillars to L'nu education. This foundation guides the Eskasoni School Board in our mission to promote education and consistently reinforce the Mi'kmaq language and culture through consistent lifelong learning for all Mi'kmaq people. | |
| Elizabeth Cremo (she/her), Director of Education, Eskasoni School Board. Elizabeth Cremo is a Mi'kmaq/L’nu educator from Eskasoni, Nova Scotia, who has served as the Director of Education for the Eskasoni School Board since 2010. Elizabeth received her earliest education in a locally controlled First Nations School Board who demonstrated the value of honouring Mi'kmaq/L’nu culture in education, so it was only natural that she return to serve teaching in her home community with her B.Ed and M.Ed as a teacher, principal and education director. Elizabeth believes that the strongest assets we have are our kinship, language and culture as Mi'kmaq/L’nu people. These gifts from our ancestors prepare our students for the future; when they know and believe in themselves, their potential is limitless. |
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1:00 p.m. – 2:00 p.m.
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B12 • PUT YOURSELF IN THE SCENE! How to Integrate Cultural Diversity to Create Meaningful Stories | English, Mi'kmaw |
| When local author Karen Kelloway first reached out to Elder Gloria Johnson to discuss how to integrate more authentic indigenous characters into her novel, she wasn’t expecting the conversation to go in a completely different (and supernatural) direction! As an author, Karen takes both a linear and lyrical approach to her writing. In this workshop Karen and Elder Gloria will take you behind the scenes of their collaboration to demonstrate how you can help your students integrate cultural diversity into their own stories. | |
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Karen Kelloway (she/her), Author & Speaker, Career Story Project Inc. Elder Gloria Johnson is an English and Native Studies teacher at Sydney Academy, Nova Scotia. Elder Gloria is a gifted healer, teacher, medicine woman and the direct descendant of Grand Chief Membertou. She lives in Eskasoni, Cape Breton, Nova Scotia. |
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2:10 p.m. – 3:10 p.m.
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C1 • Refugees and Trauma: Understanding Trauma and How Schools Can Support Refugee Children and Youth | English |
| This full-day workshop will provide a basic understanding of trauma and its impact and then expand to discuss the unique traumatic experiences that many refugees experience. It will then elaborate on specific barriers that exist that make even trauma-informed practices additionally challenging. Participants will come away with practical suggestions to create the necessary safe spaces needed for refugee children and youth to thrive in Nova Scotia schools. | |
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Laura Leslie (she/her), School Counsellor, HRCE. |
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2:10 p.m. – 3:10 p.m.
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C2 • Unlocking Confidence in FSL Teaching: Practical Tools and Community Connections | English |
| This interactive workshop introduces CASLT’s FSL Fundamentals project, an innovative initiative supporting pre-service, new, and in-service FSL teachers. The project offers a series of instructor-led online courses focused on building teachers’ French language proficiency and essential pedagogical skills. Developed in response to Canada’s FSL teacher shortage, the courses are designed to equip teachers with essential skills, boost their confidence, and foster a supportive community. The session will explore course structure and key outcomes, then engage in a collaborative activity simulating the FSL Fundamentals learning experience a hands-on preview of the program’s practical, capacity-building approach to FSL teacher development. | |
|
Kim Giese (she/her), Projects and Professional Learning Coordinator, Canadian Association for Second Language Teachers. Tony Bucci is a French Language Arts and I.B French SL teacher at Charles P. Allen High. Approaching his third decade in education, Tony holds a Master's Degree in Curriculum Studies from Mount Saint Vincent University and a Graduate Diploma in Educational Technology from Cape Breton University. He serves as a National Council representative for Nova Scotia for CASLT and previously worked as French Second Language Consultant for Halifax Regional Centre for Education. Tony has presented numerous workshops on integrating technology and making language learning engaging. Married with three children, Tony enjoys basketball, golf, traveling, and volunteering with his family. |
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2:10 p.m. – 3:10 p.m.
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C3 • Gàidhlig aig Baile - How Do We Best Use it in the Classroom? | English, Gaelic |
| Gàidhlig aig Baile is a language learning methodology grown and developed here in Nova Scotia. An immersive, experiential language acquisition model, it is intended for use in the home, in community, with students doing everyday tasks communally. A highly effective and community-building methodology, how do we translate this method to the classroom? This workshop explores best practices to do so. | |
| Kenneth MacKenzie (he/him), VP, Beinn Mhàbu. Born and raised in Mabou, Inverness County and immersed in Gaelic culture, music and identity from an early age, Kenneth MacKenzie is a strong believer in the rewards that come from diving deep into all cultures and in connecting to community. A native Gaelic speaker, teacher, and musician, he worked for 10 years as an engineer and is now working as VP of Beinn Mhàbu, the new campus of the Gaelic College focused on post-secondary, culturally based education. Kenneth is part of a group of committed community members who established Taigh Sgoile na Drochaide, the first Gaelic immersion school outside of Scotland in Mabou. Kenneth teaches music and Gaelic language regularly and is currently completing his master's in education in Curriculum and Learning with Memorial University. |
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2:10 p.m. – 3:10 p.m.
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C4 • Let’s Get Moving! Being Physically Active in the Language Classroom | English |
| Discover how to energize your language classroom with purposeful movement! This interactive workshop explores practical strategies and activities that integrate physical activity into language lessons. Learn how movement supports student well-being, engagement, and oral language development. Leave with games, resources, and ideas that will get your students speaking and moving in French or whatever language you are teaching! | |
| Sandra Logan (she/her), Core French Coach, 4-9, HRCE. Sandra Logan is the Core French Coach for grades 4-9 at HRCE. With over a decade of experience teaching Core French, she has a deep understanding of the Neurolinguistic approach to language learning and has seen its results in her students. This approach taps into the brain's natural language processing abilities, making learning a new language an engaging and efficient journey. She holds a master's in technology Integration and has a keen interest in gamification and game-based learning. Sandra believes that learning French should be engaging, effective, but most importantly FUN! |
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2:10 p.m. – 3:10 p.m.
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C5 • Beyond Translation: AI for Inclusive and Accessible Multilingual Support | English |
| This hands-on workshop explores how AI tools can help teachers support EAL learners and diverse student needs. Participants will learn how to simplify language, generate scaffolds, and create differentiated resources. Practical examples and live demonstrations will showcase how AI can support planning while enhancing accessibility and engagement in the classroom. Participants are encouraged to bring their own laptop. | |
| Lori Stafford (she/her), EAL Consultant, P-9, HRCE Central Office. Lori Stafford, EAL Consultant (P-9) for HRCE, has over 25 years of experience supporting language learners across multiple grade levels. Committed to inclusive, universally designed instruction, she ensures equitable curriculum access for diverse students. Through her role as EAL Consultant, Lori is currently on the HRCE’s UDL and AI Lead Teams. |
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2:10 p.m. – 3:10 p.m.
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C6 • Mi’kmaw Language | Mi'kmaw |
| This workshop will discuss the importance of the Mi'kmaq language. We need to look at our past and, of course, our future to make sure that we do all that is necessary to revive our Mikmaq language for future generations. | |
| KjiKeptin Andrew Denny (he/him), KjiKeptin, Sant’e Miowiomi – Mi’kmaq Grand Council. Andrew Denny is KjiKeptin of the Mi’kmaq Nation. He deals with all government officials all over the world and, of course, works with our allies here in Canada. |
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2:10 p.m. – 3:10 p.m.
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C7 • The Five Steps of Decolonization | English |
| This session teaches the importance of the five steps of decolonization. It examines how to incorporate the steps, explains their partnership with the Mi’kmaq Eight-Pointed Star, and demonstrates how they apply to daily usage. | |
| Jeffery Allan Ward (he/him), General Manager, Membertou Heritage Park. Jeff Ward has been delivering exceptional client service, cultivating relationships and offering leadership on complex issues for over 25 years. Jeff’s compelling cultural insights and dynamic approach to his work is valued by clients. As a member of Membertou First Nation, Jeff has devoted his energy and enthusiasm to build Indigenous cultural awareness and appreciation among non-Indigenous people across Mi'kma'ki. Jeff’s career has spanned Mi’kmaw cultural tourism, community development, law enforcement and social enterprise. Jeff’s role with ATN includes community engagement, tourism authenticity, anti-racism training, cultural awareness/appreciation, entrepreneurship and economic development. |
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2:10 p.m. – 3:10 p.m.
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C8 • Multiculturalism, Art and the EAL Learner | English |
| This workshop is designed to provide educators with creative ways to integrate Art into the Literacy classroom specifically for EAL learners. Based on the latest research, the Universal Design for Learning Approach and Nova Scotia curriculum, teachers will be provided with a variety of Multicultural lessons that integrate art and literacy. There will be discussion around best practices for EAL educators and how Art is an essential tool to building success for the EAL student. | |
| Lauren Wentzell (she/her), EAL Specialist Circuit, EAL Bay View Family of Schools. Lauren Wentzell, a Nova Scotian, attended a FSL Bachelor of Education degree at the University of Saskatchewan. She began teaching as a French Immersion teacher in 1993 for HRCE and worked for several years before moving to France to attend the University of Nice. She returned to the Halifax/Dartmouth area in 1995. In 2001, she took the opportunity to move to Bermuda where she worked in private and public education from preschool to IB2 level French for ten years. She developed a wealth of experience, an international perspective and completed a master's through Endicott College in Massachusetts USA. In 2010 she returned to Nova Scotia with her family and in recent years completed the Masters in TESOL program at Mount St Vincent and the NSCAD Visual Arts for Teachers certification. She is excited to share her combined knowledge in integrating art and second language acquisition. |
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2:10 p.m. – 3:10 p.m.
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C9 • Programming Strategies for Early Literacy English Language Learners | English |
| Designing learning experiences that are inclusive for EAL students with early-level literacy skills is extremely challenging in secondary classrooms. This workshop provides strategies and starting points for teachers to develop language-rich lessons that accelerate the decoding skills and language acquisition of their multilingual learners. Age-appropriate resources, ideas for task-based learning, and language for authentic purposes will be discussed. Teachers will have an opportunity to informally share their successes and challenges with supporting EAL learners in their classroom context; classroom and support teachers know their students and curriculum best and excel at troubling-shooting with creative solutions. | |
| Krissy Brewer (she/her), EAL, St. Agnes Jr. High, HRCE. Krissy Brewer is an English as an Additional Language teacher in HRCE. This is her 21st year of teaching, with 11 years concentrated in EAL. She currently works in junior high and holds M.Ed. degrees in Supporting Learners with Diverse Needs & Exceptionalities, Literacy, TESL, and a diploma in Reading Instruction and Development. Her professional area of interest is early literacy instruction for adolescent newcomers who have limited or interrupted formal education. |
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2:10 p.m. – 3:10 p.m.
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C11 • Etuaptmumk - Language Lenses | English, Mi'kmaw |
| This workshop explores diversity through language lenses. By using inclusive, diverse language celebrations and activities, teachers can help students understand how language shapes our worldview and gain a broader understanding of language as a lens to cultural values and etuaptmumk (two-eyed seeing). | |
| Noeline Francis (she/her), Mi'kmaq Language & Culture Coach, CBVRCE. Noeline Francis has been teaching across Unama'ki for 20+ years. She has spent the past two years as the Mi'kmaq Language & Culture Coach for the CBVRCE, working to bring Mi'kmaq teachings to schools, teachers and classrooms across the Centre. |
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2:10 p.m. – 3:10 p.m.
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C12 • Somali Language and Culture | English |
| This interactive workshop centers Somali language, culture, and student experiences as an entry point for exploring inclusive teaching practices for multilingual learners in Canadian classrooms. Drawing from her own experience as a former EAL learner and now as an EAL educator, Ijabo shares practical strategies, classroom activities, and adaptable materials designed to support Somali and other newcomer students in both language and content-area instruction (e.g., EAL, Science, Social Studies, and Language Arts). The session highlights challenges frequently faced by Somali newcomer students—including interrupted schooling, cultural dissonance, stigma, and systemic gaps in educational access—and pairs them with asset-based responses such as translanguaging, visual scaffolding, community storytelling, and trauma-informed routines. Participants will leave with ready-to-use strategies and co-designed materials that affirm identity, build literacy, and strengthen engagement for Somali and other culturally and linguistically diverse students. | |
| Ijabo Abdi (she/her), EAL teacher, Citadel High School, HRCE. Ijabo Abdi is an EAL educator and Master of TESOL candidate at Mount Saint Vincent University with a passion for inclusive, asset-based education that uplifts multilingual learners. Ijabo holds a Bachelor of Education and CELTA certification and has worked extensively with students from diverse linguistic and cultural backgrounds. Her instructional practice integrates culturally responsive pedagogy, differentiated assessment, and trauma-informed strategies, particularly within newcomer and settlement contexts. Ijabo’s pedagogical strength lies in her ability to merge curriculum expectations with the lived experiences of immigrant and refugee youth. As a former newcomer and language learner herself, Ijabo is driven by a deep commitment to equitable education. |
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RegistrationRegistration Limit: 240No refunds after Friday October 10, 2025 |
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›› Registration Information
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›› Location
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›› Conference Schedule
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›› Keynote
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›› Agenda – October 24
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›› Agenda – October 25
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