Elisa Kirschhoffer, M.Ed.
Director of Professional Learning and Marketing, Instructor, Workshop Facilitator and Instructional Coach
Elisa has taught in secondary and post-secondary classrooms across New Hampshire and Massachusetts, most recently teaching French and Spanish at Souhegan High School in Amherst, NH. She specializes in transitioning traditional, grammar-heavy classrooms into authentic, acquisition-driven environments centered on student proficiency in instruction and assessment. She has also participated in ACTFL Oral Proficiency Interview (OPI) training and regularly collaborates with experts in authentic resource integration.
As an MBTI-certified professional, Elisa applies personality type insights to her classroom teaching and coaching. This certification allows her to help world language teachers identify how their unique instructional styles and their students' learning preferences interact, resulting in a more inclusive and effective classroom.
Beyond facilitating workshops, Elisa teaches graduate-level courses with Idioma on topics such as teaching grammar in context using the PACE model, instructional strategies, and social and emotional learning (SEL). She is a frequent presenter at regional and state conferences, speaking on backward design, integrated performance assessment, routine strategies for the proficiency-based classroom and the three modes of communication. Nationally, she works with world language departments to design culturally driven, proficiency-based curricula aligned with state frameworks and the 2024 ACTFL Proficiency Guidelines.
Elisa’s academic background began at Concordia College and the Concordia Language Villages, followed by studies in France through Montana State University. She holds a B.A. in French from Merrimack College and an M.Ed. in Curriculum and Instruction from Lesley University, where she specialized in teaching through the arts.
Join me in one of my courses!
Course Description
This course is designed to introduce teachers to ACTFL’s Core Practice of teaching grammar as a concept and in context. Participants in this course will start by learning about the research and theories behind implicit and explicit grammar instruction from experts in language acquisition. Participants will also learn more about what it means to choose grammatical concepts in the context of a thematic unit as it pertains to a communicative goal. A special emphasis will be placed on strategies to implement implicit grammar instruction with students through the PACE Model. In this course participants will share ideas for implementing PACE model lessons and also discuss the benefits and challenges of teaching grammar implicitly in classes. Conducted in English.
What Participants Are Saying About This Course
"Excellent pacing and content. I learned so much."
Course Delivery
Instructor-Facilitated
Online asynchronous (no live sessions) coursework
Weekly learning modules to complete at your own pace
Collaborative discussion boards
Instructor feedback
Optional office hours with the instructor for additional support
Students in an instructor-facilitated course must adhere to the session start and end dates listed on the website. Final coursework must be submitted within one week after the course end date. Course extensions beyond one week are subject to a $50 fee.
Course Access Information
Your Idioma Schoology course invitation will be emailed one week prior to the start of an instructor-facilitated 6-week course. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown menu at www.idiomaconsulting.com.
Required Text
There is no required textbook for this course. All materials are digital and will be provided in the online course.
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.
Course Description
Idioma Education & Consulting invites conference participants to register for approved 15 or 45 PD hours for conference attendance and brief reflection, or 1 or 3 graduate credits for attending a world language or professional educators conference and the completion of the post conference course.
This conference or convention and follow-up course will be determined by the conference or convention activities and include examining the role of the High Leverage Teaching Practices (HLTPs) Volume 1 that drive the fundamental aspects of world language instruction. Participants will examine the theory and research that informs each practice as well as dig deeper into the strategies presented in the conference or convention sessions. The course readings, videos, journals and discussions will allow students to relate each core practice to their own curriculum and create work products that they can implement in their classroom.
Course Delivery
3 Graduate-Level Credits or 45 Professional Development Hours
Complete 45 combined contact hours and assignment hours.
Contact hours are the hours spent attending sessions or workshops and participating in conference-related learning activities.
Assignment hours are the hours spent on assignments including discussion boards and the capstone unit project in the course.
Complete all assigned coursework on Schoology for which you will receive an invitation upon registration.
Course participants have up to 3 months from the date of registration to complete the coursework.
1 Graduate-Level Credit or 15 Professional Development Hours
Complete 15 combined contact hours and assignment hours.
Contact hours are the hours spent attending sessions or workshops and participating in conference-related learning activities.
Assignment hours are the hours spent on the reflection assignment in the course.
Complete a reflection assignment on Schoology for which you will receive an invitation upon registration.
Course participants have up to 1 month from the date of registration to complete the reflection assignment.
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.
Course Description
This course will explore a variety of cultural aspects of the French-speaking world through thematic units and global themes. The focus of this course is for in-service French teachers to practice their own speaking skills in both the synchronous virtual setting (1 hour Google Meet sessions weekly during the 6 week course, Tuesdays at 9AM EST for the summer session and Thursdays at 7PM EST for the winter session) and the asynchronous virtual setting via a variety of instructional technology applications. The course uses a variety of authentic texts - literature, video, music - allowing participants to practice their language skills while developing strategies to enhance conversation at a variety of proficiency levels in their own classrooms. Conducted in French.
What Participants Are Saying About This Course
"It was a wonderful opportunity to discover new ideas for increasing conversations in my classroom, but also a wonderful opportunity to share ideas with other teachers during our weekly conversations."
"I have no critiques! I thoroughly enjoyed every minute of this course. It was the perfect balance and I really felt like found a new community of language teachers to collaborate with and support. I was challenged by their spoken proficiency and inspired by the engaging ideas they presented and their hard work."
Course Delivery
Instructor-Facilitated
Online asynchronous coursework with weekly synchronous virtual sessions
Weekly learning modules to complete at your own pace
Collaborative discussion boards
Instructor feedback
Optional office hours with the instructor for additional support
Students in an instructor-facilitated course must adhere to the session start and end dates listed on the website. Final coursework must be submitted within one week after the course end date. Course extensions beyond one week are subject to a $50 fee.
Course Access Information
Your Idioma Schoology course invitation will be emailed one week prior to the start of an instructor-facilitated 6-week course. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown menu at www.idiomaconsulting.com.
Required Text
There is no required textbook for this course. All materials are digital and will be provided in the online course.
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.
Course Description
This course will assist the participant to think outside the box in their instructional strategies for teaching all world languages. It will also assist in analyzing work products in order to determine what strategies may be used in order to assist struggling students with accessing the curriculum standards. This course equips world language educators with research-based strategies to support all learners, including those with diverse learning needs and exceptionalities. Through six in-depth modules, participants will explore differentiation, Bloom’s Taxonomy, Gardner’s Multiple Intelligences, IEPs and 504 plans, and strategies to support both struggling and high-achieving students. The course emphasizes inclusive, culturally responsive, and proficiency-oriented instruction, aligned with ACTFL and Universal Design for Learning (UDL) principles. Conducted in English.
Required Texts
There is no required textbook for this course. All materials are digital and will be provided in the online course.
What Participants Are Saying About This Course
“A very instructional course that provides me with new tools to enhance my teaching strategies.”
Course Delivery
Online weekly learning modules, collaborative discussion boards and instructor feedback. This course is not self-paced.
Students who matriculate into an Instructor-Facilitated course should adhere to the dates listed on the website. Final coursework should be submitted within one week after the course end date. Course extensions beyond one week are subject to a $50 fee.
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.
PLEASE NOTE: This course is not applicable for registration discounts as part of the New Jersey Alternate Route Licensure Program.
Course Description
For communication in L2 to exist, students need something to talk about, and students of this generation are keen to discuss real topics which can lead to improved critical thinking skills. Reading short novels written expressly for students acquiring L2, provides the perfect springboard to engage in heady topics, such as those surrounding social justice. In this course, students will be presented with social justice issues through reading three novels of different levels in French: Sortie No. 8, La Coupe du Monde and Secrets, and how they can be addressed in the context of the French classroom. Within each module, participants will examine the online content, read the books, engage in discussion, prepare and share activities for use in the classroom. The course is a forum to collaborate, share ideas and best practices for involving level-appropriate novels in the world language classroom. Conducted in French and English.
Required Texts
In order to successfully complete the coursework, participants are required to purchase the following texts before the course begins:
What Participants Are Saying About This Course
“I have literally used mostly everything that I have created. The courses include current practices in teaching, which I love.”
Course Delivery
Instructor-Facilitated
Online asynchronous (no live sessions) coursework
Weekly learning modules to complete at your own pace
Collaborative discussion boards
Instructor feedback
Optional office hours with the instructor for additional support
Students in an instructor-facilitated course must adhere to the session start and end dates listed on the website. Final coursework must be submitted within one week after the course end date. Course extensions beyond one week are subject to a $50 fee.
Course Access Information
Your Idioma Schoology course invitation will be emailed one week prior to the start of an instructor-facilitated 6-week course. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown menu at www.idiomaconsulting.com.
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.
Course Description
Discover how music can transform language learning in this dynamic self-paced course designed for French educators. Through the lens of Manie Musicale, a popular music-based activity, you will explore how incorporating music fosters student engagement, builds cultural competency, and supports language acquisition.
This course provides a comprehensive guide to implementing Manie Musicale in your classroom, from exploring diverse Francophone songs to creating scaffolded activities that enhance vocabulary, listening comprehension, and cultural exploration. You will delve into research highlighting the cognitive and emotional benefits of music in education while learning practical strategies for integrating it into your curriculum.
Participants will participate in Manie Musicale and design their own activities, tailored to their students’ proficiency levels and interests, and develop assessment methods to measure linguistic growth and engagement. By the end of the course, you will leave with a sustainable framework for incorporating music into your French classroom, making language learning more interactive, culturally rich, and enjoyable for your students. Conducted in English.
What Participants Are Saying About This Course
Be the first to share your thoughts!
Course Delivery
Self-Paced
Online asynchronous (no live sessions) coursework
Thematic learning modules to complete at your own pace
Collaborative discussion boards
This course is self-paced with open enrollment, meaning students may register and start at any time and have up to 3 months to complete the coursework.
Course Access Information
Your Idioma Schoology course invitation will be emailed within one business day for all self-paced courses. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown on www.idiomaconsulting.com.
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.
Course Description
For communication in L2 to exist, students need something to talk about. Reading short novels crafted especially for the novice learner not only provides characters and a plot, but also the feeling of accomplishment once the novel has been read. In this course, we will discuss the theory of comprehensible input and then go on to use the theory while exploring how to reach novice learners through three novice-level novels in French: Le Maillot, La Nouvelle Fille and Un Voyage Difficile, learning how to incorporate what is already embedded in the novel to further pique students' interest and get the most out of the reading, including culture, geography, food, social issues and even politics. Within each module, participants will examine the online content, read the books, engage in discussion, prepare and share activities for use in the classroom. The course is a forum to collaborate, share ideas and best practices for involving the comprehensible novel in the novice-level classroom. Course conducted in French.
Required Texts
In order to successfully complete the coursework, participants are required to purchase the following text(s) before the course begins:
What Participants Are Saying About This Course
"It was a great course! I learned so much and got a lot from it."
"Je trouve le cours très intéressant. Cela m'a obligé à sortir de ma zone de confort et à réfléchir à différentes façons de soutenir les élèves en classe alors qu'ils tentent d'acquérir une autre langue à l'aide de matériel pertinent. J'ai beaucoup apprécié les commentaires fournis par le moniteur. Elle s'est toujours montrée disponible."
Course Delivery
Instructor-Facilitated
Online asynchronous (no live sessions) coursework
Weekly learning modules to complete at your own pace
Collaborative discussion boards
Instructor feedback
Optional office hours with the instructor for additional support
Students in an instructor-facilitated course must adhere to the session start and end dates listed on the website. Final coursework must be submitted within one week after the course end date. Course extensions beyond one week are subject to a $50 fee.
Course Access Information
Your Idioma Schoology course invitation will be emailed one week prior to the start of an instructor-facilitated 6-week course. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown menu at www.idiomaconsulting.com.
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.
Course Description
Idioma Education & Consulting invites conference participants to register for approved 15 or 45 PD hours for conference attendance and brief reflection, or 1 or 3 graduate credits for attending a world language or professional educators conference and the completion of the post conference course.
This conference or convention and follow-up course will be determined by the conference or convention activities and include examining the role of the High Leverage Teaching Practices (HLTPs) Volume 2 that drive the fundamental aspects of world language instruction. Participants will examine the theory and research that informs each practice as well as dig deeper into the strategies presented in the conference or convention sessions. The course readings, videos, journals and discussions will allow students to relate each core practice to their own curriculum and create work products that they can implement in their classroom.
Course Delivery
3 Graduate-Level Credits or 45 Professional Development Hours
Required Text: Glisan, E. W., & Donato, R. (2021). Enacting the work of language instruction: High-leverage teaching practices (Vol. 2). ACTFL.
Complete 45 combined contact hours and assignment hours.
Contact hours are the hours spent attending sessions or workshops and participating in conference-related learning activities.
Assignment hours are the hours spent on assignments including discussion boards and the capstone unit project in the course.
Complete all assigned coursework on Schoology for which you will receive an invitation upon registration.
Course participants have up to 3 months from the date of registration to complete the coursework.
1 Graduate-Level Credit or 15 Professional Development Hours
Complete 15 combined contact hours and assignment hours.
Contact hours are the hours spent attending sessions or workshops and participating in conference-related learning activities.
Assignment hours are the hours spent on the reflection assignment in the course.
Complete a reflection assignment on Schoology for which you will receive an invitation upon registration.
Course participants have up to 1 month from the date of registration to complete the reflection assignment.
What Participants are Saying About This Course
“I found this course, particularly the required text, to be very informative. I've already recommended it to several colleagues. It was very practical and thought provoking.”
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.
Course Description
This course will explore creating meaning and understanding around what social and emotional learning (SEL) is, why it’s important and how to integrate it into the world language classroom. We will
define and develop and understanding of SEL as it relates to the world language classroom,
explore a variety of social and emotional learning (SEL) best practices,
research what experts are saying and doing today around SEL rationale and implementation, and
discuss and develop actionable new and tested strategies to integrate into the curriculum.
The focus of this course is for in-service world language teachers to identify, rationalize and strategize integrating SEL into everyday practice and the curriculum. We will do this in an asynchronous virtual setting via a variety of instructional technology applications. Conducted in English.
Course Rationale
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), We define social and emotional learning (SEL) as an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
What Participants Are Saying About This Course
“Thank you for your thoughtful feedback on my assignments throughout the course, it was extremely helpful. I am at a point in my teaching career where I felt ready for a course like this, meaning, I was able to apply the assignments that involved lesson-planning directly to my work at my new school, not put them away for some future use without context. The coursework I've completed here has served me in my classroom in live-time and has made my lesson-planning more fluid, targeted and engaging for me and my students. Thanks so much.”
"This course was wonderful: it provided an excellent balance between core knowledge about SEL and practice. Elisa answered questions very quickly and was very supportive all along."
Course Delivery
Instructor-Facilitated
Online asynchronous (no live sessions) coursework
Weekly learning modules to complete at your own pace
Collaborative discussion boards
Instructor feedback
Optional office hours with the instructor for additional support
Students in an instructor-facilitated course must adhere to the session start and end dates listed on the website. Final coursework must be submitted within one week after the course end date. Course extensions beyond one week are subject to a $50 fee.
Course Access Information
Your Idioma Schoology course invitation will be emailed one week prior to the start of an instructor-facilitated 6-week course. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown menu at www.idiomaconsulting.com.
Required Text
There is no required textbook for this course. All materials are digital and will be provided in the online course.
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.
PLEASE NOTE: This course is not applicable for registration discounts as part of the New Jersey Alternate Route Licensure Program.
Course Description
Idioma Education & Consulting invites conference participants to register for approved 15 or 45 PD hours for conference attendance and brief reflection, or 1 or 3 graduate credits for attending a world language or professional educators conference and the completion of the post conference course.
This conference or convention and follow-up course will be determined by the conference or convention activities and include examining the role of Proficiency-Based Instruction that drives the fundamental aspects of world language instruction. Participants will examine the theory and research that informs proficiency-based instructional practices focusing on input and interaction, as well as dig deeper into the strategies presented in the conference or convention sessions. The course readings, videos, journals and discussions will allow students to relate each strategy to their own curriculum and create work products that they can implement in their classroom.
Course Delivery
3 Graduate-Level Credits or 45 Professional Development Hours
Required Text: Ritz, C., & Toro, C. (2022). Proficiency-based instruction: Input & interaction in world language education. ACTFL.
Complete 45 combined contact hours and assignment hours.
Contact hours are the hours spent attending sessions or workshops and participating in conference-related learning activities.
Assignment hours are the hours spent on assignments including discussion boards and the capstone unit project in the course.
Complete all assigned coursework on Schoology for which you will receive an invitation upon registration.
Course participants have up to 3 months from the date of registration to complete the coursework.
1 Graduate-Level Credit or 15 Professional Development Hours
Complete 15 combined contact hours and assignment hours.
Contact hours are the hours spent attending sessions or workshops and participating in conference-related learning activities.
Assignment hours are the hours spent on the reflection assignment in the course.
Complete a reflection assignment on Schoology for which you will receive an invitation upon registration.
Course participants have up to 1 month from the date of registration to complete the reflection assignment.
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.
Course Description
This pre-professional certificate course meets the New Jersey Department of Education (NJDOE) requirements for 50 hours of pre-professional training (including 20 hours of clinical experience). It is open to those who already hold a Certificate of Eligibility (CE) or a Limited Certificate of Eligibility (Limited CE) in a world language and interested in exploring the possibility of becoming a teacher. Participants who successfully complete this course will receive a Certificate of Completion. This course has been designed to incorporate the four topics delineated in N.J.A.C. 6A:9B, i.e., classroom management, teaching diverse learners, New Jersey education law, and lesson planning. In addition, topics include an introduction to the New Jersey Student Learning Standards (NJSLS) and New Jersey Professional Standards for Teachers (NJPST). Conducted in English.
Course Objectives
To meet the 50-hour requirement, students must complete 20 hours of online coursework, 20 hours of clinical experience, including at least 10 hours of planning and delivering instruction via individual or co-teaching model, and 10 hours of observation and reflection. Students will complete the following coursework asynchronous modules:
Module 1: New Jersey Student Learning Standards
Module 2: ACTFL Proficiency Standards
Module 3: Social and Emotional Learning Overview
Module 4: Differentiated Instruction Overview
Module 5: Authentic Resources
Module 6: Instruction and Lesson Planning
Module 7: Classroom Management
Module 8: IEPs/504s and Assistive Technologies
Module 9: New Jersey Education Law
Module 10: Professional Ethics including Use of Technology
20 Clinical Hours with a cooperating teacher
10 Hours of Observation & Reflection
The clinical experience is designed to strengthen content area pedagogy, as candidates are paired with content area peers who share ideas for teaching subject-specific lessons, model content area teaching, and serve as critical friends and informal observers of their professional teaching practice. The pre-professional program leverages this relationship through assignments which require professional collaboration with a school assigned mentor to produce interdisciplinary and/or differentiated lessons, student artifacts generated by the lesson, and demonstrate the practice of reflective teaching to support improvement.
For clinical observation hours teacher candidates will be provided with a video simulation of lessons that they will critique and identify specific strategies. The final component will be the teacher candidates presenting a recorded lesson plan to their instructor and peers.
By the end of the course students will have engaged in conversation with their course colleagues around teaching best practices, education issues, differentiation strategies to support all learners in the world language classroom.
Textbooks
This course explores a variety of resources including videos, podcasts, reputable websites and articles, studies and surveys from scientific journals. Students will not need to purchase any resources, but a suggested resource list will be provided.
Pre-Professional Hours
50 hour pre-professional coursework towards Idioma CE Program for New Jersey Candidates.
Candidates who register for this course are expected to continue with the Idioma CE Program for the remainder of the 400-hour course of study. This is not a stand-alone course.
Course Delivery
Self-Paced
Online asynchronous (no live sessions) coursework
Thematic learning modules to complete at your own pace
Collaborative discussion boards
This course is self-paced with open enrollment, meaning students may register and start at any time and have up to 3 months to complete the coursework.
Tuition: $590
New Jersey Professional Standards
2.i.(6)
3.ii.(6)
5.ii.(3)
6.iii.(5)
7.ii.(5), iii.(3)
10.i.(4)(5)
11.i.(2)(4)(5)(7), ii.(2)(3)(4), iii.(1)(2)(4)
Course Description
Idioma Education & Consulting invites conference participants to register for approved 15 or 45 PD hours for conference attendance and brief reflection, or 1 or 3 graduate credits for attending a world language or professional educators conference and the completion of the post conference course.
This conference or convention and follow-up course will be determined by the conference or convention activities and include examining the role of Proficiency-Based Instruction that drives the fundamental aspects of world language instruction. Participants will examine the theory and research that informs proficiency-based instructional practices focusing on teaching grammar for proficiency, as well as dig deeper into the strategies presented in the conference or convention sessions. The course readings, videos, journals and discussions will allow students to relate each strategy to their own curriculum and create work products that they can implement in their classroom.
Course Delivery
3 Graduate-Level Credits or 45 Professional Development Hours
Required Text: Ritz, C., & Travers, M. (2024). Proficiency-based instruction: Teaching grammar for proficiency. ACTFL.
Complete 45 combined contact hours and assignment hours.
Contact hours are the hours spent attending sessions or workshops and participating in conference-related learning activities.
Assignment hours are the hours spent on assignments including discussion boards and the capstone unit project in the course.
Complete all assigned coursework on Schoology for which you will receive an invitation upon registration.
Course participants have up to 3 months from the date of registration to complete the coursework.
1 Graduate-Level Credit or 15 Professional Development Hours
Complete 15 combined contact hours and assignment hours.
Contact hours are the hours spent attending sessions or workshops and participating in conference-related learning activities.
Assignment hours are the hours spent on the reflection assignment in the course.
Complete a reflection assignment on Schoology for which you will receive an invitation upon registration.
Course participants have up to 1 month from the date of registration to complete the reflection assignment.
About the Instructor
Elisa Kirschhoffer, Instructor. Read more about Elisa here.
Click here to request a syllabus.