STARTALK - Programs

ACTFL (student)

Launching Into Arabic at the U.S. Naval Academy

This is an intensive four-week program in beginning or intermediate Arabic. Program participants must be current midshipmen at the U.S. Naval Academy or rising high school 11th or 12th graders currently in Naval JROTC programs in the Annapolis area. This is a non-residential program for the high school students.

ACTFL (teacher)

STARTALK: ACTFL/CLASS Chinese Teacher Program at Glastonbury

There are two sessions offered for teachers of Chinese (July 6-17 and July 20-31). These sessions focus on delivering a standards-based Chinese program and include demonstration teaching and portfolio development. Both sessions are full for summer 2009.

ACTFL (student)

STARTALK: ACTFL/CLASS Chinese Student Program at Glastonbury and Choate

This is an intensive four-week program for students from July 6-31. The program at Glastonbury is for students in grades 2-12 and the program at Choate is for students in grades 9-12. Both programs are full for summer 2009.

Aldeen Foundation (teacher)

STARTALK Teaching Arabic Through Communication: Guidelines for Success

This program is composed of an online program that participants complete from home and an onsite program. online program includes 20 real-life workshops recorded and posted online. The workshops were given by Professor Mahdi Alosh, an expert and leading figure in the field of teaching Arabic as a Foreign Language (AFL).online program prepares the participants by giving them the requisite knowledge for the onsite program. The onsite program is a 12-day program,from June 18-July 3, excluding weekends. During the first six days of the program, participants will be introduced to the main theoretical and pedagogical concepts of teaching AFL through a combination of seminars, hands-on workshops, and micro-lesson teaching presentations to get a clear understanding of the basic practices of teaching AFL according to the communicative approach. The second six days of the program are comprised of a practicum. During this phase, participants will work closely with coaching Master Teachers that they will observe, reflect on their practices, and discuss any thoughts with them. Participants will also be assigned limited time to teach real classes and will be given feedback. Participants will be awarded $1,000 and may apply for five units of credit from Loyola Marymount University.

Aldeen Foundation (student)

STARTALK Summer Course in Modern Arabic for High School Students

This course is designed to take absolute beginners and learners at other levels to a higher stage. All learners will be engaged in speaking, listening, reading, and writing skills according to their language level. Small groups, with an instructional ratio of 1:8, will give learners individualized attention. Learners will be able to learn how to use the course textbook and to continue learning individually, following the course syllabus through the rest of the year and attending monthly support meetings with the program director and teachers. During the time students spend in the program, instructors will introduce learners to the sound and writing systems of the Arabic language and provide them with the basic instructional and lexical knowledge needed to produce language. Throughout the instructional time, students will be able to understand some formal and informal speech through clips of genuine communication that reveal several aspects of culture. Learners will engage in structured functional activities during the class period and communicate with classmates and teachers in class and during Middle Eastern breakfast and social time. Participants who fulfill the course requirement will receive a generous stipend of $500 and three units of college credit from California State University, San Bernardino.

Aldeen Foundation (teacher)

Arabic 4 All

• Aldeen Foundation, Pasadena, CA

This workshop is designed to help Arabic language teachers better understand the differences between L2 and HL learners, and learn how to differentiate curriculum and instruction to address the range of skill levels present in HL classes. After the two weeks of online and face to face training, the training will help strengthening participants understanding of the differences between teaching L2 and a heritage language. The Five Cs from the Standards for Foreign Language Learning in the 21st Century is the underlying principle of the curriculum and various approaches and methods in implementing these Standards in the heritage language classroom. Participants will learn how to use differentiated teaching. Attention will be paid to teaching mixed classes: heritage and non-heritage speakers or heritage speakers of various levels of proficiency in the same class. Language-specific sessions will be conducted by experts in Arabic. The Aldeenstartalk Arabic Teacher Training Program has two modalities: 1-Online training (one week May 16th to May 27th) 2-The face to face (one week June 27th - July 1st from 9am - 5pm) training workshops:

Aldeen Foundation (student)

Arabic 4 All

• New Horizon School, Pasadena, CA

Aldeen Foundation will offer three weeks of intensive Arabic language in the 2011 summer program that will accommodate both novice Arabic language learners and heritage learners as well. This intensive three week non-residential course is open for high school students who want to develop literacy and a deeper understanding of historical and contemporary Arabic literature and culture. The program welcomes as well students with no previous knowledge of Arabic. The classroom setting will allow heritage language learners (HLL) and second language (2L) to interact and exchange cultural information during the program. The "Arabic 4 All" project based curriculum will allow students to build academic proficiency in Arabic, using culturally relevant themes such as literature, music, famous figures, historical figures, scientists and poetry as a vehicle for listening, writing, speaking, and reading tasks. Students will have access to individualized instruction and feedback. The course is equivalent of four college units from Cal State University of world language instruction.

Aldeenfoundation (student)

Startalk :All aboard to Arab world

• New Horizon Middle School Campus, Pasadena, CA

The program designed to introduce and enhance oral and writing communicative skills, develop vocabulary , reading comprehension and writing through task-based language teaching. In addition, the program will offer age-appropriate standards-based and cultural activities daily. In this two-week program, participants will take an imaginary friend from the United States on a trip to Middle Eastern countries. They will learn the basic skills to greet and introduce themselves and others; exchange information about themselves, families, homes, schools, and hobbies; ask for, follow, and give basic directions; function in a number of Arabic language contexts such as in restaurants and stores; and talk about the variety of countries in Middle East and select their favorite city to live in. Students will also acquire knowledge about the geography, variety of different Middle Eastern customs, and attractions of selected places and historical sites in Middle East and compare them with historical sites in the U.S. They will compare their life style in U.S. and Middle East, and point out the similarities of the new generation of the two cultures. At the end participants will understand that learning a language leads to a greater understanding of others and gain an insight to that world.

American Council on the Teaching of Foreign Languages (teacher)

ACTFL/CLASS Discover Chinese Teacher Professional Development Program

• Glastonbury Public Schools, Glastonbury, CT

There are two two-week sessions available for current or future teachers of Chinese. Experienced teachers of Chinese are encouraged to apply for the first session: July 6-16 and new teachers for the second session: July 19-30. Teachers who reside outside the Glastonbury, CT area will be provided with housing. All participants will receive at $400 travel stipend. Graduate credits are available and generally count as a foreign language methods course. Participants develop demonstration lessons in the target language and are engaged in learning how to deliver a standards-based instructional program. During the weekend, participants are engaged in an ACTFL professional deveopment workshop, either the Modified Oral Proficiency Interview (MOPI) or the Integrated Performance Assessment (IPA).

American Council on the Teaching of Foreign Languages (student)

ACTFL/CLASS Discover Chinese Student Program

• Glastonbury High School, Glastonbury, CT
• Choate Rosemary Hall, Wallingford, CT

There are two programs available for students who are highly motivated to learn Chinese language and culture. In Glastonbury Public Schools, the program is from grades 7-12 (including rising 7th graders and graduated seniors) and at Choate Rosemary Hall, grades 9-12 (including rising 9th graders and graduated seniors). The course dates are July 6-30 and students are expected to attend the entire session. This is a non-residential program available to students who reside in the Wallingford or Glastonbury areas. There is no housing provided for either program. For students who are already learning Chinese, there is an assessment prior to the program to determine the level of placement. Upon acceptance into the program a $200 tuition fee is required. This program does not meet the needs of students who can already speak and/or write Mandarin.

American Council on the Teaching of Foreign Languages (teacher)

Glastonbury Professional Development for Teachers of Russian

• ACTFL, Alexandria, VA
• Glastonbury Public Schools, Glastonbury, CT

This program provides a two-week session for 20 teachers of Russian to learn to deliver a standards-based instructional program in Russian at the K-16 level. The teachers must develop a demonstration lesson in the target language, set up a communication system using Ning and keep an electronic portfolio of their learning. Three graduate credits in language teaching methodology are available. Housing is provided for those teachers who reside outside the Glastonbury, CT area and a $400 travel stipend is available to all those who successfully complete the program.

American Council on the Teaching of Foreign Languages (student)

Launch into Arabic at the U.S. Naval Academy

• U.S. Naval Academy, Annapolis, MD

This is an intensive four-week program in Arabic language for rising 11th and 12th graders or graduated seniors. The program is non-residential and students must provide their own transportation. Classes are held at the U.S. Naval Academy and will accomodate both beginners and those who participated last summer. Online applications can be found at www.actfl.org/scholarship.

American Council on the Teaching of Foreign Languages (student)

Discover Russian Student Program

• Discover Russian Student Program, Fairfax, VA
• Discover Russian Student Program, Glastonbury, CT

This is an intensive two-week program for students interested in learning the Russian language. The student program in Fairfax, VA, runs from July 5-15 from 9:00-3:00 and is for rising 9th graders; the Glastonbury program runs from July 18-29 from 9:00--3:00 for 7-12th graders with little or no experience with the Russian langauge. Both programs are non-residential, do not provide transportation and are designed for beginning students learning Russian language and culture. Online applications for both programs can be found at www.actfl.org/scholarship.

American Council on the Teaching of Foreign Languages (teacher)

ACTFL/CLASS Discover Chinese Professional Development Program

• ACTFL/CLASS Glastonbury Public Schools, Glastonbury, CT

This is an intensive two-week program for current or prospective teachers of Chinese. The focus is on developing and maintaining a high quality standards-based Chinese program. Graduate credits are optional for a nominal fee. Those who successfully complete the program receive a $400 travel stipend. Applicants may apply online to attend either the July 5-15 or July 18-29 program. Both programs include a weekend workshop. Online applications are at www.actfl.org/scholarship.

American Council on the Teaching of Foreign Languages (teacher)

Discover Russian Teacher Program

• Discover Russian Teacher Program, Fairfax, VA
• Discover Russian Teacher Program, Glastonbury, CT

This program provides professional development for current or prospective teachers of Russian with optional graduate credits for a nominal fee. There are two residential sessions: July 5-15 in Fairfax, VA and July 18-29 in Glastonbury, CT. Both sessions include a weekend workshop and provide a $400 travel stipend for those who successfully complete the program. Online applications for both programs can be found at www.actfl.org/scholarship.

American Council on the Teaching of Foreign Languages (ACTFL) (student)

Launch into Arabic at the U.S. Naval Academy

• U. S. Naval Academy, Annapolis, MD

This is a four-week program in Arabic language offered at the U.S. Naval Academy for midshipmen and a limited number of local high school students. The high school students must be highly motivated to learn Arabic language and about Middle Eastern cultures and must be able to provide their own transportation daily to the Naval Academy. The dates are June 28 to July 23 and students are expected to attend for the entire session. Priority will be given to students currently in the Naval JROTC program and the Homeland Security program in Ann Arundel Public Schools.

American Council on the Teaching of Foreign Languages (ACTFL) (student)

ACTFL/CLASS Discover Chinese Student Program

• ACTFL/CLASS Choate Discover Chinese Student Program, Wallingford, CT
• ACTFL/CLASS Glastonbury Discover Chinese Student Program, Glastonbury, CT

This is an intensive four-week program for students interested in learning the Chinese language. The Choate Rosemary Hall program is designed for both beginning and advanced students in grades 9-12. The Glastonbury program is designed for both beginning and advanced students in grades 7-12. There is also an elementary school program in Glastonbury. [For the elementary program contact Rita Oleksak at oleksakr@glastonburyus.org.] Both programs are non-residential and meet from 9:00-3:00 Monday through Friday from July 5-29. There is a $150 tuition payment due upon acceptance into the program. Online applications can be found at www.actfl.org/scholarship.

American Council on the Teaching of Foreign Languages (ACTFL) (student)

Discover Russian Student Program

• Thomas Jefferson High School for Science and Technology, Alexandria, VA
• Glastonbury High School, Glastonbury, CT

This series provides two separate programs. First, an intensive two-week program for students interested in learning the Russian language in Fairfax, VA, runs from July 2-13 (no classes July 4) from 9:00-3:00 and is for rising 9th graders. The second program is a four-week intensive program in Glastonbury, CT, which runs from July 2-27 from 9:00--3:00 for 7-12th graders with little or no experience with the Russian language. Both programs are non-residential, do not provide transportation and are designed for beginning students learning Russian language and culture. Online applications for both programs can be found at www.actfl.org/scholarship.

American Council on the Teaching of Foreign Languages (ACTFL) (student)

ACTFL/CLASS Discover Chinese Student Program

• Glastonbury High School, Glastonbury, CT
• Choate Rosemary Hall, Wallingford, CT

There are two programs available for students who are highly motivated to learn Chinese language and culture. In Glastonbury Public Schools, the program is from grades 7-12 (including rising 7th graders and graduated seniors) and at Choate Rosemary Hall, grades 9-12 (including rising 9th graders and graduated seniors). The course dates are July 2-27 (no class July 4) and students are expected to attend the entire session. This is a non-residential program available to students who reside in the Wallingford or Glastonbury areas. There is no housing provided for either program. For students who are already learning Chinese, there is an assessment prior to the program to determine the level of placement. Upon acceptance into the program a $150 tuition fee is required. This program does not meet the needs of students who can already speak and/or write Mandarin. Glastonbury Public Schools also offers an elementary Chinese camp for K-6 students, please contact Rita A. Oleksak at 860-652-7954 for more information. Online applications for both programs can be found at www.actfl.org/scholarship.

American Council on the Teaching of Foreign Languages (ACTFL) (teacher)

ACTFL/CLASS Discover Chinese Professional Development Program

• Glastonbury High School, Glastonbury, CT

There are two two-week sessions available for current or future teachers of Chinese. The first session, July 2-13 (no class July 4) focuses on 21st Century Skills and Chinese K-12 Standards. This course is designed to provide information on aspects of creating a Chinese curriculum that is standards-based and incorporates skills necessary for the 21st century. Participants will be expected to be familiar with Grant and McThige’s “backward design” model. Part of the course will be devoted to focusing on assessments as they relate to 21st century skills. The second session, July 16-27, focuses on Standards-Based Instruction in Chinese Language: From Theory to Practice. This course is designed to provide the theory associated with effective classroom instruction to develop students' communicative competency in Chinese. There will be an emphasis on the role of the teacher as an instructional planner in a student-centered classroom that effectively matches curriculum, instruction, and assessment to identified learner outcomes. Teachers who reside outside the Glastonbury, CT, area will be provided with housing. All participants will receive at $400 travel allowance. Graduate credits are available and generally count as a foreign language methods course. Online applications for both programs can be found at www.actfl.org/startalk.

American Council on the Teaching of Foreign Languages (ACTFL) (teacher)

Discover Russian Teacher Program

• Thomas Jefferson High School for Science and Technology, Alexandria, VA
• Glastonbury High School, Glastonbury, CT

This program provides two two-week sessions for current or future teachers of Russian. The first session in Fairfax, VA, July 2-13 (no class July 4) focuses on Integrating Technology into the Teaching and Learning of Russian. This course will focus on teachers working to develop an electronic classroom site and creating activities that are linked to the language learning modules on RUSSNET. Participants will be provided training in creating Russian Language lessons using Smart Tools on SmartBoard. The second session in Glastonbury, CT, July 16-27, focuses on Standards-Based Instruction and Learning in Russian Language. This course is designed to provide teachers with the theory associated with effective classroom instruction to develop students' communicative competency in Russian. There will be an emphasis on the role of the teacher as an instructional planner in a student-centered classroom that effectively matches curriculum, instruction, and assessment to identified learner outcomes. Teachers who reside outside the program area will be provided with housing. All participants will receive at $400 travel stipend. Graduate credits are available and generally count as a foreign language methods course. Online applications for both programs can be found at www.actfl.org/scholarship.

Anchorage School District (student)

STARTALK Summer 2012 Chinese Language and Culture Camp

• Scenic Park Elementary, Anchorage, AK

STARTALK will give up to 60 K-5 Scenic Park students the opportunity to experience and learn Chinese in a fun, stimulating, and exciting environment. Students will be engaged in the target language, learning Chinese culture and language through singing, math, brush painting, innovative technology applications, role-playing, Chinese-style ping pong, Chinese playground games, and performance. The program is a two-week, ten-day Chinese language and culture experience. Instructional time is 6.5 hours each day, or 65 hours total. The camp will be located on site at Scenic Park. It will begin on June 4th, 2012 and end on June 15th, 2012. May 31 and June 1 will be two full-day professional development days for language acquisition techniques, Cooperative Learning, 21st century educational technology and online applications, and behavior management that reinforces target language.

Anchorage School District - Scenic Park Elementary (student)

StarTalk Chinese Language Culture Summer Camp

• Scenic Park Elementary, Anchorage, AK

Scenic Park Elementary StarTalk Chinese Language Culture Summer Camp program is a 2-week non-residential program, starting on June 6 and ending on June 19th. The program is designed to provide 60 Kindergarten through 5th students (ages 5-10) with enjoyable activities as they discover Chinese culture and language. The students will have the opportunity to experience and learn Chinese in a fun, stimulating and exciting environment. There will be 85 instructional hours. During this two-week long period, students will develop basic Mandarin Chinese language listening and speaking skills through singing, play performance, painting, games, and daily culture activities. They will be able to communicate using simple Chinese. They will also be motivated to continue to study Chinese in the future.

Anne Arundel County Public Schools (student)

STARTALK Arabic Summer Institute

The Anne Arundel County Public School system proposes to offer a two-week non-residential immersion Arabic STARTALK Institute for students entering grades 4 through 6 from July 6,2009-July 17, 2009. The institute’s focus will be Arabic language and culture. The content will be a blending of linguistic immersion content as well as cultural experiences. Language activities will be differentiated to best meet the needs of new students. All activities will support the Maryland State Department of Education’s Foreign Language Voluntary State Curriculum. The program will be offered at Meade Middle School at Ft. George Meade.

Anne Arundel County Public Schools (student)

STARTALK Strategic Language Institute 2010

• STARTALK Strategic Language Institute 2010, Ft. Meade, MD

STARTALK Strategic Language Institute in Anne Arundel County Public Schools (AACPS) is targeted to rising 4th-6th grade students who are interested in an opportunity to experience either the Arabic or Chinese languages, cultures and civilizations. The program is open to *all* students who express an interest. The typical student in the program will not have had exposure to Arabic or Chinese in the past. This is a regional program and is open to students from Anne Arundel County, Baltimore City and County, Calvert County, Harford County, Howard County, Montgomery County, and Prince George’s County. Recruitment of students is done in number of ways: (1) program brochure sent to all schools and parents via PTA; (2) media releases through the school system Public Information Office; (3) discussion with school principals and teachers about the benefits of the program; (4) distribution through school newsletters and announcements; (5) presentations to targeted community organizations; and (6) one-on-one recruitment by school and Central Office staff; (7) e-mail and telephone calls. Particular focus is on student diversity, including those who are traditionally under-served, that is, minority and economically-disadvantaged students.

Appalachian State University (student)

2011 Startalk North Carolina Student Summer Russian Program

• Appalachian State University, Boone, NC

The 2011 STARTALK North Carolina Student Summer Institute in Russian will be a two-week, residentia- immersion Russian Language and Culture Program offered July 18 - July 31, 2011, at Appalachian State University (ASU), in Boone, North Carolina (NC). The program will be offered to NC students in grades 9-12 who have been enrolled in online Russian instruction offered solely via distance learning during the school year (there are 95 of these in all). It is important to bring these students from across the state together in one place and create an immersion environment where they can bond socially, learn more Russian, and put their language skills to use. The theme of the Institute is Discover the World of Russian Fairy Tales. In-class and out-of-class activities will center around this theme and connect it with the art and music of Russian culture. Also, this summer institute will offer an intermediate level of Russian for heritage speakers, because this is the largest population of students currently enrolled in the online Russian program in North Carolina. By offering this level in an immersion environment on campus, we can accommodate students who have taken Russian online and further develop their oral and written skills.

Appalachian State University (ASU) (student)

2012 StarTalk for Students, Russian and Marketing (RAM)

• Appalachian State University, Boone, NC

The 2012 StarTalk for Students, Russian and Marketing (RAM) program will be a two-week, residential immersion Russian Language and Cultured Program offered June 19 - July 3, 2012, at Appalachian State University (ASU), in Boone, North Carolina (NC). The program will be offered to NC students in grades 9-12 and undergraduate students from any NC college.In-class and out-of-class activities will center around the theme of the Institute and connect it with the needs and opportunities prevalent today in Russian business and American exports to Russia. The idea being, to instill in students the professional job opportunities that exist for them both in Russia and in American companies wanting to export to Russia. The summer institute will offer novice, intermediate, and advanced level Russian for heritage speakers and non-speakers. Participants will gain a more in-depth understanding of Russian in business settings and be able to analyze some of the cultural constructs that are at work in Russian society. The program's overarching goal is to improve students' proficiency in the Russian language, augment their knowledge of Russian cultural practices and perspectives, and utilize their critical thinking skills to foster cross-cultural communication and marketing ideas for themselves and their future employers.

Arizona State University (student)

From STARTALK to Flagship: ASU Chinese Language Camp Summer 2009

ASU Chinese Language Camp: From STARTALK to Flagship is a 15-day (July 12-26) residential program for Arizona high school students to increase their motivation and proficiency levels in Chinese through a highly individualized and task-based curriculum. The program targets students entering 11th or 12th grade whose proficiency level in Chinese ranges from novice-low to intermediate-high or who have no prior knowledge of Chinese. Throughout the program, students will receive Chinese language instruction in the mornings and participate in cultural activities in the afternoons and evenings. Chinese language classes will focus on communication in real-life situations and will be delivered through group lessons, individualized instruction, and peer mentoring. Cultural activities will focus on enhancing students’ understanding of Chinese culture and society. Students will watch movies on different themes, work on and present research projects on cultural and social issues in China, and participate in hands-on activities to learn traditional Chinese arts and crafts, calligraphy, cooking, and some martial arts. After the summer program, students will commit to taking follow-up Chinese language classes at ASU, their own high school, or CCSA (the Contemporary Chinese School in Arizona) with some online components.

Arizona State University (student)

From STARTALK to Flagship: ASU Chinese Language Camp

• Arizona State University, Tempe, AZ

From STARTALK to Flagship: ASU Chinese Language Camp offers a 15-day intensive residential program for motivated incoming 10-12th grade students from Arizona. This program provides a great opportunity for both heritage and non-heritage learners to explore and expand their knowledge in Chinese language and culture through a highly structured theme- and task-based curriculum. During the program, students will receive instructions in both Chinese language and culture. They will also participate in hands-on activities to learn traditional Chinese arts, crafts, calligraphy, dancing, Martial Arts, etc. In the evening, bilingual resident advisors will be on site providing tutoring, assisting assignments/projects, and conducting fun activities. After the program, students will commit to taking Chinese language classes. Scholarships are available for those who will take Chinese classes at Arizona State University.

Arizona State University (student)

From STARTALK to Flagship: ASU Chinese Language Summer Camp 2011

• Arizona State University, Tempe, AZ

ASU Chinese Language Summer Camp: From STARTALK to Flagship offers a 15-day residential program for motivated Arizona high school students. This program provides students an opportunity to explore and expand their knowledge in Chinese language and culture through a highly structured theme- and task-based curriculum. During the program, students will receive intensive Chinese language instruction and participate in fun, hands-on cultural activities. The program boasts a living-learning setting, where participants will also gain first-hand college life experience. All evening activities are monitored and supervised by resident advisors who reside in the ASU residence hall with students. After the program, students will commit to continuing Chinese language learning. Scholarships are available for those who take Chinese classes at ASU.

Arizona State University (student)

From STARTALK to Flagship, ASU Chinese language summer camp 2012

• Arizona State University, Tempe, AZ

ASU Chinese Language Camp: From STARTALK to Flagship 2012 offers a 15-day intensive residential program for motivated 9th-12th grade students resided in Arizona. This program provides a great opportunity for both heritage and non-heritage learners to explore and expand their knowledge in Chinese language and culture through a highly structured theme- and task-based curriculum. During the program, students will receive instructions in Chinese language and participate in fun, hands-on cultural activities. After the program, students will commit to continue studying Chinese. The program boasts a living-learning setting, where participants will gain first-hand college life experience. All evening activities are monitored and supervised by adult bilingual resident advisors who reside in the residence hall with students.

Arlington Independent School District (teacher)

STARTALK: Empowering Teachers for Change

• AISD Professional Development Center, Arlington, TX

Empowering Teachers for Change contains 60 hours of face-to-face instruction over a period of two weeks--10 instructional days-- preceded by a self assessment and followed by a practicum which will be supported by periodic virtual check-in's. It also will include a weekend service learning project in conjunction with Arlington ISD's Newcomer Center. By the end of the program, participants will have solidified their own professional practice, created and implemented a plan for their own professional growth, and begun to exercise leadership by working with a trusted colleague. TheTeacher Effectiveness for Language Learning (TELL) Framework, closely integrated with STARTALK principles, provides the foundation for this program. Emphasis will be given to creating an effective learning environment, planning both units and individual lessons, executing these plans in the classroom, assessing their effectiveness, choosing appropriate resources, collaborating with students, parents, administration, and the community, and becoming a professional who reflects well on the profession and finds ways to make a contribution to it..

Arlington Public Schools (student)

Arlington Public Schools Summer Exploratory and Enrichment for Arabic and Chinese

The STARTALK Arabic and Chinese summer programs are intended for rising 9-12th grade students who have not previously studied either target language or who have limited proficiency but are interested in further developing their basic skills. The goal of the program is to motivate students to begin or continue the study of these languages. Students will learn practical vocabulary and will be introduced to basic language structures with a focus on communicating about everyday needs and experiences. In addition, students will learn about the practices, perspectives, and products of the culture. Field trips, hands-on activities, music and songs, and technology-based activities will allow for creative and culturally relevant experiences. This is a high-expectations program for students seriously interested in developing language skills and knowledge about the target cultures. Classes meet from 9:00a.m. to 1:00p.m., Monday through Friday, at the Arlington campus of Northern Virginia Community College. Public transportation is provided for this no fee program. The program is available on a space available basis to students from outside Arlington County.

Arlington Virginia Public Schools (student)

STARTALK: Arabic and Chinese Student Program at Exploratory and Enrichment Levels

• Northern Virginia Community College, Arlington, VA

The STARTALK Arabic and Chinese summer programs are intended for rising 7th-12th grade students who have not previously studied either target language or who have limited proficiency but are interested in further developing their basic skills. The goal of the program is to motivate students to begin or continue the study of these languages. Students will learn practical vocabulary and will be introduced to basic language structures with a focus on communicating about everyday needs and experiences. In addition, students will learn about the practices, perspectives, and products of the culture. Field trips, hands-on activities, music and songs, and technology-based activities will allow for creative and culturally relevant experiences. This is a high-expectations program for students seriously interested in developing language skills and knowledge about the target cultures. Classes meet from 9:00a.m. to 1:00p.m., Monday through Friday, at the Arlington campus of Northern Virginia Community College. Public transportation is provided for this no fee program. The program is available on a space available basis to students from outside Arlington County.

Arlington Virginia Public Schools (student)

STARTALK Summer Program in Chinese and Arabic Grades 4-12

• Ashlawn Elementary School, Arlington, VA
• Northern Virginia Community College, Arlington Campus, Arlington, VA

The STARTALK Summer elementary exploratory program is intended for students who have not studied these languages. Arlington students can begin foreign language study in the 7th grade. The goal of this program is to expose students to these languages within the context of thematic units geared to students’ developmental level and interests. The focus of study will be on understanding main aspects of the cultural richness of China and Egypt and on communicating about everyday needs and experiences through hands-on activities and projects. The STARTALK Arabic and Chinese Secondary Program is intended for students who have not studied or have limited knowledge of these languages. The goal of this program is to motivate students to begin or continue the study of Arabic and Chinese. The program can accommodate up to 25 students per language. Focus of study will be on understanding main aspects of target culture and communicating about everyday needs and experiences through field trips, hands-on activities, song, and technology.

Arlington Virginia Public Schools (student)

STARTALK Summer Program in Chinese and Arabic Grades 4-5

• Ashlawn Elementary School, Arlington, VA

The STARTALK Summer elementary exploratory program is intended for students who have no previous experience with Arabic or Chinese. The goal of this program is to expose students to these critical need languages at a young age and to raise awareness and interest among students. The focus of study will be on understanding main aspects of the cultural richness of China and Egypt and on communicating about everyday needs and experiences through hands-on activities and projects geared to students’ developmental levels and interests. The program can accommodate 3 classes (4th and 5th graders combined): 15 students (Arabic) and 30 students (Chinese). Only students currently completing 4th and 5th grade will be admitted.

Arlington Virginia Public Schools (student)

STARTALK Summer Program in Chinese and Arabic Grades 6-12

• Northern Virginia Community College Arlington Campus, Arlington, VA

The STARTALK Arabic and Chinese Program is intended for students who have not studied or have limited knowledge of these languages. The goal of this program is to motivate students to begin or continue the study of Arabic and Chinese. The program can accommodate up to 25 students per language. Focus of study will be on understanding main aspects of target culture and communicating about everyday needs and experiences through field trips, hands-on activities, folklore, and technology.

Associates in Cultural Exchange (A.C.E.) (student)

STARTALK, FINISHfirst: Bridging Language, Growth, and Achievement

Associates in Cultural Exchange, through a grant from STARTALK, is offering two-week Arabic, Persian, and Urdu summer language camps at Northgate Elementary School in Seattle for students ages 10-14. Classes start on July 13 and end July 24 and meet from 9 a.m. to 3 p.m., Monday through Friday. All three camps are being offered free of charge with fresh lunches included. All teachers are native speakers trained in the Natural Approach and Total Physical Response methods. Students are immersed in their new language and culture through storytelling, reading, writing, arts, crafts, plays, field trips, and multicultural events.

Association of Chinese Resources (teacher)

STARTALK Hatching Teacher Program

• Days Inn Parsippany, Parsippany, NJ
• Distance Learning, NY, NY

This teacher program aims at preparing participants for Chinese classrooms in a variety of educational settings, including K–12 schools, weekend Chinese language schools, and summer camps. Participants will learn about the Standards for Foreign Language Learning in the 21st Century and the OPI concepts for teaching and learning and how to use the backward design method for curriculum development. They will also learn various effective teaching strategies in implementing the standards in the classroom. Participants will be able to design and deliver standards-based teaching plans that integrate culture, content, and technology into teaching practices for 80 hour summer Chinese classroom programs. Additionally, they will develop a repertoire of teaching techniques and strategies that are both effective for carrying out differentiated instruction and also aligned with functional goals and performance assessment.

Association of Chinese Schools (student)

STARTALK Hatching Student Program

• Chatham High School, Chatham, NJ
• Montgomery High School, Skillman, NJ
• P.S.105, Brooklyn, NY

The focus of the programs is to provide the students the opportunity to learn basic Chinese language and the culture within a relaxed and welcoming environment. The goal is for students to be able to greet people and handle daily conversation about themselves and their families by the end of the summer. The conversational themes and topics being addressed include age/grade, numbers, dates (years, months, and days), family members, and countries. The cultural topics include calligraphy, festivals, crafts (lantern making, knots, etc.), Chinese games, lion dance and yoyo. The program hopes to inspire the student’s interest to continue learning about the Chinese language and culture. And, the Huntington Library and Gardens program is designated for intermediate level and up students who will be trained to be bilingual docent at the Chinese Garden of the library and be ableto tour the beauful garden at the end of program. The program will be started on July 5 and ended on July 30.

Association of Chinese Schools (teacher)

STARTALK Hatching Teacher and Student Program

• STRTALK Hatching Teacher Program, East Parsippany, NJ

This is an Ten-days training Chinese teacher program that aims at strengthening participants’ teaching practices Plus 10 hours online digtal learn. Participants will learn about the Standards for Foreign Language Learning in the 21st Century and various approaches and methods in implementing these Standards in the classroom. They will learn how to become reflective practitioners who can plan and implement their curriculum, while trying to align curriculum, instruction with assessment. Participants will have the opportunity to teach micro-lessons to high school students and receive feedback from both peer participants and professional development specialists. By the end of the program, participants will be able to design and deliver standards-based lessons. Additionally, they will develop their skills to carry out differentiated instruction and integrate culture, content, and technology into teaching practices. Moreover, they will develop peer-coaching skills and learn how to provide constructive feedback to colleagues.

Association of Chinese Schools (student)

STARTALK Hatching Teacher & Student Program (Student)

• Chatham Middle School, Chatham, NJ
• Scotch Plains Fanwood High School, Scotch Plains, NJ
• Siant Michels Schools, Flushing, NY

The focus of the programs is to provide the students the opportunity to learn basic Chinese language and the culture within a relaxed and welcoming environment. The goal is for students to be able to greet people and handle daily conversation about themselves and their families by the end of the summer. The conversational themes and topics being addressed include age/grade, numbers, dates (years, months, and days), family members, and countries. The cultural topics include calligraphy, festivals, crafts (lantern making, knots, etc.), Chinese games, lion dance and yoyo. The program hopes to inspire the student’s interest to continue learning about the Chinese language and culture. And, the program is for students to develop a language foundation and interest in Chinese culture that will encourage them to continue learning Chinese beyond the STARTALK Hatching summer program.students will also have an opportunity to continue learning Chinese through theWeb-based language learning system. Teacher for the student program will come from the STARTALK teacher training program and have at least two years of teaching experience. They will work with the instructional staff to implement the overall curriculum and plan daily lessons. The program will be started on July 5 and ended on July 30.

Balodyan (student)

Balodyan Hosted Awesome STARTALK Summer Hindi Immersion Camp (BHASSHIC) 2011

• Chinmaya Mission Chicago - Yamunotri, Grayslake, IL

Balodyan Hosted Awesome STARTALK Summer Hindi Immersion Camp (BHASSHIC) aims to introduce 50 kids, ages 8 to 13 to conversational and written Hindi. This is a full day Hindi immersion program with emphasis on hands on activities and culture-rich experience. Participants will be grouped in different classes based on their prior Hindi knowledge. Camp Theme : Friends Rock through Hindi Talk. बातचीत कीजिए, दोस्त बनाईये, हिंदी के जरिये| Participants will 1)learn to introduce themselves and their families and learn about others in Hindi, 2)exchange information about their interests, 3)cook Indian food, 4)play Indian games and 5)participate in cultural celebrations. They will learn Hindi through three modes of communication - interpersonal, interpretive and presentational by participating in activities like Yoga, group dances, songs, skits, movie clips, cultural presentations and celebrations, indoor/ outdoor games, growing sprouts, cooking daily meals in groups. They will be able to apply their learning in real world settings when they visit their Hindi speaking relatives or tourist places in India, encouraging them to keep practicing their Hindi lifelong in the communities they live. This will help them form new friendships and create a special bond through the newly learnt language that will last beyond the camp experience.

Balvihar Hindi School Atlanta (VHPA) (student)

Discover India Through Startalk Hindi Camp 2012

• Berkmar High School, Lilburn, GA

Discover India through STARTALK Hindi Camp 2012 at Berkmer High School is a summer program for 100 middle and high school students, June 1st -10th, concluding with a graduation ceremony. Culture is an integral component of the STARTALK program and language learning is based on cultural content. Students will be able to participate in a variety of cultural activities. The program will follow a thematic curriculum based on 5 C’s. This theme will have carefully designed curriculum with enriched content and with more student centered real life performance based activities for differentiated learning purpose. In sub-theme we will have a lesson(s) with a meaningful activities related to Science, Technology, Engineering and Mathematics (STEM). These innovative activities will be carefully planned to make students aware of India’s contribution to modern world and would interest returning students with new matter. The camp will begin daily at 9am with Yoga and end at 6pm with Hindi Film dance. It will be a total immersion program where the target language and culture will prevail. Ours is an action oriented program through arts & crafts, sports, reading and listening with TPR activities and story-telling. The real-life interactive communication will be taken to a higher level.

Balvihar Hindi School of Atlanta (VHPA) (student)

Atlanta STARTALK Hindi Language and Culture Summer Camp 2011

• Berkmar High School, Lilburn, GA

Atlanta STARTALK Hindi Language and Culture Summer Camp at Barkmer High Scool is a summer program for 100 Middle and high school students. Classes will begin on July 8th, 2011and end on July 17th with a graduation ceremony. Culture is an integral component of the STARTALK program and language learning is based on cultural content. Students will be able to participate in a variety of cultural activities. The program will follow a thematic curriculum based on 5 C’s. The over-arching theme will be “Crossing Culture" with four sub-themes of food, fashions, sports and dance & music, with each unit for two days. Ours is an action oriented program through comprehensive but comprehensible input through arts & crafts, sports, reading and listening with TPR activities and story-telling. The real-life interaction communication will be taken to a higher level. The daily schedule will start at 9 am with Yoga and end at 6 with Bollywood dance. Hindi will be in the air everywhere in the environment. It will be a total immersion program where the target language and culture will prevail. There will be an acquisition rich environment with colorful Hindi realia all around.

Bangor Chinese School (teacher)

STARTALK: The Future Teaches Chinese

The Future Teaches Chinese is a special summer experience sponsored by STARTALK and the Bangor Chinese School for teachers of Chinese, aspiring teachers, and interested others. Developed by language and curriculum experts, our Bangor-based program provides participants a no-cost opportunity to improve skills and learn the most innovative methods of teaching language. With its affiliations, STARTALK offers an excellent environment to grow in language proficiency and teaching know-how while meeting a network of Maine educators and speakers of Chinese who are willing to share what they have learned with participants. This is a two-week program. The first week provides teaching strategies, standards, curricula, technologies, and performance-based principles derived from the standards of CLASS, Hanban, and Maine Learning results. This section also includes the topic of classroom management and methods of assisting students with learning disabilities. Maine teacher certification of Chinese was detailed. The second week offered participants the opportunity to teach Chinese and apply the knowledge learned in the first week. The program will be held at Husson University, Monday to Friday, June 22-July 2, 2009, 9:00 a.m.- 3:00 p.m. A limited number of need-based residential spaces are available. A prize or stipend will be awarded to selected participants.

Bangor Chinese School (student)

STARTALK: The Future Speaks Chinese

The Future Speaks Chinese was an exciting, four-week, immersion-based experience for motivated students in grades 4-12 who want to learn the Chinese language. It was a language-intensive and culturally focused program taught by experienced teachers with three levels: beginner, intermediate, and heritage. Structured learning goals were modeled on ideas drawn from the national CLASS summer session (2007). Students experienced “performed culture” and had hands-on experience with cooking, arts, crafts, calligraphy, abacus instruction, Tai Chi, and music instrumentation as part of a complete immersion experience. The program was held at Husson University, Monday to Friday, June 29-July 24, 2009, 9:00 a.m.-3:00 p.m. A limited number of need-based scholarships were available. Prizes were awarded to students based upon their performance in the program.

Bangor Chinese School (teacher)

STARTALK: The Future Teaches Chinese

• Husson University, Bangor, ME

The Future Teaches Chinese is a special summer experience sponsored by STARTALK and the Bangor Chinese School for teachers of Chinese, aspiring teachers, and interested others. Developed by language and curriculum experts, our Bangor-based program provides participants a no-cost opportunity to improve skills and learn the most innovative methods of teaching language. With its affiliations, STARTALK offers an excellent environment to grow in language proficiency and teaching know-how while meeting a network of Maine and national educators and speakers of Chinese who are willing to share what they have learned with participants. This is a three-week program. The first two weeks provides foreign language teaching methods, strategies, standards, curricula, technologies, classroom management, and performance-based principles derived from the standards of CLASS, Hanban, and Maine Learning results. Maine teacher certification of Chinese was detailed. In the third wweek participants have the opportunity to teach Chinese in real classroom and apply the knowledge learned . 3 credits or 6 CEUs will be available. The program will be held at Husson University, Monday to Friday, June 17-July 7, 2010, 9:00 a.m.- 3:00 p.m. A limited number of need-based residential spaces are available. A prize or stipend ($500) will be awarded to selected participants.

Bangor Chinese School (student)

STARTALK: The Future Speaks Chinese

• Husson University, Bangor, ME

The Future Speaks Chinese was an exciting, four-week, standard-based, student-centered, immersion experience for motivated students national wide in grades 4-12 who want to learn the Chinese language. It was a language-intensive and culturally focused program taught by experienced teachers with three levels: beginner, intermediate, and heritage. Structured learning goals were modeled on ideas drawn from the national CLASS summer session (2007). Students experienced “performed culture” and had hands-on experience with cooking, arts, crafts, calligraphy, abacus instruction, Tai Chi, and music instrumentation as part of a complete immersion experience. The program was held at Husson University, Monday to Saturday, June 28-July 20, 2010, 9:00 a.m.-3:00 p.m. A limited number of need-based scholarships were available; with both residential and no-residential opportunities. Prizes were awarded to students based upon their performance in the program.

Bangor Chinese School (teacher)

STARTALK: The Future Teaches Chinese

• Husson University, Bangor, ME

The Bangor Chinese Teacher Program will continue a summer tradition of service to Chinese teachers in Maine. It will offer a three-week standards-based instructional program for the State's Chinese instructors at the elementary, middle school, and high school levels. It will also meet the needs of aspiring teachers and will offer three university credits for completed work through Husson University. In this connection, the Bangor Chinese School works in close cooperation with the School of Education at Husson and the Maine State Department of Education. The program will continue to feature quality language instruction through daily mini-lessons and teaching experiences with real students. The teacher program will also emphasize differentiated teaching, i.e., how to teach a class of different backgrounds, levels of attainment, ages, and learning styles. Included in the program is a university-level credit course (or optional CEU credits) titled "Educating Exceptional Students." Participants will learn immersion techniques in teaching, the use of Linguafolio in the classroom, how to stay in the target language, and the uses of advanced educational technology. The program will be based at Husson University in Bangor, Maine.

Bangor Chinese School (student)

STARTALK: The Future Speaks Chinese

• Husson University, Bangor, ME

The 2011 Bangor Student Program will continue to provide new and tested teaching strategies and student learning opportunities. All student classes will provide language "immersion" and will include cultural/thematic learning. There will be a strong reliance on advanced educational technology in the classroom. Assessment will be ACTFL standards-based with an emphasis on meeting the needs of students with a diversity of learning styles. One hundred and fifty six (156) hours of instruction will be provided in language, cultural events, and special projects. The program will be divided into four (4) classes which will include three levels of instruction; beginner, intermediate and advanced. It is the hope of the Bangor Chinese School to expand learning outside of the classroom, which will include opportunities for students to communicate with their Chinese counterparts and friends through the internet. All students will be introduced to and use LinguaFolio as a tool of self assessment. The program will include a residential component for students wishing to be in summer residence. Many students have opted to be commuting students. Most educational and learning experiences will be held at Husson University which has hosted our program in past years.

Bangor Chinese School (teacher)

The Future Teaches Chinese

• Husson University, Bangor, ME

This is three-week, standards based summer program for teachers and aspiring teachers in Bangor, Maine. The program will overlap with the BCS student STARTALK program during one of its three weeks. This will facilitate articulation with the student program and enable practicum teaching experience with the STARTALK students, grades 4-12. The program will emphasize quality foreign language instruction through daily mini-lessons, a capstone teaching experience, concrete coaching with practical methods, class e-portfolio management, and the mastering of linguaFolio in stimulating participant self-assessment. Based on strategies and ACTFL standards in teaching foreign language, the program will concern itself with differentiated teaching, and curriculum development using best practices. University credits in "Methods of Teaching Foreign Language" offered will be applicable to teacher certification in the State of Maine. Teacher participants will learn the use of immersion techniques, how to stay in the target language, technology use in the classroom, standards-based, student-centered learning activities and effective assessment techniques. The curriculum will follow Maine standards with an introduction to national and international standards in language learning. Following the three-week program, participants will be given the opportunity to continue their professional development through workshops and professional conferences.

Bangor Chinese School (student)

The Future Speaks Chinese

• Husson University, Bangor, ME

For the summer 2012, the Bangor Chinese School will continue to provide both new and tested teaching strategies and student learning experiences. BCS now offers to provide a year-four of instruction and learning experience in which students will take part in standards-based, student-centered language and culture immersion, thematic organized learning with target language and advanced educational technology. Student assessment will be ACTFL standards-based and an emphasis will continue to be placed on meeting the needs of students with a variety of learning styles. All students will be introduced to and use LinguaFolio as a tool of self assessment. A special educator will be on staff to assist students with identified special needs. A four-week fast-paced program will serve fifty students. These will consist of grade 4-12 students assigned to one of three language levels. As in the past residential facilities will be provided for students who live more than 50 miles from the Bangor-based program.

Belanno (student)

The Next World Ambassadors

The Fox Cities’ premiere private language school, Belanno, will offer a Hindi summer language camp in downtown Appleton from August 3-14. The two-week adventure will take children ages five through ten on a tour of Indian language and culture. Students will be immersed in a fun, learning-by-doing environment where they will explore the sights, sounds, and tastes of India. Belanno’s two native Hindi instructors will teach the language through games, art, dance, music, and other entertaining activities. Students will try out various Indian dance forms (including garba and bhangra), sing Indian folk songs and play the tabla (Indian drums) and sitar, learn yoga and its place in Indian history, and sample culinary delights from Sai Ram, Appleton’s popular Indian restaurant. Whether it’s crafting a model of India out of ice cream, making a timeline of India’s history, or leaning how to play cricket, this summer language camp is geared to not only teach language and culture but also develop teamwork and a sense of global citizenship among children.

Belanno (student)

Star Talk : We are World Ambassadors

• Boys and Girls Brigade, Neenah, WI

Your Children Are The Next World Ambassadors. Imagine if everyone in the world could truly understand each other well enough to communicate with one another; to appreciate each other’s differences as much as the things all of us have in common. Imagining a world like this is exactly what Belanno is all about. Our mission is to provide high-quality language and cultural programs for children. We wish to help children grow within different cultures, to increase mutual respect with diverse cultures, and to encourage children to become citizens of the world. From August 2-13, 2010, 8:30 am-12:00 pm, we welcome children ages kindergarten through grade 5 to explore the language and culture of Kenya and India. Students may pick one language/culture to focus on for two weeks - Hindi or Swahili. With qualified teachers who are native speakers, your children will experience firsthand the language and culture of a completely different country. Classes will be in downtown Neenah at the Boys and Girls' Brigade. All children are welcome regardless of their level of experience with the language. Students will be put into classes according to age and ability.

Beloit College - Center for Language Studies (student)

Summer Intensive Arabic or Chinese Language Study at Beloit

If you are serious about learning a language, come to one of the nation's finest summer intensive language programs, the Center for Language Studies at Beloit College. Our STARTALK scholarships offer domestic undergraduates from diverse backgrounds and talented high school students a great opportunity to study Arabic or Chinese this summer. With classes in the newest building on campus, the Center for the Sciences, our residential program features superb instructors, 26 hours per week of classroom study, and a variety of cultural activities. Past events include international dinners, demonstrations by the Qi Shu Fang Peking Opera Company, and an excursion to the Chicago Arabesque. This summer, our program will also make use of two of Beloit College’s most distinctive strengths--the Logan Museum of Anthropology and the Wright Museum of Art. A museum specialist will facilitate the use of artifacts from the museums in class. During our eight-week program (June 13 – August 7), these competitive scholarships cover the cost of tuition ($6,366), with scholarship recipients responsible for the cost of housing and meals ($1,795). All participants must be 17 years of age or older by the beginning of the program and must live on campus.

Berks County Intermediate Unit (BCIU) (student)

STARTALK: Learning Mandarin Chinese Language through Visual and Performing Arts

• Berks County Intermediate Unit, Reading, PA

During the STARTALK summer program, students will create, perform, and participate in Chinese theatre, film/video, and electronic media; apply processes and skills in acting, directing, designing, and script writing; develop theatrical skills, analyze scripts, character research, reflection, and revision through the rehearsal process; write dialogues and scenes in Mandarin Chinese; apply basic dramatic structure: exposition, complication, conflict, crises, climax, and resolution; and design, produce, or perform scenes or plays, film/video, and electronic media from a variety of Chinese historical periods, styles, and media. The culminating activity will be a parent/community performance and exhibition to display student work. Our STARTALK program will serve 50 high school students (incoming 9th to 12th grade) with a two-week, intensive, non-residential experience for Mandarin Chinese language instruction (80 instructional hours). The program is designed for students with less than three years experience studying Mandarin Chinese language—including students with no previous experience. The program will run from June 18 to June 29, 2012 at the Berks County Intermediate Unit Education Centre.

Board of Regents of the University of Oklahoma (student)

Mandarin Unmasked: STARTALK-OU Chinese Language Summer Camp

• University of Oklahoma-Tulsa/Schusterman Campus, Tulsa, OK

Mandarin Unmasked is a summer day camp and Chinese language/culture experience based on Beijing opera. Local and international Chinese instructors will introduce and enhance new ways of considering Chinese language learning through the vehicle of Beijing opera. Integrated, project-based instruction is designed to support and extend vocabulary, reading comprehension, and writing skills. Activities will include tai qi, kung fu, dance, voice, costume, face, music, and other elements of Chinese opera. Campers are first through eighth graders separated into four instructional groups. Instruction will be differentiated by age and developmental levels. Camp will run 9 a.m. to 3 p.m., Monday, June 18 to Friday, June 29. Camp will be held on the University of Oklahoma Tulsa-Schusterman campus.

Board of Regents of the University of Oklahoma (student)

Mandarin Unmasked: STARTALK-OU Chinese Language Summer Camp

• University of Oklahoma-Norman/Norman North High School, Norman, OK

Mandarin Unmasked is a summer day camp and Chinese language/culture experience based on Beijing opera. Local and international Chinese instructors will introduce and enhance new ways of considering Chinese language learning through the vehicle of Beijing opera. Integrated, project-based instruction is designed to support and extend vocabulary, reading comprehension, and writing skills. Activities will include tai qi, kung fu, dance, voice, costume, face, music, and other elements of Chinese opera. Campers are kindergarten through fifth grade. Instruction will be differentiated by age and developmental levels. Camp will run 9 a.m. to 3 p.m., Monday, July 9 to Friday, July 20. Camp will be held at Norman North High School, Norman, OK.

Board of Regents, Univ of Nebraska, Univ of Nebraska-Lincoln (student)

StarTalk: Chinese Language, Culture and Technology Summer Academy

• University of Nebraska-Lincoln, Lincoln, NE

The Department of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln will be hosting a 14-day STARTALK Summer Chinese Academy for 25 Nebraska high school students. This residential experience will immerse students in the Chinese language and culture and make use of iPads as a language learning tool to optimize language development inside and outside the classroom. The LinguaFolio, a learning tool that contains student-led activities identifying language knowledge, study skills, cultural understanding and proficiency level, and is designed to enhance student self-assessment and analysis of learning will allow students to document their language progress during the Academy and as they progress in their language learning beyond the Academy. The Academy will be held July 12-25, 2012 at the Kauffman Residential Center on the UNL campus. All expenses related to the Academy are covered including housing, meals and supplies. Computers (iPads) will be provided for student use. Each student will be living in a double occupancy suite in which they will have their own bedroom, and will share a bathroom with another student. In addition, each student will receive a small stipend to cover his or her travel expenses.

Boston Public Schools (student)

STARTALK Arabic Summer Academy

• Charlestown High School, Boston, MA

The Arabic Summer Academy is a five week intensive (Monday-Saturday) Arabic course for 60 high school students from Boston Public Schools and other schools in the Boston area. Here are five great reasons why you should apply: 1. Learning Arabic is special! Charlestown High School is the only public school in Massachusetts that offers Arabic. 2. Arabic will help you get into college! College admissions officers are always looking for students who are different and stand out. You'll stand out! 3. You'll get high school credit! It's a great way to get a graduation requirement out of the way. 4. We'll pay you! Every student who graduates from our summer program will earn a $500 college scholarship. That'll buy a lot of books when you get to college! 5. You'll set yourself up for great jobs! Arabic is a "critical need" language, which means that companies and the government will pay over $100,000 for your skills. Start your learning now!

Boston Public Schools (student)

STARTALK Arabic Summer Academy

• Boston, MA

The Arabic Summer Academy is a five week intensive (Monday through Saturday) Arabic course for 60 high school students from Boston Public Schools and other schools in the Boston area, funded under a grant from the National Security Language Initiative's STARTALK Project.

Boston Public Schools (student)

STARTALK Arabic Summer Academy

• Boston, MA

The Arabic Summer Academy is a four week intensive (Monday through Saturday) Arabic course for 60 high school students from Boston Public Schools and other schools in the Boston area, funded under a grant from the National Security Language Initiative's STARTALK Project.

Boston University (teacher)

Academy for Arabic Teachers: STARTALK Arabic K-16 Teacher Professional Development Program at Boston University

The Academy for Arabic Teachers (AAT) is an intensive four-week Arabic K-16 teacher professional development program at Boston University in Boston, Massachusetts. The program addresses all key aspects of foreign language instruction, focusing on Arabic as a Foreign Language. A three-week solid theoretical foundation phase will be followed by a one-week practical training phase at the Arabic Summer Academy, the nationally recognized STARTALK high school Arabic student program at nearby Charlestown High School in Boston, and three top Boston-area academic Arabic language programs (Boston University, Harvard University, and Northeastern University). The program’s main goal is to graduate highly competent Arabic teachers who are equipped with current foreign language acquisition and instruction theory, pedagogical tools, and practical experience. AAT includes a cohort of renowned experts in Arabic and second language acquisition disciplines with rich teacher training experience. The program runs July 2–July 31, 2009, with two weeks of online coursework and two weeks in Boston. Participants will be awarded a $1,000 stipend. There are no tuition or registration fees; materials and textbooks will be provided. The application deadline is June 5, 2009.

Boston University (teacher)

The Academy for Arabic Teachers: STARTALK Arabic Teacher Professional Development Program

• Boston University, Boston, MA

The Academy for Arabic Teachers (AAT) program is an intensive non-resident Arabic teacher professional development program uniquely situated at Boston University (Boston, Massachusetts) to offer high quality Arabic teacher training. The program’s main goal is to graduate highly competent Arabic teachers who can offer effective standards-based instruction at all levels. AAT aims to recruit and train 20 participants novice Arabic teachers who have native, near-native, or advance proficiency in Modern Standard Arabic. Participants can be of any age, gender, and educational background, however, a minimum of a bachelor’s degree is required. AAT is a comprehensive program offering a balance between foreign language learning theory and practice. A five-week foundation phase will be followed by a one-week practical training phase.A four-week off-site component (on-line course) will be followed by a two-week face-to-face component on-site for a total of 120 contact hours. Upon successful completion of the program, the graduates will be offered Professional Development Points by Boston University.

Boston University (teacher)

STARTALK Turkish Teacher Training Program

• Boston University, Boston, MA

The Turkish Teacher Training Program is an intensive non-resident online, onsite Turkish teacher professional development program situated at Boston University, which aims to offer high quality Turkish teacher training. This program's main goal is to offer training and professional development to the experienced and novice teachers of Turkish K-16 in effective standards based instruction. A two week offsite component (online course) will be followed by a three day, 27 contact hour, face to face component on August 13-15. The program's curriculum is based on National Standards established by ACTFL and AATT. The participants should be fluent in Turkish, have a Bachelor of Arts in hand and be involved in foreign language education. The selected participants will receive a generous stipend upon completing the program. Please contact Anna Bazdres, the program contact person for the application materials.

Boston University (teacher)

The Academy for Arabic Teachers: STARTALK Arabic Teacher Professional Development Program

• Boston University, Boston, MA

The Academy for Arabic Teachers (AAT) is an intensive, non-resident Arabic teacher professional development program uniquely situated at Boston University (Boston, Massachusetts) to offer high quality Arabic teacher training. The program’s main goal is to graduate highly competent Arabic teachers who can offer effective standards-based instruction at all levels. AAT aims to recruit and train 30 participants in two tracks: Track 1 for new participants and Track 2 for returnees, who have native, near-native, or advance proficiency in Modern Standard Arabic. AAT is a comprehensive program offering a balance between foreign language learning theory and practice. A foundation phase will be followed by a practical training phase. An off-site component (on-line course) will be followed by a two-week face-to-face component on-site for a total of 120 contact hours (for the novice participants). Upon successful completion of the program, the graduates will receive Professional Development Points by Boston University. The program’s curriculum is based on the National Standards for Arabic K-16 established by ACTFL and addresses all key aspects of foreign language instruction, focusing particularly on Arabic as a Foreign Language instruction. AAT includes a cohort of renowned Arabic experts and teacher trainers.

Boston University (teacher)

STARTALK Turkish Teacher Training Workshop

• Boston University, Boston, MA

The Turkish Teacher Training Program is an intensive non-resident online, onsite Turkish teacher professional development program situated at Boston University, which aims to offer high quality Turkish teacher training. This program's main goal is to offer training and professional development to the experienced and novice teachers of Turkish in effective standards based instruction. A four week offsite component (online course) will be followed by a four day, 27 contact hour, face to face component June 23-26. The program's curriculum is based on National Standards established by ACTFL and AATT. The participants should be fluent in Turkish, have a Bachelor of Arts in hand and be involved in foreign language education. The selected participants will receive a generous stipend upon completing the program. Please contact Roberta Micallef for the application materials.

Boston University (teacher)

The Academy for Arabic Teachers: STARTALK Arabic Teacher Professional Development Program

• Boston University, Boston, MA

The Academy for Arabic Teachers (AAT) program is an intensive Arabic teacher professional development program that aims to graduate competent Arabic teachers with expertise in standards-based curriculum and assessment. In Summer 2012, AAT aims to recruit and train 15 experienced teachers ( 3-7 years of teaching experience). An on-line preparatory course (May 15-June 7) will be followed by a face-to-face hands-on workshop at the Boston University campus (June 8-10) for a total of 100 contact hours. Upon successful completion of the program, the graduates will be offered 10 Professional Development Points by the School of Education at Boston University (pending approval). Additionally the program will include be a practicum experience and a follow-up seminar.

Boston University (teacher)

STARTALK Portuguese Teacher Training

• Boston, MA

The STARTALK Portuguese Teacher Training (PTT) program offers an opportunity for those embarking on a Portuguese teaching career, and those already teaching Portuguese as a second, foreign or heritage language to improve their pedagogical skills. All instructors will be trained in standards-based instruction at all levels (K-16). PTT aims to recruit and train 18 participants who have native, near-native, or advanced proficiency in European and Brazilian Portuguese. Participants can be of any age, gender, and educational background, however, a minimum of a bachelor’s degree is required. The program will offer online instruction in language learning theory and teaching pedagogy, and the on-site portion of the program will provide extensive practical application of this information. The online component will take 3 weeks, followed by the 5 day long on-site portion at Boston University, with a follow-up video conference in the Fall. The program includes a practicum which allows participants to apply what they have learned during the course. The program will also introduce participants to the ethics and mechanics of community-based language learning and draw on the rich heritage of New England’s Portuguese-speaking immigrant communities. There is no charge for attending this workshop.

Bridge Academy (student)

STARTALK: Bridge Arabic Summer Institute

• Bridge Academy, Hamtramck, MI

The summer institute will offer classes for novice and intermediate learners to introduce them to the Arabic language and culture and to enable them to communicate at their level of proficiency with native speakers of Arabic. Students can enhance their knowledge of language and culture, to function in an authentic Arabic-speaking context either overseas or in the United States.The institute will classify students based on their proficiency levels determined by a placement test. Students will rotate between 5 sessions: Listening / Speaking, Reading / Writing, Culture, Technology and GYM / Lunch. The students will be able to observe, experience and live the language and the cultural aspects in the largest Arab community in the United States through an educational field trip to Dearborn. The program will be for a total of 16 days or 80 instructional hours. This research-based program incorporates both best practices and the five goal areas of the ACTFL national standards: Communication, Culture, Connections, Comparisons, and Community. Through differentiated and student-centered instruction, students will experience Arabic language and culture through practicing all the language skills:listening and speaking, reading and writing, integrating language learning with technology and culture.

Bridge Academy (student)

STARTALK: Bridge Arabic Summer Institute

• STARTALK: Bridge Arabic Summer Institute, Hamtramck, MI

This second Bridge Arabic Summer Institute provides a venue for students in grades 6-12 to begin and/or expand Arabic language and cultural proficiency. Potential students represent a range of Novice proficiency levels. To accommodate these students, we offer 4 sections of a total of 60 students. Students will experience Arabic Language and culture through practicing and living the Language skills, culture and integration with technology. Meanwhile, students will take one hour of lunch and Gym. These sessions will be Monday through Thursday. The students will take a field trip to Experience the Arabic language and culture in Dearborn, where there are: Arabic signs, Stores, markets, restaurants, gas stations, museums and the Arabic community daily life. Experience demonstrates that every year there is increased demand for Arabic instruction from parents and students. This summer institute will accommodate around 60 Students who will be classified according to their proficiency level of Arabic language and culture through a special placement test that is already in place at Bridge which was prepared by experts in the field of foreign language acquisition according to ACTFL proficiency guidelines

Brigham Young University (student)

BYU STARTALK Arabic Camp

Learning through doing, students acquire facility in using Arabic in a sociolinguistically authentic manner to accomplish real-world tasks. They will live in an "Arabic house" (student apartments) where they will be immersed in Arab culture through music, films, games, cooking lessons, and more. The entire experience is designed to whet their appetites to press on to advanced levels of proficiency. They will have the opportunity to build on this camp experience by enrolling in our innovative and award-winning distance-learning program, Arabic Without Walls. We offer high school and university credit options.

Brigham Young University (teacher)

Arabic Teacher Workhop

Come join us for an engaging three and a half week apprenticeship that will give you hands-on experience in running a lively Arabic program. In addition to experiencing our intensive high school and university-level programs, you will acquire familiarity with BYU's Middle East Studies, Arabic major, and Arabic minor, which result in scores of students reaching ACTFL-certified advanced-level proficiency every year. Apprentices will gain firsthand experience with our innovative and sociolinguistically authentic approach to learning spoken and written Arabic. Participants can earn three credit hours for BYU's Arabic teaching methods course.

Brigham Young University (student)

BYU STARTALK Arabic Camp

• Brigham Young University, Provo, UT

Learning through doing, students acquire facility in using Arabic in a sociolinguistically authentic manner to accomplish real-world tasks. They will live in an "Arabic house" (student apartments) where they will be immersed in Arab culture through music, films, games, cooking lessons.... Skilled teachers are experienced in adjusting instruction to individual needs. Tutors are available day and night to provide models and to help students of varying abilities and challenges succeed. If a student is serious about learning, we pull out all the stops to help her/him succeed. Students demonstrate their progress in daily role plays and day-to-day living, which helps to build confidence. In addition to culminating performances in a graduation ceremony at the end of the program, they also complete standardized tests that document their progress. The entire experience is designed to whet students' appetite to press on to advanced levels of proficiency. They will have the opportunity to build on this camp experience by enrolling in our innovative and award-winning distance-learning program, Arabic Without Walls. We offer the option of high school or university credit.

Brigham Young University (teacher)

BYU Chinese Teacher Training Program

• Brigham Young University, Provo, UT

The BYU Teacher Training Program will offer two tracks this year: a methods course and a curriculum development workshop. The methods course is designed to train current and future teachers of Chinese at any level. The program focuses on a performance-based approach to teaching Chinese and will discuss general foreign language pedagogy issues and a focused look at issues related to teaching Chinese as a foreign language as well as practice in curriculum design, effective quiz writing, classroom activity development, as well as evaluating and adapting existing teaching materials. Teachers will have the opportunity to observe live classrooms and practice new teaching methods. The curriculum development workshop is designed to help Chinese language teachers create student-centered, proficiency-based, well sequenced and scaffolded lesson plans and materials for each of eight units of the USOE Chinese I and II curriculum. This will be a collaborative effort and all participants will come away with a set of all materials developed. A videographer and illustrator will be on site to help with materials preparation. This course is most appropriate for those already teaching or planning to teach Chinese in junior high or high school and have already had a methods course.

Brigham Young University (teacher)

Arabic Teacher Apprenticeship Progam

• Brigham Young University, Provo, UT

The National Middle East Language Resource Center (NMELRC) at Brigham Young University (BYU) welcomes this opportunity to extend its teacher training activities to five more K-16 teachers of Arabic and teachers in training. Participants take advantage of two modules, an on-line tutorial focussing on theory and background on teaching Arabic as a foreign language and an on-campus residential practicum, where trainees work closely with master teachers observing and teaching live classes. Those completing both modules receive three credit hours of Arabic 377 (“Arabic Teaching Methodology.”). A graduate course number and revised expectations can be arranged for those needing it. The strength of this program lies in the balance of pedagogical theory, observation and practice teaching, close mentoring, and reflection. Apprentices interact closely with the students and master teachers from breakfast to dark, allowing them to see that language learning is far more than just a classroom matter. The website below will give you an idea of the student program that apprentices observe, assist as mentors, and in which they do some teaching. If you want to know more about the program please write or call.

Brigham Young University (teacher)

2011 BYU Arabic Teacher Apprenticeship Program

• Provo, UT

The National Middle East Language Resource Center (NMELRC) at Brigham Young University (BYU) welcomes this opportunity to extend its teacher training activities to five more K-16 teachers of Arabic and teachers in training. Participants take advantage of two modules, an on-line tutorial focussing on theory and background on teaching Arabic as a foreign language and an on-campus residential practicum, where trainees work closely with master teachers, observing and teaching live classes. Those completing both modules may receive three credit hours of undergraduate for ARAB 377 (“Arabic Teaching Methodology.”). A graduate course number and revised expectations can be arranged for those needing it. The strength of this program lies in the balance of pedagogical theory, observation and practice teaching, close mentoring, and reflection. Apprentices interact closely with the students and master teachers from breakfast to dark, allowing them to see that language learning is far more than just a classroom matter. The website below will give you an idea of the student program that apprentices observe, assist as mentors, and in which they do some teaching. If you want to know more about the program please write or call.

Brigham Young University (student)

BYU 2011 STARTALK Arabic Camp

• Provo, UT

Session 1, June 20 - July 13; Session 2, July 18 - August 10. We also offer a day-camp option. See website for details. Learning through doing, students acquire facility in using Arabic in a sociolinguistically authentic manner to accomplish real-world tasks. They live in an "Arabic house" (student apartments) where they will be immersed in Arab culture through music, films, games, cooking lessons.... Skilled teachers are experienced in adjusting instruction to individual needs. Tutors are available day and night to provide models and to help students of varying abilities and challenges succeed. If a student is serious about learning, we pull out all the stops to help her/him succeed. Students demonstrate their progress in daily role plays and day-to-day living, which helps to build confidence. In addition to culminating performances in a graduation ceremony at the end of the program, they also complete standardized tests that document their progress. The entire experience is designed to whet students' appetite to press on to advanced levels of proficiency. They will have the opportunity to build on this camp experience by enrolling in our innovative and award-winning distance-learning program, Arabic Without Walls. We offer the option of high school or university credit.

Brigham Young University (teacher)

BYU Chinese Teacher Training Program

• Brigham Young University, Provo, UT

The BYU Startalk Teacher Training Program consists of two courses: The first is a three credit course designed to train current and potential teachers at any level interested in teaching Chinese as a foreign language. The program teaches a performance-based approach to teaching and learning Chinese and consists of a two week guided on-line tutorial followed by a two-week on-campus intensive practicum. During the on-line tutorial, participants are guided through a series of readings with discussion questions, reaction essays, and on-line forums to share impressions and experiences with the teachers and other participants. The on-campus practicum combines in-class discussion and presentations, observing live Chinese classes, both at the high school and collegiete levels, and a mentored teaching experience. The course offers a balance between readings and class discussions on the theory and practice of teaching Chinese as a foreign language, with the opportunity to observe live classes and teach using the principles learned. The second course is a one credit in-service course for those who have already completed the methodology course described above. This course will gather experienced teachers and allow them to work together sharing best practices and teaching materials. They will also collaborate on creating new lesson plans.

Brigham Young University (student)

BYU STARTALK Student Program

• Provo, UT

Brigham Young University’s STARTALK Chinese 2011 will offer an intensive three-and-a-half-week Chinese language learning experience for mature, highly motivated high school students. This is a residential camp where participants are able to live in an “immersion” environment where they are learning and using Chinese all day long in their classrooms and activities. The program is open to 14–18 year old students who are in the 9th grade or higher. Through classroom instruction and a variety of activities students build proficiency in listening, speaking, reading, and writing Mandarin Chinese. Instruction will be offered in 4 levels of Chinese: •Level 1 – Little to no previous experience in studying Chinese •Level 2 – Already completed one year of high school Chinese or equivalent •Level 3 – Already completed two years of high school Chinese or equivalent •Level 4 – Already completed three years of high school Chinese or equivalent Application Deadline: April 8, 2011. Students may complete the entire application process online at: http://ce.byu.edu/cw/startalkChinese/

Brigham Young University (teacher)

BYU Chinese Teacher Training Program

• Brigham Young University, Provo, UT

The BYU Startalk Teacher Training Program consists of two courses: The first is a three credit course designed to train current and potential teachers at any level interested in teaching Chinese as a foreign language. The program teaches a performance-based approach to teaching and learning Chinese and consists of a two week guided on-line tutorial followed by a two-week on-campus intensive practicum. During the on-line tutorial, participants are guided through a series of readings with discussion questions, reaction essays, and on-line forums to share impressions and experiences with the teachers and other participants. The on-campus practicum combines in-class discussion and presentations, observing live Chinese classes, both at the high school and collegiete levels, and a mentored teaching experience. The course offers a balance between readings and class discussions on the theory and practice of teaching Chinese as a foreign language, with the opportunity to observe live classes and teach using the principles learned. The second course is a one credit in-service course for those who have already completed the methodology course described above. This course will gather experienced teachers and allow them to work together sharing best practices and teaching materials. They will also collaborate on creating new lesson plans.

Brigham Young University (student)

BYU Student STARTALK

• Brigham Young University, Provo, UT

Brigham Young University’s STARTALK Chinese 2012 will offer an intensive three week Chinese language learning experience for mature, highly motivated high school students. This is a residential camp where participants are able to live in an “immersion” environment where they are learning and using Chinese all day long in their classrooms and activities. The program is open to 14–18 year old students who are in the 9th grade or higher. Through classroom instruction and a variety of activities students build proficiency in listening, speaking, reading, and writing Mandarin Chinese. Instruction will be offered in 4 levels of Chinese: •Level 1 – Little to no previous experience in studying Chinese •Level 2 – Already completed one year of high school Chinese or equivalent •Level 3 – Already completed two years of high school Chinese or equivalent •Level 4 – Already completed three years of high school Chinese or equivalent Application Deadline: April 7, 2012. Students may complete the entire application process online at: http://ce.byu.edu/cw/startalkChinese/

Brigham Young University (student)

Brigham Young University STARTALK Arabic Camp

• Brigham Young University, Provo, UT

July 9 - 28 with three levels: 1) high school credit for those with no previous exposure to Arabic; 2) university credit (101) for those who know at least the Arabic script; 3) Arabic 102 for those who have completed equivalent of 101. Learning through doing, students acquire facility in using Arabic in a sociolinguistically authentic manner to accomplish real-world tasks. They live in an "Arabic house" where they are immersed in Arab culture. Skilled teachers and tutors are available day and night to provide models and to help students of varying abilities and challenges succeed. If a student is serious about learning, we pull out all the stops to help her/him succeed. Students demonstrate their progress in daily role plays and day-to-day living, which helps to build confidence. In addition to culminating performances in a graduation ceremony at the end of the program, students also complete standardized tests that document progress. The entire experience is designed to whet students' appetite to press on to advanced levels of proficiency. Participants can build on their camp experience by enrolling in our innovative and award-winning distance-learning program, Arabic Without Walls for high school or university credit.

Brigham Young University (teacher)

Brigham Young University STARTALK Arabic Teacher Workshop

• Brigham Young University, Provo, UT

The National Middle East Language Resource Center (NMELRC) announces a STARTALK Arabic teacher training workshop to be held July 23-28, 2012, inclusive, at Brigham Young University in Provo, Utah. The workshop will be led by Professor Mahmoud Al-Batal and will address a variety of areas related to teaching and learning, including: Course Syllabus design and defining learning outcomes for instruction Teaching reading comprehension and strategies Teaching listening comprehension and strategies Teaching vocabulary Teaching grammar Corrective feedback Utilizing group work in class Testing The workshop will be conducted entirely in Arabic and will allow participants the opportunity to do micro teaching in real classrooms within regular BYU Arabic and with StarTalk classes. Application deadline is April 20.

Brigham Young University Chinese Flagship Center (teacher)

Brigham Young University Chinese Teacher Training Workshop 2009

none provided

Brigham Young University Chinese Flagship Center (student)

Chinese Language Summer Camp

BYU Chinese StarTalk 2010 BYU offers an intensive three-and-a-half week residential Chinese language learning experience for mature, highly motivated high school students. Through formal classroom instruction, fun hands-on activities, and creative cultural experiences, students build proficiency in listening, speaking, reading, and writing Mandarin Chinese. Instruction is offered for beginning, second, third, and fourth-year students. BYU Chinese STARTALK’s student-centered curriculum emphasizes active learning. Extracurricular events include martial arts, music, Chinese cooking, crafts, calligraphy, Chinese movies, dragon dancing, and field trips. Parents are invited to attend the culminating banquet which showcases student achievements. Last year’s participants gave BYU Chinese STARTALK high marks for learning, fun, and friendship. Classes are taught by experienced faculty. Tutorial and review sessions are offered daily. Bilingual Mandarin/English speaking resident facilitators supervise evening and weekend activities. Most meals are provided by BYU food services. Students agree to abide by the BYU Honor Code while attending BYU. Dates: June 21-July 16, 2010 Tuition: $880 or more contingent upon funding Textbook fee: $75.00 Financial Aid: Need-based scholarships are available. Applications: Available at http://chineseflagship.byu.edu/startalkapplication/byu_startalk_application_2009.doc Application deadline: March 31, 2010 Notification of admission: April 15, 2010

Bryant University (teacher)

Bryant STARTALK Chinese Language and Culture Teacher Program

This three-week program offers two tracks: The Language Track is for current and prospective Chinese language teachers from public, private, and heritage schools. During the first week, participants will receive intensive training on language teaching methodology, strategies, standards, contents, and technology. During the second and third weeks, participants will be asked to teach practice classes with middle and high school students in the morning, for a stipend of approximately $500, and participate in cultural workshops and activities in the afternoon. The Culture Track is for teachers of social studies, history, arts, literature, science, and other subject areas who are interested in incorporating Chinese content into their curriculum. This track will focus on providing participants with knowledge and classroom activities about Chinese culture and history. At the same time, participants will spend about 30 hours learning basic language skills, which will enable them to conduct basic daily conversations and develop a better understanding of Chinese culture through the language. There is no program fee. Participants only need to pay $150 for textbooks and a $200 deposit. Free, on-campus dormitory housing is available for participants who live 30 miles or more from Bryant. Teaching grants ($400 each) are available.

Bryant University (student)

2009 STARTALK Chinese Language and Culture Student Program at Bryant University

This two-week non-residential program features intensive Chinese language training and cultural immersion workshops as well as field trips for middle school and high school students in the state of Rhode Island and the neighboring states from July 6 through July 18. Student-centered small class instructions accommodate participants with different Chinese proficiency levels. Students will interact with visiting Chinese students to practice language skills and experience cross-cultural exchange. The program requires no previous Chinese learning. Following the program on Bryant campus, a two-week subsidized optional study trip to China is available to high school students to explore China's history and culture firsthand by visiting Beijing, Chengde and Inner Mongolia.

Bryant University (teacher)

Bryant STARTALK Chinese Language and Culture Teacher Program

• STARTALK Chinese Language and Culture Student Program, Smithfield, RI
• Bryant STARTALK Teacher Program on Chinese Language and Culture, Smithfield, RI

This three-week summer program provides vigorous professional development on Chinese language and culture for current and prospective K-12 teachers of both Chinese language and other subject areas. THE PROGRAM OFFERS: 1) Certificate of 100 professional development credit hours, 2) Lectures and seminars by renowned scholars, 3) Workshops by experienced teachers to share lesson plans and activities, 4) Various cultural activities, including calligraphy, painting, traditional music, folk dance, martial arts, and Taiji, 5) Field trip to the Peabody Essex Museum (Ying Yu Tang and China exhibits), Boston Chinatown, and Newport Mansions in Rhode Island, 6) Practice classes with middle and high school students, 7) Eligibility to participate in a two-week optional subsidized study trip to China (July 27-August 10) at additional cost, 8) Limited campus dorms available for free for participants who live 30 miles away from Bryant (on first come first served basis), 9) Breakfast and lunch provided. APPLICATION: The application deadline has been extended to May 17. Seats are limited. Please apply early. Previous experience of related teaching is NOT required. Online and paper applicaitons are available at the program web page. Visit for details.

Bryant University (student)

2010 Bryant STARTALK Chinese Language and Culture Student Program

• STARTALK Chinese Language and Culture Student Program, Smithfield, RI

The STARTALK Student Chinese Program at Bryant University provides a two-week Chinese learning opportuinty for middle school and high school students through intensive language instructions, rich cultural workshops and field trips from July 12th through July 24th. Small classes in multi proficiency levels will be taught by experienced K-12 teachers. Interaction with visiting Chinese students will provide participants with practical learning experience. Following the STARTALK at Bryant, an optional subsidized two-week China trip (high school participants only) to the World Expo in Shanghai and historical landmarks in Beijing will provide first-hand knowledge of the country and its people. The cost of the STARTALK Program at Bryant University is $150, including $50 material fee and $100 deposit. More information on the program and application is avaiable at http://china.bryant.edu

Bryant University (teacher)

Bryant STARTALK Teacher Program on Chinese Language and Culture

• Bryant University, Smithfield, RI

This three-week summer program provides vigorous professional development on Chinese language and culture for current and prospective K-12 teachers.The program offers two tracks: - Language Track for current and prospective Chinese language teachers from public, private and heritage schools. - Culture Track for teachers of social studies, history, arts, literature, science and other subject areas who are interested in incorporating Chinese culture and language contents into curriculum. Program Offering: - Certificate of 100 professional development credit hours - Lectures and seminars by renowned scholars - Workshops by experienced teachers to share lesson plans and activities - Various cultural activities, including calligraphy, painting, traditional music, folk dance, martial arts, and Taiji - Field trip to Peabody Essex Museum, Boston Chinatown, and Newport Mansions in Rhode Island - Practice classes with middle and high school students - Eligibility to participate in a two-week optional subsidized study trip to China at additional cost - Campus dorms available for free for participants who live 30 miles away from Bryant (first come first served) - Breakfast and lunch provided. Application: Previous experience of related teaching is NOT required. The deadline is May 15. Seats are limited and quickly filled. Online application is available at: http://china.bryant.edu

Bryant University (student)

2011 Bryant STARTALK Chinese Language and Culture Student Program

• Bryant University, Smithfield, RI

The Program will provide middle school and high school students with a two-week intensive Chinese language and culture training at Bryant University from July 11 to July 23. Lessons are designed based on the National Standards of Foreign Language Education and taught by experienced Chinese language instructors. Small student-centered classes are structured to accommodate multiple levels of Chinese proficiency and different learning styles. Well-designed Chinese cultural related activities, such as Martial Arts, calligraphy, and a field trip to Boston Museum of Fine Arts and Kim Man Market will be organized in the afternoons and during one weekend. An subsidized optional study trip to China will be offered to high school participants. The destinations include Beijing and Chengdu, Sichuan province in Southwest China with a highlight of visiting Chengdu Giant Panda Preservation & Feeding Base. The Program fee is $150, including $50 material fee and $100 deposit. Breakfast and lunch are provided for free. For more program information and application, please visit http://china.bryant.edu. Application deadline is Sunday, May 15th.

Bryant University (teacher)

Bryant STARTALK Teacher Program on Chinese Language and Culture

• Bryant University, Smithfield, RI

This three-week summer program provides vigorous professional development on Chinese language and culture for current and prospective K-12 teachers.The program offers two tracks: - Language Track for current and prospective Chinese language teachers from public, private and heritage schools. - Culture Track for teachers of social studies, history, arts, literature, science and other subject areas who are interested in incorporating Chinese culture and language contents into curriculum. Program Offering: - 3 graduate credits (optional) with dicount tuition - Certificate of 100 professional development credit hours - Lectures and seminars by renowned scholars - Workshops by experienced teachers to share lesson plans and activities - Various cultural activities, including calligraphy, painting, traditional music, folk dance, martial arts, and Taiji - Field trip to Peabody Essex Museum, Boston Chinatown, and Newport Mansions in Rhode Island - Practice classes with middle and high school students - Eligibility to participate in a two-week optional subsidized study trip to China at additional cost - Campus dorms available for free for participants who live 30 miles away from Bryant (first come first served) - Breakfast and lunch provided. Application: Previous experience of related teaching is NOT required. Seats are limited and quickly filled. Visit: http://china.bryant.edu

Bryant University (student)

2012 Bryant STARTALK Chinese Language and Culture Student Program

• Bryant University, Smithfield, RI

This non-residential program is designed for elementary (Grade 4 and 5), middle and high school students on Chinese learning through daily intensive language instruction and rich cultural immersion workshops and field trips. The Program implements standard-based and thematically organized curricula at two proficiency levels: beginning and advanced, with the themes of “Panda Family” and “My Virtual Trip to China” for each level respectively. Participants will be divided into classes in small size based on age and language proficiency level. (No previous Chinese experience is required). Experienced Master Teachers will teach in student-centered classes utilizing the best practice of instructional strategies. An optional subsidized two-week study trip to China will be open to high school participants following STARTALK program to visit Beijing, Liaoning province and Jinin province in Northeast China Dates: Monday, July 16 to Saturday, July 28, 9am to 3:30pm. No activities on 7/21 nor 7/22 Location: Bryant campus Cost: $150, including $50 material fee and $100 deposit, which will be returned upon successful completion. For more program and application information, please visit http://china.bryant.edu.

BYU Chinese Flagship Center (student)

BYU Chinese STARTALK Student Program

• Brigham Young University, Provo, UT

BYU Chinese StarTalk 2010 will offer an intensive three–and–a–half–week Chinese language learning experience for mature, highly motivated high school students. Through formal classroom instruction, fun hands–on activities, and creative cultural experiences, students build proficiency in listening, speaking, reading, and writing Mandarin Chinese. BYU Chinese StarTalk’s exciting student–centered curriculum emphasizes active learning. Extracurricular events include martial arts instruction, music, Chinese cooking, crafts, calligraphy, Chinese movies, dragon dancing, and weekly field trips. Parents are invited to attend the culminating Celebration Banquet which celebrates and showcases the students’ achievements. Every year participants give the BYU Chinese StarTalk program high marks for learning, fun, and friendship. All StarTalk classes are taught by experienced faculty. Tutorial and review sessions are offered daily. Students live in housing provided through BYU Conferences and Workshops. Mandarin and English speaking resident facilitators supervise evening and weekend activities. Meals are provided by BYU Food Services. Students agree to abide by the BYU Honor Code while participating in the BYU Chinese StarTalk camp. Tuituion: $1,000 (includes housing, tuition, meals, books and classroom materials, field trips, and all other program costs) ∗ Non-residential option: $700 Textbook fee: $50 Note: After being accepted into the program, students may apply for need–based scholarships.

CAIS Institute (student)

CAIS Institute Summer Chinese Program

CAIS Institute is offering two intensive Chinese language programs for high school students and for 1st-3rd grade SFUSD Mandarin Immersion students. The first intensive Chinese language program is open to Bay Area high school students. Students will enhance their language skills from a beginner (with no prior Chinese experience) to a high-beginner/low-intermediate level. Participation in one session, with a passing grade, is the equivalent of 60 hours of foreign language coursework. Students earn 5 district course credits for foreign language from the SFUSD. Students, who have successfully completed two sessions totaling 120 hours of language instruction, are eligible to receive up to an entire year of foreign language credit from SFUSD. In an effort to support San Francisco’s two new elementary Mandarin Immersion public school programs, CAIS Institute will offer a Mandarin immersion summer camp for children entering grades 1-3. In collaboration with San Francisco Unified School District, CAIS Institute has developed a tailored curriculum that complements and integrates with the existing curriculum from SFUSD, thereby reinforcing and furthering the children’s language learning. Students will experience Chinese language and culture through a wide variety of traditional and cultural activities in these fun, immersion-based activities in addition to structured classroom learning.

CAIS Institute (student)

CAIS Institute Startalk Elementary Mandarin Immersion Program

• Chinese American International School, San Francisco, CA

CAIS Institute, an affiliate of Chinese American International School (CAIS) provides a unique K-4th grade summer program developed in direct response to San Francisco Unified School District (SFUSD) administrators, their families and the Multi-lingual department of SFUSD. The majority of SFUSD Mandarin immersion students originate from families that do not speak Chinese. Our objective is to provide enhancement, continuity for retention over the summer, and a fun environment to reinforce and expand their language skills and culture. Priority registration is given to SFUSD students enrolled in Mandarin Immersion who are on Free or Reduced lunch. The SFUSD programs are new and serve a diverse ethnic and socio-economic demographic. These students do not have access to a comprehensive, culturally rich summer program that reinforces their Mandarin language capabilities. Each day students experience Chinese language and culture through a variety of cultural activities in addition to classes focused on reading, writing, listening and speaking. Language acquisition comes naturally to students as a result of their participation in these fun, immersion-based activities. STARTALK funding enables us to make this Mandarin immersion summer camp available to SFUSD families that otherwise would not be able to have or afford such an opportunity.

California Foreign Language Project (student)

STARTALK 2009 Stanford University/Palo Alto Unified Mandarin Language and Culture Program for High School Students

This program offers a four-week, two-level (IIA and IIIB) intensive Mandarin language and culture learning experience for students who have completed Chinese IB and IIIA courses of study or can demonstrate the equivalent level of proficiency expected at the end of these course sequences. The program takes place from June 22 to July 17, 2009, from 8:30 a.m. to 1:30 p.m. Students will devote a substantial amount of time each day acquiring linguistic competency in a language lab, as well as learning word processing functions essential to electronically communicate with peers and adults in Chinese. Additionally, students will participate in culturally relevant field trips and complete daily homework assignments that involve the use of iPods and other instructional resources.

California Foreign Language Project (teacher)

STARTALK 2009 Stanford University Leadership Professional Development Program for Teachers of Mandarin Language and Culture

This program is designed for Mandarin language educators who have participated in either the 2007 or 2008 Stanford University STARTALK programs. It will continue to strengthen the participants’ linguistic and cultural knowledge and, especially, their teaching practices, but will concentrate its efforts on building a cadre of teachers who can begin to play leadership roles in program planning, curriculum development, and assessment practices in their districts and schools. The participants will continue to interact during the 2009-2010 academic year in both face-to-face and follow-up programs sponsored by the California Foreign Language Project and via the My eCoach online virtual community. The program will take place July 7-15, 2009.

California State University, Northridge (student)

CSUN STARTALK Russian Language & Culture Immersion Program

• California State University, Northridge, Northridge, CA

CSUN's STARTALK Russian Language & Culture Immersion Program is designed to promote accelerated Russian language proficiency as well as deep awareness of culture, protocols, and national identity in modern Russia. The program is aimed at highly motivated undergraduate and high school students and ROTC applicants interested in academic and career trajectories that are complemented and enhanced by proficiency in Russian language and culture. During the residential six-week program, participants engage in tiered grammar and conversation coursework; field trips to local Russian businesses, events, and cultural sites throughout Los Angeles's large Russian American community; and campus-based cultural activities. Students pledge to speak Russian 100% of the time, maximizing target language exposure in a living learning community of instructors, tutors, and peers.

California State University, San Bernardino (student)

High School Strand in Summer Intensive Arabic With Academic Year Continuation, CSUSB

The CSUSB STARTALK project will accept 25 high school juniors and seniors into the summer 2009 Intensive Arabic program at very reduced rates (only $282 instead of the $2,000 price for university students). Needs-based scholarships will also be available to defray the program fees, tuition, and textbooks. Students will attend classes from 8:00 to 6:00, Monday through Friday, plus Saturdays from 9:00 to 1:00 from June 22 through August 6. Four days a week will be dedicated to direct language study (mornings), cultural activities (afternoons), and weekly field trips to local Arabic-speaking communities and/or Arabic-related cultural sites. The program is non-residential. The program focuses on being able to speak Arabic and explore cultures. Students will receive individualized instruction through interactions with faculty, classmates, and peer tutors (native speaking college students). Special activities include a four-day camping trip, cooking and dance lessons, and information about educational opportunities and scholarships. Students will continue to study Arabic during the 2009-10 academic year with classes every other Saturday as well as through a rich online program, a film series (with parental interaction), and conversational practice with peer tutors. By the end of the 12-month program, students will earn 20 units of college credit.

California State University, San Bernardino (student)

Summer Intensive Arabic Program High School Strand with AY Continuation

• California State University, San Bernardino, CA

CSUSB’s StarTalk program integrates high school students into the highly successful Arabic Summer Language Institute. We seek applications from juniors and seniors from the Inland Empire region who are interested in learning Arabic; students who participated in the Summer 2009 StarTalk program who have not yet graduated from high school are encouraged to apply. In the summer, students will attend classes from 8:00-6:00 Monday-Friday plus Saturdays from 9-1. Five days a week are dedicated to direct language study (mornings) plus cultural activities (afternoons) and weekly field trips to Arabic-speaking local community and/or Arabic-related cultural sites. The program builds language proficiency through a well-balanced curriculum using Arabic to explore cultures in a variety of formal and informal contexts. Students receive individualized instruction through interactions with faculty, peer tutors (college native speakers) and a StarTalk teacher training program. Students will continue their language study during the school year with meetings on alternate Saturday mornings from September through February (e.g. an additional 6 months beyond the summer program). Throughout the 8-month program, information regarding university scholarships and careers in the foreign languages will be presented. Students will receive credit for four university-level Arabic courses for the completed 8 month program.

California State University, San Bernardino (student)

CSUSB Arabic Summer Language Program

• Arabic Summer Language Institute, San Bernardino, CA

The 2011 Arabic Summer Language Institute at California State University San Bernardino integrates Modern Standard Arabic with colloquial Arabic, developing students' language skills, with emphasis on communication in a carefully planned immersion environment. It is one of the most rigorous, engaging, stimulating and affordable Arabic residential programs in the U.S. Students will earn 12-18 quarter units in Arabic and Arabic studies. Classroom instruction, lab work, activities (dance, calligraphy, music) and weekly field trips are all important elements of the program. Activities take place Monday through Saturday. Instruction is offered for complete beginners, as well as those entering second semester, second year (third semester) and third year (fifth semester) Arabic. StarTalk scholarships will defray the $750 program fee (pays for field trips, most weekday meals, some supplies) and are based on financial need. A limited amount of additional StarTalk scholarships will be available to defray tuition costs (approximately $1750 in-state, $3750 out-of-state) and/or books. Housing is available on Arabic-speaking floors ( $1200 for single room, $650 for shared single room). Housing is limited to students aged 18 or older.

California State University, San Bernardino (student)

StarTalk Arabic Summer Language Intensive Program

• California State University, San Bernardino, San Bernardino, CA

The 2012 Startalk Arabic Summer Language Intensive Program at California State University, San Bernardino integrates Modern Standard Arabic with colloquial Arabic, developing students' language skills, with emphasis on communication in a carefully planned immersion environment. It is one of the most rigorous, engaging, stimulating and affordable Arabic residential programs in the U.S. Students will earn 12-18 quarter units in Arabic and Arabic studies. Classroom instruction, lab work, activities (dance, calligraphy, music) and field trips are all important elements of the program. Activities take place Monday through Saturday. Instruction is offered for complete beginners, second year (third semester), third year (fifth semester) and fourth year (seventh semester) Arabic. Heritage speakers are encouraged to apply. StarTalk scholarships will defray the $1500 program fee (pays for field trips, weekday meals, some supplies) and are based on financial need. A limited amount of additional StarTalk scholarships will be available to defray tuition costs (approximately $2150 in-state, $3950 out-of-state) and/or books. Housing is available on Arabic-speaking floors ( $1300 for single room, $750 for shared single room). Housing is limited to students aged 18 or older.

California State University, San Bernardino (student)

STARTALK Persian Summer Language Intensive Program

• California State University, San Bernardino, CA

The 2012 STARTALK Persian Summer Language Intensive Program at California State University, San Bernardino will develop students' language skills, with emphasis on communication in a carefully planned immersion environment. Students will earn 12-18 quarter units of college credit in Persian language studies. Classroom instruction, lab work, activities (dance, calligraphy, music) and field trips are all important elements of the program. Activities take place Monday through Saturday. Instruction is offered for complete beginners, second year (third semester) and third year (fifth semester) Persian. Heritage speakers are encouraged to apply. STARTALK scholarships will defray the $1500 program fee (pays for field trips, weekday meals, some supplies) and are based on financial need. A limited amount of additional STARTALK scholarships will be available to defray tuition costs (approximately $2150 in-state, $3950 out-of-state) and/or books. Housing is available on Persian-speaking floors ( $1300 for single room, $750 for shared single room). Housing is limited to students aged 18 or older.

Cape Henlopen School District (teacher)

Delaware Lighthouse Chinese Partnership: A STARTALK Summer Program for Teachers of Early Language Learners

none provided

Cape Henlopen School District (student)

Delaware's Lighthouse Chinese Partnership: A STARTALK Summer Program for Early Language Learners

The Cape Henlopen School District, in partnership with the University of Delaware, the Delaware Department of Education, and the Chinese School of Delaware, is pleased to present the First State's first Chinese language summer camp for early language learners. The Delaware Lighthouse Chinese Partnership will provide an innovative summer learning experience for 50 elementary school students (3rd through 5th grade) who have participated in the district's Lighthouse Chinese Program during the regular school year. This two-week immersion language camp will provide participants the opportunity to develop higher levels of Chinese language proficiency and gain deeper insights into perspectives of Chinese culture. The program's theme, Life at the Seashore, will capitalize on the local surroundings and will facilitate participants' connections for their language learning.

Cape Henlopen School District (teacher)

Delaware's Lighthouse Chinese Partnership: A STARTALK Summer Program for Teachers of Early Language Learners

• Delaware's Lighthouse Chinese Partnership: A STARTALK Summer Program for Teachers of Early Language Learners, Lewes, DE

The Cape Henlopen School District, in partnership with the University of Delaware College of Education and the Delaware Department of Education, is pleased to offer this teacher program to promote high levels of proficiency in early language learning. The program is open to 10 in-service, pre-service, or alternative route teachers. This intensive three-week program is divided into two 3-credit University of Delaware graduate courses. The first week will consist of the Early Language Learning Methods course. Dr. Helena Curtain, co-author of Languages and Children: Making the Match, and UD professor Dr. Zhiyin Renee Dong will lead this course. Dr. Gregory Fulkerson, Education Associate for World Languages and International Education at the Delaware Department of Education, will also present on the Delaware Recommended Curriculum for World Languages and how it promotes early langauge learning and continued professional growth. The second two weeks will provide a practicum course as teacher participants take part in the Partnership's day camp for children in grades K-5. Practicum participants will observe master teachers and design and facilitate learning opportunities for the campers throughout the two-week period.

Cape Henlopen School District (student)

Delaware's Lighthouse Chinese Partnership

• Delaware's Lighthouse Chinese Partnership, Lewes, DE

The Cape Henlopen School District, in partnership with the University of Delaware and the Delaware Department of Education, is pleased to again offer an innovative summer learning experience for 50 elementary school students (K-5) who have participated in the district's FLAP-funded Lighthouse Chinese Program during the regular school year. This two-week language immersion camp will provide participants the opportunity to develop higher levels of Chinese language proficiency and gain deeper insights into perspectives of Chinese culture. The program's theme--Life at the Seashore--will focus on the local surroundings and facilitate participants' connections to their language learning.

Cape Henlopen School District (teacher)

Delaware's Lighthouse Chinese Partnership

• Cape Henlopen School District, Lewes, DE

The Cape Henlopen School District, in partnership with the University of Delaware College of Education and the Delaware Department of Education, is pleased to offer this teacher program to promote high levels of proficiency in early language learning. The program is open to 10 in-service, pre-service, or alternative route teachers. This intensive three-week program is divided into two 3-credit University of Delaware graduate courses. The first week will consist of the Early Language Learning Methods course. Dr. Helena Curtain, co-author of Languages and Children: Making the Match, and UD professor Dr. Zhiyin Renee Dong will lead this course. Dr. Gregory Fulkerson, Education Associate for World Languages and International Education at the Delaware Department of Education, will also present on the Delaware Recommended Curriculum for World Languages and how it promotes early language learning and continued professional growth. Lori Roe, Instructional Technology Specialist will support the integration of technology to enhance Chinese Language acquisition. The second two weeks provide a practicum course as teacher participants take part in the Partnership's day camp for children in grades K-5. Practicum participants will observe master teachers and design and facilitate learning opportunities for the campers throughout the two-week period.

Cape Henlopen School District (student)

Delaware's Lighthouse Chinese Partnership

• Cape Henlopen School District, Lewes, DE

Delaware's Lighthouse Chinese Partnership, Lewes, DE The Cape Henlopen School District, in partnership with the University of Delaware and the Delaware Department of Education, is pleased to again offer an innovative summer learning experience for 50 elementary school students (K-5), many of whom have participated in the previous years' program, as well as in the district's FLAP-funded Lighthouse Chinese Program in the past. This two-week language immersion camp will provide participants the opportunity to develop higher levels of Chinese language proficiency and gain deeper insights into perspectives of Chinese culture. The program's theme--Life at the Seashore--will focus on the local surroundings and facilitate participants' connections to their language learning.

Cape Henlopen School District (teacher)

STARTALK Chinese Language Summer Program for Teachers of Early Learners

• Shields Elementary School, Lewes, DE

The Cape Henlopen School District, in partnership with the University of Delaware College of Education and the Delaware Department of Education, is pleased to offer this teacher program to promote high levels of proficiency in early language learning. The program is open to 10 in-service, pre-service, or alternative route teachers. This intensive three-week program is divided into two 3-credit University of Delaware graduate courses. The first week will consist of the Early Language Learning Methods course. Dr. Helena Curtain, co-author of Languages and Children: Making the Match, and UD professor Dr. Zhiyin Renee Dong will lead this course. Dr. Gregory Fulkerson, Education Associate for World Languages and International Education at the Delaware Department of Education, will also present on the Delaware Recommended Curriculum for World Languages and how it promotes early langauge learning and continued professional growth. The second two weeks will provide a practicum course as teacher participants take part in the Partnership's day camp for children in grades K-5. Practicum participants will observe master teachers and design and facilitate learning opportunities for the campers throughout the two-week period.

Cape Henlopen School District (student)

STARTALK Chinese Language Summer Program for Students

• Shields Elementary School, Lewes, DE

The Cape Henlopen School District, in partnership with the University of Delaware and the Delaware Department of Education, is pleased to offer an innovative summer learning experience for elementary school students (K-5), accommodating new and returning students. This two-week language immersion camp will provide participants the opportunity to develop higher levels of Chinese language proficiency and gain deeper insights into perspectives of Chinese culture. The program's theme--Life at the Seashore--will focus on the local surroundings and facilitate participants' connections to their language learning. Technology will be an integral part of the curriculum to enhance learning in the target language and promote 21st century skills.

Center for Applied Linguistics (teacher)

CAL STARTALK Proficiency Assessment Training Program

This STARTALK workshop will combine online and face-to-face workshop formats to provide training in language assessment. The purpose of the workshop is to help STARTALK program directors, instructors, and/or teacher trainers learn about and plan for assessment in their STARTALK summer programs. The workshop focuses on assessment with particular attention to assessing language growth in short-term STARTALK programs for students with novice-level proficiency. This blended learning workshop combines distance learning and face-to-face interaction. The workshop will begin with a four-module online course on the basics of assessment. Consistent with the blended learning approach, the initial four modules are followed by a two-day face-to-face workshop at the Center for Applied Linguistics in Washington, DC, in July, 2009. After the face-to-face workshop, CAL will continue the online modules in order to provide assessment assistance, advice, and support during participants’ STARTALK programs. Finally, optional oral proficiency workshops, conducted online, will be available in the fall of 2009. This workshop is limited to staff from STARTALK-funded programs. We hope that at least one person from every program participates. Organizers: Meg Malone, Lynn Thompson, Vicky Nier, and Anne Donovan Application: You can request the application and DRAFT syllabus from mmalone@cal.org.

Center for Applied Linguistics (teacher)

STARTALK Proficiency Assessment Training Program 2010

• Center for Applied Linguistics, Washington, DC

This STARTALK workshop combines online and face-to-face workshop formats to provide training in language assessment. The purpose of the workshop is to help STARTALK program directors, instructors, and/or teacher trainers learn about and plan for assessment in their STARTALK summer programs. Two tracks are offered: a primary track for participants who have not participated in our program before, and a secondary track for repeat participants. The primary track workshop focuses on assessment with particular attention to assessing language growth in short-term STARTALK programs for students with novice-level proficiency. The workshop begins with online modules on the basics of assessment. Consistent with the blended learning approach, the initial modules are followed by a two-day workshop at the Center for Applied Linguistics in Washington, DC, June 17-18, 2010. After the workshop, CAL will continue the online modules in order to provide assessment assistance, advice, and support during participants’ STARTALK programs. Finally, optional online oral proficiency assessment training will be available in July of 2010. Secondary track participants follow an alternate program with more hands-on technical assistance. This workshop is limited to staff from STARTALK-funded programs. Organizers: Lynn Thompson and Meg Malone. Applications are available along with the DRAFT syllabus from lthompson@cal.org.

Center for Applied Linguistics (teacher)

STARTALK Proficiency Assessment Training Program

• Center for Applied Linguistics, Washington, DC

This training program combines online and face-to-face workshop formats to provide training in language assessment. The purpose of the workshop is to help STARTALK program directors, instructors, and/or teacher trainers learn about and plan for assessment in their STARTALK summer programs, with particular attention to assessing language growth in short-term STARTALK programs. The program begins May 13, 2011 with online modules on the basics of assessment. The initial modules are followed by a two-day workshop at the Center for Applied Linguistics May 31-June 1, 2011. The workshop content includes information about selecting/developing assessments and training in integrating assessments and instruction. During the workshop, participants will focus on developing authentic language assessment tasks for their programs. A separate track of the workshop will be available for educators from Chinese STARTALK programs that includes content from the main course plus Chinese-specific assessment examples and materials. The course will allow participants to focus on language-specific issues and to create and receive feedback on assessment materials in Chinese. As a follow up, optional online oral proficiency assessment training will be available in August of 2011. This workshop is limited to staff from STARTALK-funded programs. Organizers: Lynn Thompson and Meg Montee. If interested, contact lthompson@cal.org.

Center for Applied Linguistics (teacher)

STARTALK Proficiency Assessment Training Program

• Center for Applied Linguistics, Washington, DC

This training program combines online and face-to-face workshop formats to provide training in language assessment. The purpose of the workshop is to help STARTALK program directors, instructors, and/or teacher trainers learn about and plan for assessment in their STARTALK summer programs, with particular attention to assessing language growth in short-term STARTALK programs. The program begins June 8, 2012 with online modules on the basics of assessment. The initial modules are followed by a three-day workshop at the Center for Applied Linguistics during the week of June 25, 2012 and additional online modules. The workshop content includes information about selecting/developing assessments and training in integrating assessments and instruction. During the workshop, participants will focus on developing authentic language assessment tasks for their programs. Additional post-workshop modules will focus on topics of particular interest to participants and build on knowledge gained during the workshop. A final follow up reflection week will take place prior to the fall STARTALK meeting. This workshop is limited to staff from STARTALK-funded programs. Organizers: Lynn Thompson, Anne Donovan, and Na Liu. If interested, contact lthompson@cal.org.

Center for Applied Second Language Studies (CASLS) (teacher)

STARTALK GLEN Northwest

• Holiday Inn Express, Eugene, OR

The Global Language Educators Network (GLEN) is a community of practice consisting of language teachers committed to lifelong professional improvement. GLEN is more than a workshop; it is a two-year process focused on action research and leadership development that initiates teachers into the community. The following are core values of GLEN: 1) We are willing to challenge our current beliefs and professional practices; 2) We are committed to constant improvement; 3) Leaders make those around them better; and 4) Everyone can be a leader in a way that is effective and comfortable for them. In year 1, participants will attend a summer institute to develop an action research project with support from institute leaders. Then, during academic year, they will conduct action research in their classrooms with institute leader guidance. They will also participate in an online social network. IN year 2, participants will against attend a summer institute to present their action research and receive leadership training and develop leadership project plan. During the academic year, they will conduct a leadership project and continue participating in an online social network.

Center for Applied Second Language Studies, University of Oregon (student)

College Readiness Academy

• University of Oregon, Eugene, OR

The College Readiness Academy prepares high school students for college success through an intensive summer experience in Chinese and Swahili followed by a year-long online course. Students will achieve Intermediate-Low proficiency by the end of the College Readiness Academy while earning high school language credit. Students select either the Chinese track (subject to self-support fee) or the Swahili track. Both will attend a three-week residential institute at the University of Oregon in Eugene. In addition to providing high-quality language and culture instruction, the College Readiness Academy will include regular college counseling and financial aid sessions. After the institute, students will take the online language and culture learning program called Hermes. These thematic units feature content and issues from the target culture. Hermes will help students achieve and document their language learning progress.

Center for Asian Studies at University of Colorado Boulder (student)

STARTALK: Jai Ho HIndi-Urdu Student Program

• University of Colorado, Boulder, CO

The South, Southeast and West Asia Outreach Program (SSEWA), a program of the Center for Asian Studies at the University of Colorado Boulder (CU), will host its first STARTALK summer language program for high school students from June 4 to July 6, 2012. The primary goal of the program is to both inculcate linguistic and cross-cultural communication skills and to foster the development and implementation of less commonly taught languages such as Hindi and Urdu in the Front Range. Enrollment is limited to 20 high school students entering grades 9 through 12 in public and private schools in the Boulder-Denver area. The program consists of 3-week of on-site (June 4-22) and 2-week of online sessions (June 25-July 6). Participants must be able to commute to CU.Program instructors who specialize in teaching Hindi and Urdu languages, CU Faculty experts and other invited guest speakers will provide the students with required skills and tools to accomplish novice high level fluency in reading and writing of these languages. Prior knowledge of Hindi or Urdu is not required. All major costs associated with the program are underwritten by STARTALK.

Center for Human Services (teacher)

CHS/McDaniel 2012 Summer STARTALK Institute on Integrating Cultures and Communities in Arabic and Chinese Language Programs

• McDaniel College, Westminster, MD

CHS/McDaniel STARTALK program, which will be linked to the Maryland state certification process, is designed to provide customized training to 28 teacher-participants. The program will provide an innovative, academically rigorous and standards-based curriculum to assist all participants to develop a solid foundation to pursue continued professional growth as instructors of Arabic or Chinese. Providing a differentiated learning environment, participants will be actively involved through presentations, facilitated discussion, peer instruction, group work, role-playing, problem-solving and reflection. During the program, all participants will receive information on state of Maryland teacher licensure procedures, teacher training programs leading to certification, and relevant graduate programs leading to an advanced degree. The program will provide an intensive 2-week 90 hours on campus (6/25/2012 -7/6/2012 Residential option) and 2-week flexible online courses program, leading to three graduate credits. Participants are encouraged to stay on campus but may commute. By the end of the program participants will gain a better understanding of how to connect language instruction to the target cultures, integrate local and cyber Arabic and/or Chinese language communities, work in teams with non-language instructors, and improve their teaching practice, including the use of technology in the classroom.

Center for Human Services (CHS) (teacher)

CHS/McDaniel Summer STARTALK Institute on Arabic and Chinese Language Instruction

CHS/McDaniel Summer StarTalk Institute on Arabic and Chinese Language Instruction, will provide an intensive 4-week flexible 90 hour program, leading to three graduate credits, from July 27, 2009 to August 21, 2009. The program will require face-to-face meetings at McDaniel College and participation on online. Interested in improving your ability to teach Arabic or Chinese? Want to learn new strategies that engage and excite students using film, role-playing, problem-solving and more? Interested in learning how to become a certified instructor or go on to earn a master’s degree? The Institute will provide an innovative to assist all participants to develop a solid foundation to pursue continued professional growth as instructors of Arabic or Chinese. Designed to assist a broad spectrum of needs – from master teachers to pre-service instructors - the curriculum will reflect a balance of current theories in second language acquisition (SLA), research and best practices in teaching Arabic and Chinese. Using a team approach, participants will explore proven strategies, the use of appropriate technologies, assessment and culturally appropriate communication strategies to reach diverse learners. Our team based instruction will actively involve participants through presentations, facilitated discussion, peer instruction, group work, role-playing, problem-solving and reflection.

Center for Human Services / McDaniel College (teacher)

CHS/McDaniel College 2011 Summer StarTalk Institute on Fostering Multidisciplinary Connections in Arabic and Chinese Language Programs

• McDaniel College, Westminster, MD

CHS/McDaniel STARTALK program, which will be linked to the Maryland state certification process, is designed to provide customized training to 28 teacher-participants. The program will provide an innovative, academically rigorous and standards-based curriculum to assist all participants to develop a solid foundation to pursue continued professional growth as instructors of Arabic or Chinese. Providing a differentiated learning environment, participants will be actively involved through presentations, facilitated discussion, peer instruction, group work, role-playing, problem-solving and reflection. During the program, all participants will receive information on state of Maryland teacher licensure procedures, teacher training programs leading to certification, and relevant graduate programs leading to an advanced degree. The program will provide an intensive 4-week flexible 90 hour program, leading to three graduate credits. Participants are encouraged to stay on campus but may commute. By the end of the program participants will gain a better understanding of how to connect language instruction to other subjects, work in teams with non-language instructors, and improve their teaching practice, including the use of technology in the classroom.

Center for Human Services/McDaniel College (teacher)

CHS/McDaniel Summer 2010 StarTalk Program for Teachers of Arabic and Chinese

• McDaniel College, Westminster, MD

This program will provide all participants with an an innovative, academically rigorous and standards-based curriculum to assist participants to develop a solid foundation to pursue continued professional growth. Program completion will earn 3 graduate credits by completing 90 hours of learning and professional development. The curriculum will reflect a balance of current theories in second language acquisition (SLA), with a focus on the integration of communication and culture in the Arabic and Chinese language classroom. Students will have the opportunity to participate in a teaching practicum. Dates: June 14 to July 23 Pre-workshop - Opening and technology assistance, June 15-16 Week one: Online sessions, June 21 - 25 Week two : Face to Face, June 28 - July 2 * Welcome, Sunday, June 27 * Face-to-face classes (residential option), Monday - Friday (9:00 AM - 5:00 PM) Weeks three and four: Practicum and online sessions, July 5 - 16 Closing, presentation of final projects and graduation ceremony, July 23 Please go to http://www.mcdaniel.edu/10734.htm for more details Office: 410-386-4646

Central New Mexico Community College (student)

STARTALKing in Arabic: The Language and Its Peoples

• Centrall NM Community College JMMC, Albuquerque, NM

This program will introduce Arabic to high school students, grades 10-12 in a 4-week program. At the end of the program, students should be able to greet each other, introduce family members, and order food using simple nominal sentences in both oral and written Arabic.Students will be limited to 20 so that instruction can be individualized. Students will receive college credit as well as high school credit. The program will be 20 instructional days of 4.5 hours a day, including classroom instruction and time for cultural activities. This will give students 90 hours of instruction needed for a 4-credit college course.

CFLP/PAUSD Manadarin Language and Culture Student Program and Teacher Practicum (teacher)

CFLP/PAUSD Manadarin Language and Culture Student Program and Teacher Practicum

• Palo Alto High School, Palo Alto, CA

This non-residential program is primarily designed to provide a practicum experience for individuals who are considering teaching Mandarin as a career. It is extremely appropriate for teachers who are currently teaching in heritage/community schools and are considering to become certified teachers of Chinese language and culture. Participants will have the opportunity to explore and practice standards-based language instruction and observe seasoned teachers as they plan, teach and assess instruction. Participants will also have the opportunity to plan and micro-teach lessons and receive reflective feedback from both colleagues, master teachers and professional learning specialists.

Charlestown High School (student)

Arabic Summer Academy

The Arabic Summer Academy is a five week intensive (Monday-Saturday) Arabic course for 60 high school students from Boston Public Schools and other schools in the Boston area. Here are five great reasons why you should apply: 1. Learning Arabic is special! Charlestown High School is the only public school in Massachusetts that offers Arabic. 2. Arabic will help you get into college! College admissions officers are always looking for students who are different and stand out. You'll stand out! 3. You'll get high school credit! It's a great way to get a graduation requirement out of the way. 4. We'll pay you! Every student who graduates from our summer program will earn a $500 college scholarship. That'll buy a lot of books when you get to college! 5. You'll set yourself up for great jobs! Arabic is a "critical need" language, which means that companies and the government will pay over $100,000 for your skills. Start your learning now!

Chicago Public Schools (student)

Chicago Public Schools Arabic Summer Language Institute 2010

• University of Chicago, Chicago, IL

Study Arabic or Chinese this summer in courses specially designed for Chicago Public School high school students by the University of Chicago and CPS’ Office of Language and Cultural Education with funding from STARTALK. This program will allow students who will be taking their third year of high school courses in Chinese or Arabic in 2010-2011 to consolidate their knowledge, continue the momentum of language skill development, and prepare to continue with Arabic or Chinese language studies during the 2010-2011 academic year. The University of Chicago is a world-renowned leader in language instruction and overall academic excellence; participants in this program will be taught by University faculty, receive an official University of Chicago transcript with their grade, and have access to state-of-the-art learning facilities as well as special events that will allow students to practice their language and cultural skills. This program is offered to selected students for FREE. All students who successfully complete the program with passing grades and attendance will receive a $1000.00 stipend. Participating students will receive: 4 weeks of university-level instruction in Arabic or Chinese Field trips and special instructional activities Breakfast and lunch each day $1,000.00 stipend upon successful completion of program Complimentary CTA pass

Chicago Public Schools (student)

Chicago Public Schools Chinese Summer Language Institute 2010

• University of Chicago (Cobb Hall), Chicago, IL

Study Arabic or Chinese this summer in courses specially designed for Chicago Public School high school students by the University of Chicago and CPS’ Office of Language and Cultural Education with funding from STARTALK. This program will allow students who will be taking their third year of high school courses in Chinese or Arabic in 2010-2011 to consolidate their knowledge, continue the momentum of language skill development, and prepare to continue with Arabic or Chinese language studies during the 2010-2011 academic year. The University of Chicago is a world-renowned leader in language instruction and overall academic excellence; participants in this program will be taught by University faculty, receive an official University of Chicago transcript with their grade, and have access to state-of-the-art learning facilities as well as special events that will allow students to practice their language and cultural skills. This program is offered to selected students for FREE. All students who successfully complete the program with passing grades and attendance will receive a $1000.00 stipend. Participating students will receive: 4 weeks of university-level instruction in Arabic or Chinese Field trips and special instructional activities Breakfast and lunch each day $1,000.00 stipend upon successful completion of program Complimentary CTA pass

Chicago Public Schools (student)

Chicago Public Schools Chinese STARTALK program 2011

• University of Chicago, Chicago, IL

This intensive Chinese Language Institute program is open to Chicago Public School students who have completed two years of Chinese at the high school level and have committed to taking Chinese 3 in the fall of 2011. Thirty students will be selected by the University of Chicago for participation based on application materials and school recommendations. The program will take place between June 20, 2011 and July 15, 2011 at the University of Chicago. Students will attend daily Chinese classes with University of Chicago professors. Additionally students are provided with cultural learning activities, meals, field trips, and instructional materials. The goal is to increase students' Chinese language proficiency and encourage students to further their language education through creating an intensive immersion experience at the University of Chicago.

Chicago Public Schools (student)

Chicago Public Schools Arabic STARTALK Program 2011

• University of Chicago, Chicago, IL

This intensive Arabic Language Institute program is open to Chicago Public School students who have completed two years of Arabic at the high school level and have committed to taking Arabic 3 in the fall of 2011. Thirty students will be selected by the University of Chicago for participation based on application materials and school recommendations. The program will take place between June 20, 2011 and July 15, 2011 at the University of Chicago. Students will attend daily Arabic classes with University of Chicago professors. Additionally students are provided with cultural learning activities, meals, field trips, and instructional materials. The goal is to increase students' Arabic language proficiency and encourage students to further their language education through creating an intensive immersion experience at the University of Chicago.

Chicago Public Schools (student)

Chicago Public Schools Chinese STARTALK program 2012

• The University of Chicago, Chicago, IL

The Chicago Public Schools (CPS) Chinese STARTALK program 2012 provides the opportunity for 30 exiting CPS Chinese Level II high school students who have committed to continue their Chinese studies in the 2012-2013 school year to be immersed in the Chinese language and cultures for one-month at the University of Chicago (U of C). This program will encourage students to go beyond the two-year state requirement for high school world language study and increase their proficiency for the next level of Chinese. Participants will attend classes Monday-Friday, from 10:00 AM-3:15 PM from June 18-July 13, 2012. Throughout the month, students also participate in Culture Clubs, field trips, and much more! There is a mandatory orientation for students and parents on Saturday, June 16, 2012. Only Chicago Public Schools students (including charter school students) may apply.

Chicago Public Schools (student)

Chicago Public Schools Arabic STARTALK program 2012

• The University of Chicago, Chicago, IL

The Chicago Public Schools (CPS) Arabic STARTALK program 2012 provides the opportunity for 30 exiting Arabic Level I and II high school students who have committed to continue their Arabic studies in the 2012-2013 school year to be immersed in the Arabic language and cultures for one-month at the University of Chicago (U of C). This program encourages students to go beyond the two-year graduation requirement for high school world language study and increase their proficiency for the next level of Arabic. Participants will attend classes Monday-Friday, from 10:00 AM-3:15 PM from June 18-July 13, 2012. Throughout the month, students will also participate in a variety of fun Culture Clubs, field trips, and much more! There is a mandatory orientation for participants and their parents/guardians on Saturday, June 16, 2012. This STARTALK program is only open to CPS Arabic World Language students (including charter schools).

Chicago Public Schools Office of Language and Cultural Education (student)

Chicago STARTALK Arabic Language Institute

Study Arabic this summer in courses specifically designed for Chicago Public Schools high school students by the University of Chicago and the CPS Office of Language and Cultural Education with funding from STARTALK. This program will allow students who will be taking their third year of high school courses in Arabic in 2009-2010 to consolidate their knowledge, continue the momentum of their language skills development, and prepare them for continued Arabic language studies. The University of Chicago is a world-renowned leader in language instruction and overall academic excellence. Participants in the program will be taught by university faculty, receive an official University of Chicago transcript with their grade, and have access to state-of-the-art learning facilities as well as special events that will allow students to practice their language and cultural skills. This program is offered for free to selected students. All students who successfully complete the program with passing grades and attendance will receive a $1,000 stipend.

Chicago Public Schools Office of Language and Cultural Education (student)

Chicago STARTALK Chinese Language Institute

Study Chinese this summer in courses specifically designed for Chicago Public Schools high school students by the University of Chicago and the CPS Office of Language and Cultural Education with funding from STARTALK. This program will allow students who will be taking their third year of high school courses in Chinese in 2009-2010 to consolidate their knowledge, continue the momentum of their language skills development, and prepare them for continued Chinese language studies. The University of Chicago is a world-renowned leader in language instruction and overall academic excellence. Participants in the program will be taught by university faculty, receive an official University of Chicago transcript with their grade, and have access to state-of-the-art learning facilities as well as special events that will allow students to practice their language and cultural skills. This program is offered for free to selected students. All students who successfully complete the program with passing grades and attendance will receive a $1,000 stipend.

China Institute (student)

2009 China Institute-STARTALK Summer Language Academy

China Institute, through a generous grant from STARTALK, a project of the National Strategic Language Initiative, will offer scholarships with an equivalent value of $3,000 each to 25 New York metro-area high school students to attend a six-week summer 2009 Language Academy in New York City. Equivalent to one semester of high school Mandarin Chinese, the 2009 China Institute-STARTALK Summer Language Academy will emphasize oral communication in Mandarin Chinese, while also introducing students to reading and writing, and to the richness of Chinese culture through hands-on studio classes and local field trips in New York City. To be selected, applicants must have no more than one year of Mandarin Chinese learning experience. This non-residential program will be held from July 6 to August 14, 2009, Mondays through Fridays, from 9:30 a.m. to 3:30 p.m. at the Dalton School, 108 E. 89th Street in New York City. Needs-based stipends to cover daily expenses for transportation and lunch may be available, depending on the availability of donations.

China Institute in America (student)

2010 China Institute-StarTalk Summer Language Academy

• 2010 China Institute-StarTalk Summer Language Academy, New York, NY

China Institute, through a generous grant from StarTalk, a project of the National Strategic Language Initiative, will offer scholarships worth $3,000 each to 25 New York metro-area high school students to attend a six-week Chinese language summer academy in New York City. Equivalent to one semester of high school Mandarin Chinese, the 2010 China Institute-StarTalk Summer Language Academy offers intensive language instruction with an emphasis on practical communication skills – speaking, writing, and character recognition – integrated with culture workshops, hands-on studio classes, and fieldtrips to area sites of cultural and historical significance. The program offers two levels of Mandarin Chinese classes for students ranging from no experience to three years of Mandarin language learning. This non-residential Academy will be held from July 5, 2010 to August 13, 2010, Mondays through Fridays from 9:30 AM to 3:30 PM in New York City. Needs-based stipends to cover daily expenses for transportation and lunch will be available to select students. An application package is available online at China Institute’s website (http://www.chinainstitute.org/edu/languageacademy). Admission decisions are accepted on a rolling basis. Needs-based stipends notifications will be issued in late May, 2010.

China Institute in America (student)

2011 China Institute-StarTalk Summer Language Academy

• The Dalton School, New York, NY

Equivalent to one semester of high school Mandarin Chinese, the 2011 China Institute-StarTalk Summer Language Academy offers intensive language instruction with an emphasis on practical communication skills - speaking, writing, and character recognition - integrated with culture workshops, hands-on studio classes, and fieldtrips to area sites of cultural and historical significance. The program offers two levels of Mandarin Chinese classes for students ranging from no experience to five years of Mandarin language learning. This non-residential Academy will be held from July 11, 2011 to August 19, 2011, Mondays through Fridays from 9:30 AM to 3:30 PM in New York City. Needs-based stipends to cover daily expenses for transportation and lunch will be available to select students. Applications are due by May 6, 2011. Admission decision will be made in late May. Needs-based stipends notifications will be issued in June. To request additional information, please contact the Director of the Academy, Ms. Peng Zeng.

China Institute in America (student)

2012 China Institute-StarTalk Summer Language Academy

• Dalton School, New York, NY

2012 China Institute - StarTalk Summer Language Academy will offer scholarships to 30 New York metro-area high school students to attend a six-week Chinese language summer academy in New York City. Equivalent to one semester of high school Mandarin Chinese, the Academy offers intensive language instruction with an emphasis on practical communication skills integrated with cultural activities, hands-on studio art classes, and field trips to area sites of cultural and historical significance. The program offers two levels of Mandarin Chinese classes for students ranging from no experience to five years of Mandarin language learning. This non-residential Academy will be held from July 9 to August 17, 2012, Mondays through Fridays from 9:30 AM to 3:30 PM in New York City. Needs-based stipends to cover daily expenses for transportation and lunch will be available to select students. Application and Admission An application package for each level of Mandarin Chinese classes is available online at China Institute’s website (http://www.chinainstitute.org/edu/languageacademy). Applicants are expected to pay a non-refundable application fee. The early decision deadline is April 2. The general application deadline is May 1, 2012.

China Kids 2009 (student)

Utah Start Talking Elementary Program

China Kids 2009: July 28—August 7 The China Kids 2009 STARTALK program is a Chinese language immersion program for kindergarten and first grade students to be held at multiple locations in northern Utah. Students will produce a Chinese cultural pageant and perform it for their parents at the end of the program. Along the way, they will have their first taste of learning Chinese in an immersion classroom setting. Two certified teachers will work in partnership to help the children produce their cultural pageant. The four and a half hour day will be filled with Chinese language instruction and fun and exciting Chinese cultural activities that will enhance the children's understanding of Chinese culture and literature. Students who complete the program will receive their own Certificate of Completion, and more important, they will be well-prepared and inspired to take the next step: enrolling in Chinese immersion programs in kindergarten and first grade classrooms offered at selected Utah schools. For more information, please contact Sandra Talbot at sandra_talbot@byu.edu or the BYU Chinese Flagship Center at 801.422.9189.

Chinese Language Teachers Associaition (teacher)

Read On: Training Modules for Literacy in Chinese

• College of the Holy Cross, Worcester, MA

This program is a 10-day residential workshop for master-teachers of Chinese as a foreign language (CFL) representing grades K-5, 6-8, 9-12, and 13-16 to develop web-based material to be used by CFL teacher trainers in CFL teacher training programs. Teachers with at least five years of experience teaching CFL in the American classroom are welcome to apply. The focus of this workshop is literacy, and the materials we develop will target character recognition and production, and reading comprehension. The workshop will include lectures and discussion on literacy acquisition, child development and reading readiness, and also instruction and support in the use of computer-based learning technologies, and will be held on the campus of the College of the Holy Cross in Worcester, Massachusetts. A cultural excursion will be held on one day during the workshop time frame. The outcome of the workshop will be four sets of web-based instructional materials, one for each of the four grade level groups, each set consisting of modules for character literacy and reading comprehension for beginning, intermediate, and advanced learners. Participants will receive a stipend of $1000 plus round-trip transportation to the program site and room and board.

CLASSRoad - HADI (teacher)

STARTALK - Technology Literacy for Teaching Digital Natives

• PART 1 - www.CLASSRoad.com/startalk, Online from >, CA
• PART 2 - California State University San Bernardino, San Bernardino, CA

Our program will empower Arabic and Persian language instructors to better engage students who are increasingly native to the digital world, by systematically equipping educators to use technology more widely and effectively. Our program will be among the first to treat this theme in a blended learning format. PART-ONE is a two-week ONLINE course led by Dr. Dany Doueiri, Professor of Arabic at CSUSB, and Munir Shaikh, Director of Online Education at CLASSRoad. This course will feature presentations on relevant pedagogical concepts, training videos, short readings and guides, quizzes, online discussions, and hands-on activities for participants to develop lesson plans and utilize various online tools and apps to set up lesson implementation. In PART-TWO, a one-week ONSITE program, we will focus on hands-on experience, and provide opportunities for in-depth discussion of emerging best practices in the use of technology in language teaching. Twenty participants from Part-One will be invited to enhance their technology skills, update their instructional design approach, and practice through micro-teaching opportunities. The onsite program is led by Dr. Mohamed Esa, who is Chair of the Department of Foreign Languages at McDaniel College. The program is co-located with CSUSB's summer immersion residential program for students.

College Board (teacher)

Chinese Guest Teachers Summer Institute 2010

• UCLA Confucius Institute, Los Angeles, CA

Chinese Guest Teachers Summer Institute: An Extension of the Chinese Guest Teacher Program, co-organized by College Board, NCSSFL and the UCLA Confucius Insitute, hosted by UCLA, Los Angeles, CA . The Chinese Guest Teacher Summer Institute offers professional development for newly arriving teachers from China prior to their placement as teachers of Chinese language and culture in elementary and secondary schools across the United States. The primary goal of the GTSI is to increase guest teachers’ understanding of American education and to facilitate their development of pedagogical skills particularly relevant to American classrooms. The program covers topics such as the structure of U.S. K-12 education, K-12 foreign language teaching standards, communication strategies, course design, classroom management, materials development, and more. The program is organized by the College Board in collaboration with partner associations such as the National Council of State Supervisors for Languages (NCSSFL) and the UCLA Confucius Institute. The GTSI is only open to Chinese teachers selected for the College Board Chinese Guest Teacher Program. For questions, please contact Michaela Kabat at guestteacher@collegeboard.org.

College Board (teacher)

Chinese Guest Teacher Summer Institute 2011

• UCLA Confucius Institute, Los Angeles, CA

Chinese Guest Teacher Summer Institute: An Extension of the Chinese Guest Teacher Program, organized by College Board in collaboration with NCSSFL and the UCLA Confucius Insitute, hosted by UCLA. The Chinese Guest Teacher Summer Institute offers professional development for newly arriving teachers from China, prior to their placement as visiting teachers of Chinese language and culture in elementary and secondary schools across the United States. The primary goal of the GTSI is to increase guest teachers’ understanding of American education and to facilitate their development of pedagogical skills particularly relevant to American classrooms. The program covers topics such as the structure of U.S. K-12 education, K-12 foreign language teaching standards, communication strategies, course design, classroom management, materials development, and more. The GTSI is only open to Chinese teachers selected for the College Board Chinese Guest Teacher Program. For questions, please contact guestteacher@collegeboard.org.

College of Education and Social Services, the University of Vermont (teacher)

StarTalk in Vermont: Building Teacher Capacities, Generating Student Interest

• University of Vermont, Burlington, VT

This combined program provides opportunities for teachers and students to learn the Chinese language together. Held on the campus of the University of Vermont, the teacher program begins on July 24 and finishes on August 7, 2012, and the dates for the student program are July 27 to August 3. The teacher program aims at upgrading teachers' knowledge and expertise for teaching the Chinese language. Participants study in-depth content on Chinese culture and the Chinese language from renowned scholars to expand their knowledge base. They examine the latest methodology for Chinese language instruction and practice them when they teach in the student program. The student program aims at generating student interest in learning the Chinese language. Participants learn the language at the beginning level with the teachers through various fun activities such as games, handicrafts, mini dramas. Both programs are open to Vermont schools and the schools in New York, New Hampshire, and Massachusetts that are close to the Vermont boarder. The teacher program enroll Chinese language instructors only. The student program enroll beginners only. Applications are to be available at the Principal's Office and the Guidance Department of each school in mid-April.

Concordia Language Villages (student)

STARTALK Chinese Student Program: Building World Citizens With a "Village" Approach to Learning and Living Chinese

Students live in a “Chinese Village,” learning Chinese through daily life in this residential camp program. Concordia Language Villages prepares young people to be culturally sensitive, lifelong language learners. The experiential, residential setting immerses the participants in the culture of the countries where Chinese is spoken through food, music, sports, dance, games, and activities. Thousands of young people from 32 countries and all 50 states attend Concordia Language Villages sessions every year. Two- and four-week summer youth programs are designed to offer experiences for beginning to advanced learners. The four-week session is the equivalent of one high school year of language instruction. After the session, students will continue the educational and social experience in an online e-village. Since 1961, Concordia Language Villages has been a nationally recognized language and cultural immersion program, with a mission of preparing young people for responsible citizenship in our global community. Programs are offered in 15 languages: Arabic, Chinese, Danish, English, Finnish, French, German, Italian, Japanese, Korean, Norwegian, Portuguese, Russian, Spanish, and Swedish. Concordia Language Villages is a flagship program of Concordia College, Moorhead, Minnesota, a liberal arts college recognized for its commitment to international education.

Concordia Language Villages (teacher)

STARTALK: Second Language and Immersion Methodologies for Teachers of Chinese

The course in second language and immersion methodologies is designed to provide both beginning and experienced teachers with a forum for discussing classroom teaching and learning, and the importance of context in a communicative approach to second language and immersion instruction. Through background reading, and subsequent discussions led by experienced teachers of Chinese, participants will be able to clarify their understanding of the course content, including the application of the Standards for Foreign Language Learning for the 21st Century to effective lesson and unit design. Participants will also share strategies with each other through micro-teaching. Because the program is a residential program, the participants will have opportunities to share ideas and extend discussions beyond the classroom time. The class discussions will be complemented by observations and participation in activities at the Chinese Language Village. Participants will share their observations of the instructional program at the Chinese Language Village with the leadership and staff to foster a dialogue related to best practices in teaching and learning the Chinese language and culture. Upon successful completion of the course, participants will be awarded four graduate credits.

Concordia Language Villages (student)

STARTALK Arabic Student Program: Building World Citizens With a "Village" Approach to Learning and Living Arabic

Students live in an “Arabic Village,” learning Arabic through daily life in this residential camp program. Concordia Language Villages prepares young people to be culturally sensitive, lifelong language learners. The experiential, residential setting immerses the participants in the culture of the countries where Arabic is spoken through food, music, sports, dance, games, and activities. Thousands of young people from 32 countries and all 50 states attend a Concordia Language Villages sessions every year. Two- and four-week summer youth programs are designed to offer experiences for beginning to advanced learners. The four-week session is the equivalent of one high school year of language instruction. After the session, students will continue the educational and social experience in an online e-village. Since 1961, Concordia Language Villages has been a nationally recognized language and cultural immersion program, with a mission of preparing young people for responsible citizenship in our global community. Programs are offered in 15 languages: Arabic, Chinese, Danish, English, Finnish, French, German, Italian, Japanese, Korean, Norwegian, Portuguese, Russian, Spanish, and Swedish. Concordia Language Villages is a flagship program of Concordia College, Moorhead, Minnesota, a liberal arts college recognized for its commitment to international education.

Concordia Language Villages (teacher)

STARTALK: Best Practices in Assessment for Teachers of Arabic

Participants will begin their exploration of assessment by participating in the ACTFL OPI Assessment Workshop. The workshop will give the participants a common understanding and allow them to share experiences assessing the oral proficiency of students with varying backgrounds in the Arabic language. Following the OPI workshop, participants will share assessments they currently are using and their goals for using them. Together the group will review the assessment samples to determine the degree to which they assess the goals of the Standards for Foreign Language Learning. They will discuss professional readings on assessment and reference sample assessments as appropriate. Because the program is a residential program, the participants will have opportunities beyond the classroom to share ideas and help each other build common understandings of best practices in assessment for the Arabic language classroom. Participants will visit the Arabic Language Village to observe and participate in the language and culture immersion program. They will meet with the leadership of the village to share their observations and discuss best practices in teaching and learning the Arabic language and culture. Upon successful completion of the course, participants will be award four graduate credits.

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Russian Teachers

• Concordia Language Villages, Bemidji, MN

The Standards for Foreign Language Learning in the 21st Century and principles of second language and immersion pedagogy serve as the framework for this four-credit graduate level course. A residential program designed for K-16 teachers of Russian, the participants will enhance their understanding of best practices in teaching Russian through participation in language learning groups and activities at Lesnoe Ozero, the Russian Language Village of Concordia Language Villages. Active participation in the Russian Language Village program will be accompanied by class discussions about the methods observed and current research on second language acquisition. Observation, participation in, and analysis of a variety of methodologies in action at Lesnoe Ozero will help participants define their personal instructional philosophy. The use of music to teach Russian will be highlighted in the program with discussions facilitated by guest presenter, Dr. Laurie Iudin-Nelson. Because of the building configuration of the Russian Language Village, participants will be able to live on-site for this experience, participating in the daily schedule as observers and co-leaders of activities as appropriate. They will also have their own classes to discuss professional readings, share observations, and prepare materials for use at Russian Language Village and in their classrooms.

Concordia Language Villages (teacher)

Assessing performance in the STARTALK Chinese Classroom

• Concordia Language Villages, Bemidji, MN

This STARTALK course focuses on best practices in classroom assessment for both novice and experienced teachers of Chinese, K-16. The course provides an opportunity to share instructional goals across various levels and how they are assessed. Participants will explore the principles of standards-based assessment and the challenges of evaluation. Participants will examine various tools for formative and summative assessments to determine their appropriate use in helping document student learning progress. The course begins with an explanation of standards-based assessment with examples from classrooms and from Sen Lin Hu, the Chinese Language Village. Discussions will address performance based, alternative, and portfolio assessment. Included in portfolio assessment is the use of the Concordia Language Visa (CLVisa) which is a villager self-assessment tool of language proficiency and cultural understandings; it is based on the LinguaFolio. During the course, a Modified Oral Proficiency Interview familiarization workshop sponsored by the American Council on the Teaching of Foreign Languages (ACTFL) will give participants a common understanding of the various levels of oral proficiency. With this background information, participants will design formative and summative assessments for use in their classrooms.

Concordia Language Villages (teacher)

STARTALK Arabic Teachers Grades K-16 Designing Pathways to Proficiency

• Concordia Language Villages, Bemidji, MN

This seminar is designed to address the need for collaboration to create a unified vision of curriculum and instruction goals that can serve as a resource for all classrooms where Arabic is taught across the United States. Teachers of Arabic, grades K-16, especially those who have participated in past STARTALK programs at Concordia Language Villages, are invited to join this seminar. Teachers will work collaboratively to create a guide to curriculum planning and instruction in the K-12 Arabic classroom, with special attention given to the needs of heritage learners. The seminar will benefit from its location near the Arabic Language Village to provide teacher participants with the opportunity to observe instruction and to informally visit with villagers to learn more about their language learning experiences. The final product for the seminar will be a guide to planning curriculum for the Arabic language classroom, outlining a sequence of instruction for a well-articulated K-12 program in Arabic. The seminar will be led by Dr. Salah Ayari, Director of the Arabic and Asian Language Office at Texas A & M University. Dr. Shereen Tabrizi, Director of the Dearborn, Michigan, FLAP program in Arabic, will be a guest presenter during the seminar.

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Russian Teachers

• Concordia Language Villages, Bemidji, MN

This four-credit graduate course in Second Language and Immersion Methodologies for STARTALK Russian Teachers, grades K – 16, is a sixteen-day residential program located at the Russian Language Village in Bemidji, Minnesota. In order to facilitate integration of the STARTALK teachers into the Village program, the program is limited to eight participants. Over the sixteen days, there will be 150 hours of instruction as the teachers participate in all aspects of the language and culture immersion program at Lesnoe Ozero from morning exercises and flag raising to the daily evening campfire and cabin council. Through this program, STARTALK teachers will learn and practice: a. strategies for staying in the target language in both formal and informal instructional settings; b. formative and summative standards-based assessments of villagers’ communication skills and cultural understandings; c. content-based teaching strategies; d. incorporating music into the teaching of the Russian language and culture. Each day the Startalk participants will meet to debrief their experiences and discuss second language and immersion teaching strategies for diverse learners, including heritage language learners.

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Arabic Teachers

• Concordia Language Villages, Bemidji, MN

This four-credit graduate course in Second Language and Immersion Methodologies for Startalk Arabic Teachers, grades K – 16, is a fourteen-day residential program located at Concordia Language Villages, Bemidji, Minnesota. The program is limited to ten participants. Over the fourteen days, there will be 120 hours of instruction as the teachers participate in workshops, discussions, teaching demonstrations, lesson planning followed by implementation of their learning at Al-WaHa. Through this program, Startalk teachers will learn and practice: a. strategies for staying in the target language in both formal and informal instructional settings; b. formative and summative standards-based assessments of villagers’ communication skills and cultural understandings; c. content-based teaching strategies; d. integrating culture into the teaching of the Arabic language. During the first week the Startalk participants will participate with Al-WaHa staff members in workshops and model teaching sessions using strategies advocated by Concordia Language Villages. During the second week, the Startalk participants along with the Al-WaHa staff members will implement what they have learned throughout the daily schedule at Al-WaHa. Each day they will meet to debrief their experiences and discuss second language and immersion teaching strategies to meet the needs of the diverse learners at Al-WaHa, including heritage language learners.

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Portuguese Teachers

• Concordia Language Villages, Bemidji, MN

This four-credit graduate course in Second Language and Immersion Methodologies for STARTALK Portuguese Teachers, grades K – 16, is a fourteen-day residential program located at Bemidji State University in Bemidji, Minnesota, and at the Portuguese Language Village, in Callaway, Minnesota. The program is limited to eight participants. Over the fourteen days, there will be 120 hours of instruction as the teachers participate in workshops, discussions, teaching demonstrations, lesson planning followed by implementation of their learning at Mar e Floresta. Startalk teachers will learn and practice: a. strategies for staying in the target language in both formal and informal instructional settings; b. formative and summative standards-based assessments of villagers’ communication skills and cultural understandings; c. content-based teaching strategies; d. integrating culture into the teaching of the Portuguese language. At Mar e Floresta the STARTALK teachers will implement what they have learned. Each day they will meet to debrief their experiences and discuss second language and immersion teaching strategies to meet the needs of the diverse learners at Mar e Floresta. Participants will develop a standards-based performance assessment unit based on their teaching and learning experiences at Mar e Floresta.

Concordia Language Villages (student)

Portuguese STARTALK Student Program: Living the Language and Culture at Concordia Portuguese Language Village

• Concordia Language Villages, Callaway, MN

Full and partial scholarships to summer two-week and summer four-week, credit-bearing programs are available to elementary, middle school and high school students in selected Bemidji, MN schools. Each scholarship includes two follow-up weekend programs in the fall and early winter. Students are residents in a “Portuguese Village,” living Portuguese language and Lusophone culture through daily life in this residential camp program, while increasing their language and cultural proficiency, as well as their global citizenship skills. The experiential, residential setting immerses the participants in the culture of the countries where Portuguese is spoken through food, music, sports, dance, games, and activities, and students build skills in a variety of communicative tasks, such as asking and answering questions, describing, expressing opinions, and telling stories. They function in Portuguese language contexts such as stores, social settings, and homes. We will welcome STARTALK participants from partner elementary, middle, and high schools; they will join many others. Programs are designed to offer experiences for beginning to advanced learners. Since 1961, Concordia Language Villages, a program of Concordia College, Moorhead, Minn., has been a nationally recognized language and cultural immersion program, with a mission of preparing young people for responsible citizenship in our global community.

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Chinese Teachers

• Concordia Language Villages, Bemidji, MN

This four-credit graduate course in Second Language and Immersion Methodologies for STARTALK Chinese Teachers, grades K – 16, is a fourteen-day residential program located at Bemidji State University in Bemidji, Minnesota, and at Sen Lin Hu, the Chinese Language Village, in its new location in Callaway, Minnesota. The program is limited to ten participants. Over the fourteen days, there will be 120 hours of instruction as the teachers participate in workshops, discussions, teaching demonstrations, lesson planning followed by implementation of their learning at Sen Lin Hu. Through this program, STARTALK teachers will learn and practice: a. strategies for staying in the target language in both formal and informal instructional settings; b. formative and summative standards-based assessments of villagers’ communication skills and cultural understandings; c. content-based teaching strategies; d. integrating culture into the teaching of the Chinese language. After completing introductory class discussions,participants will travel to Sen Lin Hu to implement what they have learned. Each day they will meet to debrief their experiences and discuss second language and immersion teaching strategies. Upon their return from Sen Lin Hu, the participants will have time to synthesize their learning, with a focus on bringing Sen Lin Hu teaching strategies to the classroom.

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Russian Teachers

• Concordia Language Villages, Bemidji, MN

The Standards for Foreign Language Learning in the 21st Century and principles of second language and immersion pedagogy serve as the framework for this four-credit graduate level course. A residential program designed for K-16 teachers of Russian, the participants will enhance their understanding of best practices in teaching Russian through participation in language learning groups and activities at Lesnoe Ozero, the Russian Language Village of Concordia Language Villages. Active participation in the Russian Language Village program will be accompanied by class discussions about the methods observed and current research on second language acquisition. Observation, participation in, and analysis of a variety of methodologies in action at Lesnoe Ozero will help participants define their personal instructional philosophy. The use of music to teach Russian will be highlighted in the program with discussions facilitated by guest presenter, Dr. Laurie Iudin-Nelson, Director of Russian Studies and Head of the Department of Modern Languages and Literatures at Luther College, Decorah, Iowa. Lara Ravitch, Dean of the Russian Language Village, will serve as an instructor, specializing in content-based instruction. Donna Clementi, longtime staff member at Concordia Language Villages, will be the lead instructor. Four graduate credits will be awarded for successful completion of the course.

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Arabic Teachers

• Concordia Language Villages, Bemidji, MN

The Standards for Foreign Language Learning in the 21st Century and principles of second language and immersion pedagogy serve as the framework for this four-credit graduate level course. This is a residential program designed for K-16 teachers of Arabic, Active participation in Concordia Language Villages programs will be accompanied by class discussions about the methods observed and current research on second language acquisition. Observation, participation in, and analysis of a variety of methodologies in action will help participants define their personal instructional philosophy. The seminar will be led by Donna Clementi, longtime staff member of Concordia Language Villages and Fatima Maghdaoui. Fatima Maghdaoui received her BA degree in Arabic language and literature from Hassan II, Casablanca, Morocco, in 1993, and her Master of Education in World Language Instruction from Concordia College, Moorhead, MN, in 2010. She taught in Morocco for 10 years. She taught Arabic language in a private K-12 school for 6 years, and is currently teaching Arabic language in a K-8 school. She organized, designed and taught an immersion Arabic program for summer campers in MN. Four graduate credits will be awarded for successful completion of the course.

Confucius Chinese Language School (SCCCS) (student)

STARTALK CCLS (SCCCS) Summer Chinese Language Adventure for Grade K-12

• Glendale Edison Elementary School, Glendale, CA
• ABC USD, Cerritos, CA
• Walnut Valley USD, Walnut, CA
• Hacienda La Puente USD, Hacienda Heights, CA
• Pasadena Charter School, Altadena, CA

CCLS (SCCCS) offers three types Chinese language programs for K-12 students at six school districts that currently offer FLAP, FLES and/or Immersion Programs: 1) "Panda Bear's Chinese Adventure" is a Dual Language Immersion Program designed for kindergarten to second grade students to learn Chinese through content-based curriculum using thematic unit designs. Students will acquire Chinese language through interdisciplinary contents of Social Science, Science, Language arts and Mathematics. Students will be well prepared to enroll in the next level of the Mandarin DLI program during the regular school year. 2) “Let’s Go to the Golden Mountains” is a Foreign Language in Elementary School Program for Grade 3 – 5 students. This program is designed for elementary school students to learn Chinese language through the California Social Science Framework that covers Chinese Immigration history. 3) “Ancient Treasures” is a Foreign Language Program for Middle School and High School students. Students will learn Chinese language culture through ancient Chinese art and ancient inventions.

Confucius Institute at Portland State University (teacher)

Teacher Professional Development - 2010 Summer K-12 Chinese Language Teacher Training Program

• Confucius Institute at Portland State University, Portland, OR

The program will recruit 25-30 teachers from over 50 K-12 schools in great Portland region including southwest Washington State, and 25-30 from K-12 schools in the US. Trainees will include in-service and pre-service K-12 teachers of Chinese. During the training, the trainees will obtain core knowledge and skills required for teaching Chinese in the context of emerging national standards in teaching Chinese as a foreign language (CFL), principles of language acquisition, new developments in language pedagogy, curriculum design and planning, instructional technology applicable to classroom teaching. In addition, the trainees will be guided to independently to develop the most appropriate approaches in teaching planning, material developing, courseware designing, and apply their practical teaching plans and curriculum design to interactive, student-centered, and culturally enriched Chinese classroom teaching. The training will be conducted in the form of lectures, group discussion, teaching rehearsals, self critiques and peer evaluation. Upon successful completing all the required work of the training program, the trainees will submit an e-portfolio that contains all lecture reflections, teaching notes, group project summary, PPT presentations, teaching plans, self- and group-evaluations, and receive a teacher training certificate and earn three graduate credits from the Graduate School of Education at Portland State University.

Confucius Institute at Troy University (teacher)

Troy STARTALK Teacher Professional Development

• http://www.troy.edu/confucius/, Troy, AL

The program will recruit 25-30 teachers from over 50 K-12 schools Alabama region including southeast Louisiana State. Trainees will include in-service and pre-service K-12 teachers of Chinese. This training program is designed to solve the problem of a shortage of qualified and professionally trained Chinese language teachers in Alabama and Southeast Louisiana State. The teachers, either beginning level or experienced or both, will be enrolled in this training program, which will benefit them in their teaching of the Chinese language regarding classroom management, and selection and evaluation of teaching resources. This program will last two weeks, including two Saturdays, for a total of 12 days, or 100 instructional hours.

Consortium of Illinois Language Schools (teacher)

STARTALK Nurture Teacher Program

• Chinese Culture Center, Westmont, IL

This teacher program is designed to prepare participants for learning about the Standards for Foreign Language Learning in the 21st Century and the OPI concepts for teaching and learning and to guide teachers using the backward design method for curriculum development. Participants will also discuss various strategies in implementing these standards in the classroom, as well as teach mini-lessons for feedback. To bring technology into the Chinese classroom, they will learn how to use Moodle to create online classes. By the end of the class, participants will be able to design and deliver standards-based units and lessons aligned with functional goals and performance assessment. Additionally, they will develop a repertoire of teaching techniques and strategies that will be effective in helping them carry out differentiated instruction while integrating culture, content, and technology into teaching practices.

Consortium of Illinois Language Schools (teacher)

Startalk Nurture Program

• College of DuPage, Glen Ellyn, IL

Startalk Nurture Program is designed to prepare participants for learning about the Standards for Foreign Language Learning in the 21st Century for teaching and learning and to guide teachers using the backward design method for curriculum development. Participants will also discuss various strategies in implementing these standards in the classroom, as well as teach mini-lessons for feedback. To bring technology into the Chinese classroom. By the end of the class, participants will be able to design and deliver standards-based units and lessons aligned with functional goals and performance assessment. Additionally, they will develop a repertoire of teaching techniques and strategies that will be effective in helping them carry out differentiated instruction while integrating culture, content, and technology into teaching practices.

Consortium of Illinois Language Schools (student)

Chinese/Hindi Student Program

• Neuque Valley High School, Naperville, IL
• Naperville Central High School, Naperville, IL
• Downer Grove North High School, Downers Grove, IL
• Indian Trail School, Downers Grove, IL
• Heritage Lakes School, Carol Stream, IL
• Plainfield North High School, Plainfield , IL

Startalk Nurture Program offers Chinese and Hindi Immersion courses in 6 school districts for total of 10 individual programs.

Consortium of Illinois Language Schools (student)

Startalk Chinese Nurture Student Program

• Nequa Valley High School, Naperville, IL
• Kennedy Junior High, Lisle, IL
• Christian Heritage Acedemy, Northfield, IL
• Plainfield North High School, Plainfield, IL
• Henry Puffer Grade School , Downers Grove, IL

Startalk Nurture Student program has provided the opportunities for students in school districts the opportunities to learn the important but not commonly taught in schools in the fun and rich immersion environment. We will give the opportunities for students to learn the language and later on deciding whether will take the courses in the coming high school years to enhance their language skills.

Consortium of Illinois Language Schools (teacher)

Startalk Nurture Chinese Teacher Program

• Chinese Culture Center, Westmont, IL

The Nurture Teacher Program is designed to meet the needs of teaching professionals with various backgrounds, 1. Chinese heritage school teachers who like to adopt the standard teaching methodology to enrich their teachings, or like to explore the possibility of receiving teaching certificate in their future plans. 2. For experienced Chinese teachers who already worked in school districts but like to further enhance their skills and enhance students learning experiences. 3. For people who are interested in teaching Chinese, this curriculum has basic introduction on ACTFL standard, they will be able to look this is the path they wanted to pursue. In last three years, we have 1/3 of trainees in each categories.

Consortium of Texas Chinese Language Institutes (teacher)

STARTALK Ice Breaking Program

The theme of the Texas STARTALK Chinese Teacher Program is "Word to World." The goal is to lead the trainees to move beyond word/grammar teaching to focusing on real-world communication in a language classroom. Participants will understand that the ultimate goal in foreign language teaching and assessment is to create contexts and provide opportunities for students to use the language to engage in meaningful communication in real-world situations. The Texas STARTALK Teacher Program offers 90 hours of instruction centering on topics of national standards, performance-based approaches and assessment, second language acquisition, teaching Chinese as a second language, technology for language teaching, curriculum development, and daily lesson plan design. Our program includes four university instructors from Rice University, the University of Houston, the University of Texas at San Antonio, and two high school teachers from Chicago and New Jersey. The program also arranges teaching practicums during the summer in June and July. The Teacher Program starts in April and ends in May.

Consortium of Texas Chinese Language Institutes (student)

STARTALK Ice Breaking Program

The Texas Startalk Ice Breaking Chinese Student Summer Programs aims to raise the awareness of and stimulate the interest in learning Chinese language and culture among middle and high school students. The theme of the student programs is "Your Space, My Space." Through the material and instruction, students use the Chinese language to explore their own space and compare with the spaces of young Chinese people in the spheres of lifestyles, personal preferences, family structure, school activities, and so forth. Students learn, through exploration and comparison, that the individual spaces of young people reflect cultural and social uniqueness as well as a similar exciting energy, free spirit, and wild creativity, whether they are in Beijing, Taipei, or Houston. Most of the student programs last three or four weeks, as enrichment programs for the summer schools, four hours per week, Monday through Friday. All of the programs, from June to July, include daily one-hour cultural sessions. Students will have hands-on cultural experience practicing the lion dance, playing Chinese yoyo, writing calligraphy, and making arts and crafts.

Consortium of Texas Chinese Language Institutes (teacher)

Houston STARTALK Teacher Program

• Chinese Culture Center, Houston, TX

The Houston teacher program offers 80 hours of instruction centering on topics of teaching Chinese as second langauge, second langauge acquisition, curriculum development and daily lesson plan design, technology for language teaching, national standards, performance-based approaches and assessment, teaching in American public schools, using target language and teaching pronunciation and tones. The goal is to lead the trainees to move beyond word/grammar teaching to focusing on real-world communication in a language classroom. The ultimate goal is to let teachers understand in foreign language teaching and assessment is to create contexts and provide opportunities for students to use the language to engage in meaningful communication in real-world situations. The trainees are provided with teaching internship oppotunities in student summer programs in which they can implement their daily lesson plans and thematic units designed in the workshop.

Consortium of Texas Chinese Language Institutes (teacher)

STARTALK Ice Breaking Program (Dallas-Fort Worth)

• Dallas-Fort Worth, Richardson, TX

The theme of the Texas STARTALK Chinese Teacher Program is "Word to World." The goal is to lead the trainees to move beyond word/grammar teaching to focusing on real-world communication in a language classroom. Participants will understand that the ultimate goal in foreign language teaching and assessment is to create contexts and provide opportunities for students to use the language to engage in meaningful communication in real-world situations. The Dallas, Texas STARTALK Teacher Program offers 80 hours of instruction centering on topics of national standards, performance-based approaches and assessment, second language acquisition, teaching Chinese as a second language, technology for language teaching, curriculum development, and daily lesson plan design. The program also arranges teaching practicums during the student summer program in June and early July.

Consortium of Texas Chinese Language Institutes (student)

Houston STARTALK Student Program

• June 14 - July 1, 2010, Houston, TX
• June 7 - July 1, 2010, Rosenberg, TX
• June 9 - 30, 2010, The Woodlands, TX
• June 15 - 30, 2010, Katy, TX
• June 7 - 18, 2010, Houston, TX

Houston StarTalk Student Program is a three week summer school program, will engage middle and high school students in a fun and exciting Chinese learning experience while enabling them to gain a proficiency in Chinese. The theme of the student program is "Your Space, My Space." Through the material and instruction, students use the Chinese langauge to explore their own space and compare with the space of young Chinese people in the spheres of lifestyles, personal preferences, family structure, school activities, and so on. Students learn, through exploration and comparison, that the individual spaces of young people reflect cultural and social uniqueness. The daily program will include three-hour language and one-hour cultural session. Students will have hands-on cultural experience practicing Chinese yoyo, writing calligraphy, drawing Chinese painting, making arts and crafts, learning Chinese folk dancing and others. The program will also include one day field trip to China town to experience the real-world Chinese culture and life style.

CONSORTIUM OF TEXAS CHINESE LANGUAGE INSTITUTES (student)

STARTALK Ice Breaking Program (Dallas-Fort Worth)

• Carroll Middle School, Southlake, TX
• Jasper High School, Plano, TX
• North Ridge Middle School, North Richland Hills, TX

The Texas Startalk Ice Breaking Chinese Student Summer Programs aims to raise the awareness and stimulate the interest in learning the Chinese language and culture among of 3rd grade to 12th grade students. The theme of the student programs is "Your Space, My Space." Through the material and instruction, students use the Chinese language to explore their own space and compare with the spaces of young Chinese students in the spheres of lifestyles, personal preferences, family structure, school and activities. Students learn, through exploration and comparison, that the individual spaces of young people reflect cultural and social uniqueness as well as a similar exciting energy, free spirit, and wild creativity, whether they are in Beijing, Taipei, or Dallas-Fort Worth. As enrichment programs for the summer schools, it includes a daily three-hour language lesson and one-hour cultural sessions. Students will also have hands-on cultural experience practicing the lion dance, playing Chinese yo-yo, writing calligraphy, and making arts and crafts.

Consortium of Texas Chinese Language Institutes (teacher)

Houston STARTALK Teacher Program

• Chinese Culture Center, Houston, TX

The Houston teacher program offers 92 hours of instruction centering on topics of teaching Chinese as second langauge, second langauge acquisition, curriculum development and daily lesson plan design, E-learning technology for language teaching, early childhhood education, national standards, performance-based approaches and assessment, teaching in American public schools, using target language and teaching pronunciation and tones. The goal is to lead the trainees to move beyond word/grammar teaching to focusing on real-world communication in a language classroom. The ultimate goal is to let teachers understand in foreign language teaching and assessment is to create contexts and provide opportunities for students to use the language to engage in meaningful communication in real-world situations. The trainees are provided with teaching internship oppotunities in student summer programs in which they can implement their daily lesson plans and thematic units designed in the workshop.

Consortium of Texas Chinese Language Institutes (teacher)

Dallas STARTALK Ice Breaking Program

• University of Texas – Dallas, Richardson, TX

The goal of the Chinese Teacher Program Word to World, in Dallas is to lead the trainees to move beyond word/grammar teaching to focusing on real-world communication in a language classroom. Participants will understand that the ultimate goal in foreign language teaching and assessment is to create contexts and provide opportunities for students to use the language to engage in meaningful communication in real-world situations. To realize the goal, the Program offers 90-hour instruction centering on topics of national standards, performance-based approaches and assessment, second language acquisition, teaching Chinese as a second language, technology for language teaching, curriculum development and daily lesson plan design. Our Program also arranges teaching practicum during the summer in June and July. The Teacher Program starts in May and ends in early June. The workshops are offered during the weekends.

Consortium of Texas Chinese Language Institutes (student)

Houston STARTALK Student Program

• Lamar CISD, Rosengerg, TX
• Conroe ISD, The Woodlands, TX
• Springbranch ISD, Houston, TX
• Pearland ISD, Pearland, TX

Houston StarTalk Student Program is a three week summer school program, will engage elementary, middle and high school students in a fun and exciting Chinese learning experience while enabling them to gain a proficiency in Chinese. The theme of the student program is "Your Space, My Space." Through the material and instruction, students use the Chinese langauge to explore their own space and compare with the space of young Chinese people in the spheres of lifestyles, personal preferences, family structure, school activities, and so on. Students learn, through exploration and comparison, that the individual spaces of young people reflect cultural and social uniqueness. The daily program will include three-hour language and one-hour cultural session. Students will have hands-on cultural experience practicing Chinese yoyo, writing calligraphy, drawing Chinese painting, making arts and crafts, learning Chinese folk dancing and others. The program may also include one day field trip to China town to experience the real-world Chinese culture and life style.

Consortium of Texas Chinese Language Institutes - Dallas (student)

Dallas STARTALK Ice Breaking Program

• Plano, Plano, TX
• Southlake, Southlake, TX
• Dallas, Dallas, TX
• Fort Worth, Fort Worth, TX

The goal of the Ice-Breaking Chinese Student Programs, in Dallas aims at raising the awareness of and stimulating the interest in learning Chinese language and culture among elementary, middle- and high-school students. The theme of the student programs is Your Space My Space. Through the material and instruction, students use the Chinese language to explore their own space and compare with the spaces of Chinese young people in the spheres of life style, personal preferences, family structure, school activities, and etc. They will understand the change of the family structure, from multi-generation to the current one-child policy in China as well as the education system in Taiwan and China. Thus, students learn, through exploration and comparison, that individual spaces of young people reflect the cultural and social uniqueness, as well as the similar exciting energy, free spirit, and wild creativity, whether they are in Beijing, Taipei or Houston.

Crane House (student)

STARTALK: Crane House Chinese Language Institute

• Atherton High School, Louisville, KY

Crane House, The Asia Institute Inc., the University of Louisville, and Jefferson County Public Schools collaboratively provide the 2012 STARTALK: Crane House Chinese Language Institute. The institute is a three-week intensive summer program that immerses middle and high school students in the Chinese language and culture. The program will run weekdays from July 9 to July 27, 2012, 8:30 a.m. - 1:30 p.m, with a follow-up program in the fall. There is no cost to the students. Qualified high school students could receive one Carnegie unit of world language and three college credits at the University of Louisville. This intensive program accelerates students’ language proficiency in mandarin Chinese and expands their cultural knowledge of China. The learning is facilitated through theme-based, technology-aided classroom activities, computer labs, field trips, weekly Skype exchanges with Chinese speaking peers in China, and a final showcase. The curriculum is designed by the professor of Chinese at the University of Louisville, and will be executed by qualified teachers as well as teaching assistants who will receive a pre-program teacher/TA development training by the world language specialist of Jefferson County Public Schools. 502-635-2240 • startalk-ch@cranehouse.org

Crane House, The Asia Institute, Inc. (student)

STARTALK: Crane House Chinese Language Institute

Crane House, The Asia Institute, Inc., Jefferson County Public Schools, and the University of Louisville are pleased to present the 2009 STARTALK Chinese Language Institute. The institute is a three-week intensive summer program that immerses middle and high school students in Chinese language and culture. The program will run weekdays from July 6 to July 24, 8:30 a.m.–1:00 p.m. There is no cost to the student. High school students could receive one Carnegie unit of world language and three college credits at the University of Louisville. This program is administrated by the National Foreign Language Center at the University of Maryland, in conjunction with a federal initiative for critical need languages. This intensive program accelerates students’ language proficiency in Mandarin Chinese and expands their cultural knowledge of China. Learning is facilitated through theme-based classroom instruction/discussion, culture assemblies, computer labs, field trips, extracurricular activities, and a final showcase. The curriculum is designed by the professor of Chinese language at the University of Louisville, the world language specialist of Jefferson County, Public Schools and other experienced educators and will be executed by highly qualified teachers of the Chinese language and culture.

Crane House, The Asia Institute, Inc. (student)

STARTALK: Crane House Chinese Language Institute

• Ballard High School, Louisville, KY

Crane House, The Asia Institute, Inc., Jefferson County Public Schools, and the University of Louisville are pleased to present the 2010 STARTALK Chinese Language Institute. The institute is a three-week intensive summer program that immerses middle and high school students in Chinese language and culture. The program will run weekdays from July 12 to July 30, 8:30 a.m.–1:30 p.m. There is no cost to the student. High school students could receive one Carnegie unit of world language and three college credits at the University of Louisville. This program is administrated by the National Foreign Language Center at the University of Maryland, in conjunction with a federal initiative for critical need languages. This intensive program accelerates students’ language proficiency in Mandarin Chinese and expands their cultural knowledge of China. Learning is facilitated through theme-based classroom instruction/discussion, computer labs, field trips, extracurricular activities, and a final showcase. The curriculum is designed by the professor of Chinese language at the University of Louisville, the world language specialist of Jefferson County, Public Schools and other experienced educators and will be executed by highly qualified teachers of the Chinese language and culture.

Crane House, The Asia Institute, Inc. (student)

STARTALK: Crane House Chinese Language Institute

• Ballard High School, Louisville, KY

Crane House, The Asia Institute, inc., Jefferson County Public Schools, and the University of Louisville are pleased to present the 2011 STARTALK: Crane House Chinese Language Institute. The institute is a three-week intensive summer program that immerses middle and high school students in Chinese language and culture. The program will run weekdays from July 18 to August 5, 2011, 8:30 a.m. - 1:30 p.m. There is no cost to the student. High school students could receive one Carnegie unit of world language and three college credits at the University of Louisville. This program is administrated by the National Foreign Language Center at the University of Maryland, in conjunction with a federal initiative for critical need languages. This intensive program accelerates students’ language proficiency in mandarin Chinese and expands their cultural knowledge of China. The learning is facilitated through theme-based classroom instruction/discussions, computer labs, field trips, extracurricular activities, and a final showcase. The curriculum is designed by the professor of Chinese language at the University of Louisville, the world language specialist of the Jefferson County Public Schools, and other experienced educators and will be executed by highly qualified teachers of the Chinese language and culture.

D.C. 9 Metropolitan Urdu Center (student)

DC Metro Urdu STARTALK Program

• Fairfax County, VA

The DC Metro Urdu STARTALK Program will offer an exciting opportunity to 40 local middle and high school students to improve their Urdu language skills and their understanding of Urdu culture. Students will improve their proficiency in Urdu language and culture through a curriculum based on the most current, innovative, and effective teaching methods. The program will also strengthen students’ ties with the local and international Urdu community and it will help to disseminate information about fun, engaging, and effective teaching methods throughout the local community. Instruction will be based on the theme “A Trip to South Asia.” Our aim will be for students to learn to carry out a variety of real-world tasks at a performance level of half above their incoming level. Instruction will integrate language, culture, and content, and students will improve their proficiency in all three areas by actively using their linguistic and cultural/content knowledge. The program will incorporate technology in a manner that enhances instruction and extends learning opportunities. We believe that we will be able to help accomplish this goal by offering a rich learning experience to our youth and in the process strengthening local networks and disseminating knowledge about effective teaching methods.

Delaware Valley Chinese School (student)

Greater Philadelphia STARTALK Chinese Academy

• 1023 Callowhill Street, Folk Arts-Cultural Treasures Charter School, Philadelphia, PA

The Greater Philadelphia STARTALK Chinese Academy provides a free, unique opportunity for 30 urban and suburban high school students, (incoming 9th grade to 12th grade) to study Chinese language and culture in a three-week (July 11-July 29) intensive, non-residential program. We will offer free breakfast, snacks and free lunch. The program is designed for students with less than two years of experience studying Mandarin Chinese, including students with no previous experience. The program will start from 8 A.M to 3 P.M, Monday through Friday and will culminate in a cultural performance that demonstrates student learning.

DePaul University (student)

DePaul Arabic STARTALK Student Program

The DePaul Arabic STARTALK Student Program is an intensive immersion program for high school students interested in pursuing Arabic studies. The program is for two weeks (June 22-July 3). Classes will be held on weekdays from 9:00 a.m. to 3:00 p.m., for a total of 60 contact hours. Students must be enrolled in a public or private high school at the time of applying for the program. After orientation, potential students will be selected based on an interview and placement test prior to the start of the program and placed in beginner and intermediate groups according to these test results. A total of thirty students will be admitted to the program. Participants will receive standard-based instruction delivered by trained native speakers of Arabic. In addition to student centered language instruction, participants will use technology and participate in a range of cultural activities including instruction in Arabic calligraphy by a certified calligrapher, traditional Arabic group dance (dabka), Arabic songs and poetry, and many other activities designed to introduce the students to Arab culture practices, products, and perspectives. Students will have the opportunity to interact with Arabic heritage speakers through the sessions and activities of the program.

DePaul University (teacher)

DePaul STARTALK Teacher Program

The DePaul Arabic STARTALK Teacher Program offers two courses to teachers and prospective teachers of Arabic from Chicago and its suburbs. A total of 30 teachers will be selected to participate. Arabic material and resources will be developed and posted online. After an initial orientation, participants will be asked to review a list of materials one week prior to the start of each of the programs and discuss them through a designated online social group. The first course duration is two weeks (June 22-July 3) with 5 contact hours each week. It will introduce participants to the essentials of teaching Arabic as a second language, including methods and strategies for teaching language skills, planning lessons, selecting and developing materials, and assessing. The K-16 Arabic National Standards will be incorporated in all aspects of teaching and assessment. The second course duration is two weeks (July 6-17), with the first week onsite and the second week online. It will target experienced teachers who took prior DePaul STARTALK courses or equivalent courses. Participants will learn to use technology for teaching, communication, material and resource development, assessment, and contributing to Arabic open-sources. Materials and resources developed will be posted online when appropriate.

DePaul University (student)

DePaul Startalk Chinese Language Academy

• DePaul University Chinese Language Academy, Chicago, IL
• DePaul University Chicago, Chicago, IL

DePaul University's 2010 Summer Chinese Language Academy (CLA) for Academically Gifted High School Students expands to 3 college-level courses for its 4th consecutive Startalk year.CLA offers students: a) over 100 hours or 4 weeks of college-level intensive language training; b) Immersion in authentic Chinese language and cultural experiences; c) Student-centered proven “best practices” instruction promoting meaningful interaction in Chinese; and d) Stimulating classroom environment enhancing students’ linguistic and cultural proficiencies in Chinese. CLA targets academically gifted students from: Chicago and suburban public/private, and Chinese heritage schools. CLA offers one of the following college-level courses: Basic Chinese – targeting students with a minimum of one year enrollment in a Chinese world language course in high school OR equivalence; Intermediate Chinese – targeting students with a minimum of two years enrollment in Chinese in high school, equivalence OR participation in DePaul’s 2009 CLA; Advanced Chinese – targeting students with minimum of three years enrollment in Chinese in high school, enrollment in AP Chinese in Fall 2010, participation in DePaul’s 2009 CLA or equivalence. A stipend of $500 to defray transportation and personal expenses will be given at the completion of the session to students who fulfill all course, attendance and program requirements.

DePaul University (teacher)

Startalk Chinese Language Academy Teacher Training and Professional Development Program

• DePaul University, Chicago, IL

DePaul University's Chinese Language Academy (CLA) offers its 5th consecutive year of programs: Teacher Training & Professional Development with Integrated Practicum - graduate-level course in foundational best practices for pre-service, novice, or continuing K-12 teachers of Mandarin. Course and accompanying practicum offer participants graduate credits or CPDUs in experiential training in: planning standards-based curriculum; designing appropriate and varied assessments; strategies of student-centered instruction; backward design of curriculum; engaging professional development resources-at-large; and mastering collegial-professional practices. Targeting novice and current teachers starting new programs or motivated to engage in innovative professional development, CLA instruction is led by team of university faculty and seasoned K-12 teachers with expertise in teaching Chinese. Teachers can participate in a supervised practicum in 3 levels of secondary school courses. Participants can receive at minimum, one graduate credit hour for two-week course, and a second graduate credit hour for three-week practicum (Up to 3 additional credit hours may be applied for), and equivalent CPDUs. Or upon completion of the practicum and all course requirements, participants may choose to receive a stipend of approximately $1,100. Enrollment is limited to 20 teachers; application fee, $25; upon acceptance, $150 program fee is required. Classes held at beautiful Lincoln Park Campus.

DePaul University (student)

DePaul Startalk Chinese Language Academy

• DePaul University, Chicago, IL

DePaul University's 2011 Summer Chinese Language Academy (CLA) for Academically Gifted High School Students continues with 3 college-level courses for its 5th consecutive Startalk year.CLA offers students: a) 100+ hours or over 4 weeks of college-level intensive language training; b) Immersion in authentic Chinese language and cultural experiences; c) Student-centered proven “best practices” instruction promoting meaningful interaction in Chinese; and d) Stimulating classroom environment enhancing students’ linguistic and cultural proficiencies in Chinese. CLA targets academically gifted students from: Chicago and suburban public/private, and Chinese heritage schools. CLA offers one of the following college-level courses: Basic Chinese – targeting students with a minimum of one year enrollment in a Chinese world language course in high school OR equivalence; Intermediate Chinese – targeting students with a minimum of two years enrollment in Chinese in high school, equivalence OR participation in DePaul’s 2010 CLA; Advanced Chinese – targeting students with minimum of three years enrollment in Chinese in high school & enrollment in AP Chinese Fall 2011, participation in DePaul’s 2010 CLA or equivalence. A stipend of $500 to defray transportation and personal expenses will be given at the completion of the session to students who fulfill all course, attendance and program requirements.

DePaul University (teacher)

DePaul Startalk Teacher Training Chinese Language Academy

• DePaul University, Chicago, IL

DePaul University's Chinese Language Academy (CLA) proudly offers its 6th consecutive year of a "model program" (rated by 2011 STARTALK Site Visit Report): “Best Practices and Professional Promotion for K-12 Chinese Language Instructors," - graduate-level course in foundational best practices for pre-service, novice, or continuing K-12 Mandarin teachers. Course and integrated practicum offer participants graduate credits or CPDUs in experiential training in: planning standards-based curriculum; designing appropriate varied assessments; developing strategies of student-centered instruction & backward design of curriculum; adapting new technologies/software; and mastering collegial-professional practices. Targeting novice and current teachers starting new programs or motivated to engage in innovative professional development, instruction is led by team of university faculty and seasoned K-12 teachers with expertise in teaching Chinese. Teachers can assist in teaching in supervised practicum providing 3 levels of Mandarin courses integrated with DePaul-STARTALK student program on Lincoln Park Campus. Participants in the course and practicum will receive equivalent CPDUs (Up to 8 graduate credits/course & practicum available with additional fees). Upon completion of practicum, all course requirements, and follow-up workshops, participants will receive stipend of approximately $1,200. Enrollment is limited to 20 teachers; upon acceptance, a $100 refundable registration deposit is required. Applications available online in April.

DePaul University (student)

DePaul Startalk Chinese Language Academy (Mandatory Orientation & Placement Testing - June 22, 2012)

• DePaul University, Chicago, IL

DePaul University's 2012 Summer Chinese Language Academy (CLA) for Academically Gifted High School Students proudly provides 3 college-level courses for its 6th consecutive year. CLA offers students: a) 150+ hours or 5 weeks of college-level intensive language training; b) Immersion in authentic Chinese language and cultural experiences; c) Student-centered proven “best practices” instruction promoting: meaningful interaction and student performance in real-life situations; and d) Stimulating classroom environment enhancing students’ linguistic and cultural proficiencies in Chinese. CLA prioritizes academically talented students from: Chicago and suburban public/private, and heritage schools. CLA offers courses in 3 proficiency levels: Basic Chinese – targeting students with minimum of one year enrollment in a Chinese world language course in high school OR equivalence; Intermediate Chinese – targeting students with minimum of two years enrollment in Chinese in high school OR equivalence; Advanced Chinese – targeting students with minimum of three years enrollment in Chinese in high school & enrollment in AP Chinese in Fall 2012, OR equivalence. $400 stipend defraying transportation/personal expenses will be given to students fulfilling all course, attendance and program requirements. Enrollment is limited to a total of 50 students; upon acceptance, a $50 registration deposit is required. Applications available online in April.

DePaul University Chinese Language Academy (teacher)

DePaul University Chinese Language Academy: Teacher Training & Professional Development

DePaul University's Chinese Language Academy (CLA), offers a two-week intensive course, "Teaching Chinese: Linguistics, Approaches & Strategies," CLA's curriculum highlights best practices and latest research on Chinese pedagogy, teaching methodology, and second language acquisition. Targeting novice teachers starting new programs and current teachers motivated to engage in innovative professional development, CLA instruction is led by DePaul’s team of university faculty and seasoned secondary teachers with expertise in teaching Chinese as a 2nd language. The course emphasizes 3 important areas: curriculum development, instructional delivery, and assessment. Participants will have the concurrent opportunity to participate in a supervised practicum, linking their course instruction to the DePaul STARTALK CLA for Academically Gifted High School Students. Engaged in 30 practicum hours in the STARTALK CLA Student Program, participants will observe, assist, teach, and tutor under the supervision of the lead instructor and DePaul STARTALK CLA teaching team. Participants will receive: daily lunches plus all books, course materials,access to audiovisual/technology equipment,60 CPDUs or continuing professional development units, and at minimum, one graduate credit hour to all participants (Up to 3 additional graduate credit hours may be applied for).

DePaul University Chinese Language Academy (student)

DePaul Chinese Language Academy: Intensive Chinese Student Program

Since 2003, DePaul University has attracted talented high school students to participate in its innovative early college courses. DePaul's Chinese Language Academy offers students: a) 100 hours or 4 weeks of college-level intensive language training in Chinese; b) Immersion in authentic Chinese language and cultural experiences; c) Innovative instruction led by DePaul’s team of faculty with expertise in teaching Chinese as a 2nd language; and d) Stimulating classroom environment enhancing students’ linguistic and cultural proficiencies in Chinese. DePaul's Chinese Language Academy (CLA) targets academically gifted students from: Chicago and suburban public/private, and Chinese heritage schools. In its third consecutive year of funding through STARTALK, CLA offers a cutting-edge curriculum prioritizing interpersonal communication in Mandarin Chinese. Students will also gain co-curricular experiences on- and off-campus including participating in: Chinese American community field trips; cultural activities and lessons; and performance-based projects. A stipend of $500 to defray transportation and personal expenses will be given at the completion of the session to students who fulfill all course, attendance and program requirements.

DePaul University, Chicago, Illinois (teacher)

Startalk Chinese Language Academy Teacher Training and Professional Development Program

• DePaul University Chinese Language Academy, Chicago, IL

DePaul University's 2010 Summer Chinese Language Academy (CLA) offer for its 4th consecutive Startalk year: Teacher Training & Professional Development with Integrated Practicum - graduate-level course in foundational best practices for pre-service and novice K-12 teachers of Mandarin. Course and accompanying practicum offer participants graduate credits or CPDUs in experiential training in: planning standards-based curriculum; designing appropriate and varied assessments; successful classroom management; strategies of student-centered instruction; backward design of curriculum; applying SLA theory in instructional practice; and engaging professional development resources at large. Classes held daily at Lincoln Park Campus. Targeting novice teachers starting new programs and current teachers motivated to engage in innovative professional development, CLA instruction is led by DePaul’s team of university faculty and seasoned secondary teachers with expertise in teaching Chinese. Teachers will participate in a supervised practicum in 3 levels of high school student courses. Participants will receive at minimum one graduate credit hour (Up to 3 additional credit hours may be applied for), and equivalent CPDUs. Upon completion of the practicum and all course requirements, teachers may choose to receive another graduate credit hour or the equivalent stipend of $575. Enrollment is limited to 20 teachers; upon acceptance, $100 program fee is required.

East Central University (student)

Startalk: In Search of the Firebird

• East Central University, Ada, OK

Startalk: In Search of the Firebird Russian Summer Institute is a residential summer camp reaching 25 students (including Heritage Speakers) in Grades 9 through graduated 12 graders held on the campus of East Central University in Ada, Oklahoma from June 10-29, 2012. Morning sessions will focus on Russian language learning and afternoon sessions will focus on various facets of Russian Culture. The institute will provide 3 field trips emphasizing Russian language and culture. Participants will view Russian art, learn about the Russian Orthodox Church, and even visit a Russian Grocery store and have a meal in its Cafe. Outside the classroom activities will be led by students having completed a Russian minor at ECU and be designed to enhance classroom learning. Finally, follow-up activities have been planned to continue to nurture the Institute's participants through January 2013 to include musical theatre, attendance at ECU Russian language classes, a Russian Language retreat, and a New Year and Christmas celebration. The institute will immerse students into the Russian language and culture, thereby, helping students achieve improved language skills, cross-cultural competencies, and love of Russian culture.

Educators Society for Heritage of India (student)

StarTalk Marlboro Hindi School Summer Camp

• Marlboro Memorial Middle Schoool, Morganville, NJ

A three-week program under the umbrella theme “Namaste Bhaarat” is designed to introduce Hindi language to elementary to high school (age 9 to 15) students in Total Immersion mode. The program will introduce the language through cultural contexts using appropriate cultural products, practices and perspectives. Within the context of travelling in India, students will learn basic geography, diverse lifestyle, social and cultural practices and leisure activities. Through best instructional and interactive classroom practices intertwined with the national standards, students will learn to interact in culturally appropriate manner and develop a better understanding of cultural diversity. At the end of the program, students will know functional vocabulary and sentence structures in different time frames and noun-object-verb agreement. Student will obtain a wider perspective of Indian people, will be able to appreciate diverse aspects of Indian culture and traditions and perform simple tasks by communicating in Hindi language.

Educators' Society for Heritage of India (student)

STARTALK Marlboro Hindi School Summer Camp

• Marlboro Memorial Middle School, Morganville, NJ

Educators' Society for the Heritage of India (ESHI) / Marlboro Hindi School Announces ‘STARTALK’ Summer Day Camp for Hindi Language and Culture immersion. The Camp will be held at the Marlboro Memorial Middle School from July 16 to August 03, 2012 for Indian Heritage Learners (8 years or older on June 30, 2012). Non-Heritage Learners (10 years or older on June 30, 2012) are also welcome. Camp Time: 8:30 a.m. – 3:30 p.m. Monday through Friday Participants in small groups will learn through immersion in Hindi Language and Indian Culture with interactive instruction, music, dance, yoga, arts & crafts, other hands-on activities, projects and field trips. Marlboro Hindi School teachers in collaboration with two University of Pennsylvania’s Hindi Language Professors and a Marlboro K-8 World Language Teacher have specially designed the curriculum for this program.  Lunch and snacks will be provided (free) to all participants.  Participants arrange their own transportation.  Last date for online registration is Friday March 23, 2012 (11:59pm). Registration could close earlier if/when we have 100 qualified applicants. Online Registration: www.marlborohindischool.org Contacts: Dr. Bishan Agrawal: 732-536-2688 (bagrawal@optonline.net) Dr. Ved Chaudhary: 732-972 1489 (ved.chaudhary@gmail.com)

Fauquier County Public Schools (student)

Fauquier County Language Explore

The Fauquier County Language Explore program is an introduction to the Turkish and Arabic languages and cultures. The goal of our program is to expose rising 5th- through 8th-grade students to less commonly taught languages and cultures. Students will choose one of the languages to focus their studies as the two programs will run at the same time. We hope to build a foundation for further study and inspire students to want to learn more about languages and cultures. Specifically, students who complete this program will be able to participate in simple conversations on familiar topics including, but not limited to, greetings, numbers, colors, clothing, food, and animals. Students will be able to identify alphabetic characters leading them towards the ability to read the target language. Students will become aware of the different languages and cultures around them to help them to be more productive citizens in a global community. This program will be held at Kettle Run High School in Nokesville, VA. The program runs from Monday, July 6 to Tuesday, July 21. There will be no classes on Fridays.

Fauquier County Public Schools (student)

Startalk 2010

• Cedar Lee Middle School, Bealeton, VA

The Fauquier County STARTALK program is an introduction to the Turkish and Arabic languages and cultures. The goal of our program is to expose rising 6th- through 9th-grade students to less commonly taught languages and cultures. Students will choose one of the languages to focus their studies as the two programs will run at the same time. We hope to build a foundation for further study and inspire students to want to learn more about languages and cultures. Students who complete this program will be able to participate in simple conversations on familiar topics including, but not limited to, greetings, numbers, colors, clothing, food, and animals. Students will be able to identify alphabetic characters leading them towards the ability to read the target language. Instruction will be centered around the theme, "Planning a holiday party." Students will become aware of the different languages and cultures around them to help them to be more productive citizens in a global community. The program dates are July 12 - 29. There will be no classes on Fridays.

Fauquier County Public Schools (student)

Startalk 2011

• Cedar Lee Middle School, Bealeton, VA

Fauquier County Public Schools is offering StarTalk foreign language programs in Turkish and Arabic in July 2011. We will offer the following classes: Arabic 1 for grades 3-5, Arabic 1 for grades 6-10, Arabic 2 for returning students grades 7-11, Turkish 1 for grades 3-6, Turkish 1 for grades 7-10, and Turkish 2 for returning students grades 7-11. Classes will be held at Cedar Lee Middle School in Bealeton, VA. Student hours are 9:30 a.m. to 3 p.m. Transportation will be provided for Fauquier County residents. Lunch will be provided for all participants. Our 2011 Program Theme is Treasure Hunt. Students in Arabic classes will embark on a search for Queen Nefertari's missing treasures throughout the Middle East. Turkish students will discover treasures of the Ottoman Empire as they visit famous Turkish sites and monuments. Students will participate in field trips during the program.

Fauquier County Public Schools (student)

FCPS STARTALK 2012

• Taylor Middle School, Warrenton, VA

Arabic, Turkish • July 9, 2012 – July 26, 2012 • Warrenton, VA Fauquier County Public Schools is offering StarTalk foreign language programs in Turkish and Arabic in July 2012. We will offer the following classes: Arabic 1 for grades 3-5, Arabic 1 for grades 6-10, Arabic 2 for returning students grades 7-11, Arabic 3 for returning students, Turkish 1 for grades 3-6, Turkish 1 for grades 7-10, and Turkish 2 for returning students grades 7-11. Classes will be held at Taylor Middle School in Warrenton, VA. Student hours are 9:30 a.m. to 3 p.m. Transportation will be provided for Fauquier County residents. Lunch will be provided for all participants. Our 2012 Program Theme is Treasure Hunt. Students in Arabic classes will embark on a search for Queen Nefertari's missing treasures throughout the Middle East. Turkish students will discover treasures of the Ottoman Empire as they visit famous Turkish sites and monuments. Students will participate in field trips during the program. 540-422-7154 Ext. 1072 • startalk@fcps1.org • http://www.fcps1.org/startalk

Fayette County Public Schools (student)

Fayette STARTALK Chinese Summer Program

• Crawford Middle School, Lexington, KY

The Fayette County Public Schools district (FCPS), in partnership with the University of Kentucky, will provide the Fayette STARTALK Chinese Summer Program, an innovative summer learning experience for up to 50 elementary and middle school students. The students will be those first through eighth grade students participating in the district’s sequential, content-related and standards-based Chinese language programs during the regular school year. This two-week language program will sustain and enhance these students’ current levels of proficiency, while providing them with additional opportunities to experience authentic Chinese cultural experiences and activities in an immersion environment. The primary instructional goal of the program is to sustain and enhance participating students’ current levels of proficiency, while providing them with additional opportunities to experience authentic Chinese cultural activities in an immersion environment. In this standards-driven, Mandarin Chinese summer learning program, students will engage in relevant, age- appropriate communicative tasks that emerge from non-academic areas of interest and cultural importance as well as from academic content in other curricular areas.

Fayette County Public Schools (student)

Fayette STARTALK Chinese Summer Program

• Leestown Middle School, Lexington, KY

The Fayette County Public Schools district (FCPS), in partnership with the University of Kentucky, will provide the Fayette STARTALK Chinese Summer Program, an innovative summer learning experience for up to 100 elementary and middle school students. Participating students will be those rising first through eighth grade students enrolled in the district’s sequential, content-related and Kentucky World Language standards-based Chinese language programs during the regular school year. The primary instructional goal is to sustain and enhance participating students’ current levels of proficiency, while providing them with opportunities to experience authentic Chinese cultural activities in an immersion environment. In this standards-driven Mandarin Chinese summer learning program, students will engage in relevant, age-appropriate communicative tasks that emerge from non-academic areas of interest and cultural importance as well as from academic content in other curricular areas. Students’ acquisition of Mandarin structures will develop naturally from the communicative tasks and assessments designed around the curricular theme, "Discover China Through its Regions." Students will demonstrate their progress toward developing skills in interpersonal,conversational communication; interpretive listening; and presentational speaking. Teachers will gather assessment evidence of the three modes of communication (interpersonal, interpretive, and presentational) by completing pre- and post “Can-do” statement check lists developed within the curriculum.

Fayette County Public Schools/University of Kentucky (student)

STARTALK Kentucky: Chinese Certification and Advancement, and Summer Program

• Fayette County Schools/University of Kentucky, Lexington, KY
• University of Kentucky/Fayette County Schools, Lexington, KY

The University of Kentucky, in partnership with the Fayette County Public Schools will implement the STARTALK 2010 Combination grant. Fayette County Schools will have primary responsibility for the implementation of the student portion of "Fayette STARTALK Chinese Summer Program”. This program will 1) provide the opportunity for district students currently taking Chinese classes to sustain and enhance their proficiency, and 2) provide opportunities for teachers in the UK certification program to implement their training while under the supervision of master teachers. The summer program will last for two-weeks, providing students with language immersion experience as well as additional opportunities to experience authentic Chinese cultural experiences and activities in an immersion environment. The summer program will be held in the mornings beginning June 21st and ending July 2nd. Students will be engaged in hands-on activities designed around the curricular thematic units, working individually as well as in small and large group activities related to the overarching curricular theme. They will be immersed in the Chinese language for 95 – 98% of the time. At the end of the program, parents, friends and community members will be invited to attend a celebration showcase at which the students will present a cultural performance.

Frederick County Public Schools (student)

STARTALK Center for Chinese Studies

The FCPS Chinese Center is targeted at middle school students--those entering middle school as 6th graders in the fall including those who have completed 8th grade and will be entering high school as 9th graders in the fall. We are holding 10 places for--and targeting recruiting efforts at--minority students, specifically those whose families are on the Free & Reduced Meals program. As was the case last year, we are planning for students with a range of exposure to Chinese. Most students come to us with no or little exposure to Chinese, but we do not limit the program only to them (e.g., we had two Cantonese heritage speakers last summer). In addition, we will be adding a class for returning students so that they can continue to increase their proficiency in Chinese.

Frederick County Public Schools (student)

Frederick County Public Schools' Startalk Chinese Center

• Crestwood Middle School, Frederick, MD
• Mt. St. Mary's College, Frederick, MD

The FCPS Startalk Chinese Center is targeted primarily at students, ages 10 – 14. It runs from July 12th to the 30th (9:00 a.m. – 2:00 p.m.). We welcome students with little or no exposure to Chinese as well as students who do know some Chinese. We expect to have two classes, each with a maximum of 20 students. Our over-riding theme—linguistic and cultural—is food and its importance in Chinese daily life. In addition to learning to communicate to a limited degree about self and family, students will learn to communicate about food preferences, what they eat, and what food purchases they make. Culture is reinforced with onsite cooking activities, a formal tea ceremony, and a visit to a large Asian market and restaurant in Rockville. Students will try calligraphy, tai chi with a wushu master, and practice and play ping pong.

Frederick County Public Schools (student)

FCPS StarTalk Chinese Center

• Crestwood Middle School, Frederick, MD

The FCPS StarTalk Chinese Center runs from July 09-27. Our students are seventh and eighth graders from the host site, Crestwood Middle, and Ballenger Creek MS. Our curricular focus will be “Food, Beverage, & Customs of Chinese Holidays.” (e.g., Chinese New Year, Lantern, Qingming, Dragon Boat, Seventh Eve, Mid-Autumn, Double Ninth, Dongzhi) Instruction will be conducted primarily in Chinese, making use of web-based technology and software applications to enhance aural/oral and written fluency as well as to facilitate investigations and projects. Students are provided transportation to and from the location Monday through Thursday. Participants are taken each Friday to the Mount Saint Mary's campus in Frederick, and then on a relevant, cultural field trip. Our culminating activity, accompanied by persons who will film a professional video and a photographer, will take place the last day of the camp. Students will showcase arts, crafts, dances, and other linguistic skills learned during the three week period.

Fresno Unified Public School - Central California (student)

2011 STARTALK Fresno Chinese Language and Culture Academy

• Hoover High School, Fresno, CA

The 2011 STARTALK Fresno Chinese Language and Culture Academy is a three-week, 60-hour Chinese language and culture program that will be offered at Hoover High School in the Fresno Unified School District (FUSD) during the summer. The program will run from June 13 to June 30 from 8:30am to 1:30pm, Monday through Thursday. The standard-based, student-centered program is specially designed for 60 high school students to learn the Mandarin Chinese language and culture. The program will offer novice, intermediate, and advanced level of Chinese language classes. Students will receive 5 units of elective class credit. Students will learn and develop speaking, reading, listening and writing skills while gaining exposure to the products, practices, and perspectives of the Chinese culture. Students will engage in interactive activities to learn the language and to appreciate the culture experience. Students will use technology to become familiar with the target language and culture. The target language will be reinforced through painting, calligraphy, abacus, martial arts, crafts, dance, music, Chinese chess, cooking, song, sport, field trip, etc. Students will immerse in the Chinese culture environment to develop in-depth understanding the language.

Fresno Unified School District - Central California (student)

2012 STARTALK Fresno Chinese Language and Culture Academy

• Hoover High School, Fresno, CA

The 2012 STARTALK Fresno Chinese Language and Culture Academy is a two-week, 60-hour Chinese and culture program that will be offered at Hoover High School in the Fresno Unified School District (FUSD) during the summer. The program will run from June 18 to June 29 from 8 am to 2 pm, Monday through Friday. The standard-based, student-centered program is specially designed for 60 high school students to learn the Mandarin Chinese language and culture. The program will offer novice, and intermediate level of Chinese language classes. Students will receive 5 units of elective class credit. Students will learn and develop speaking, reading, listening and writing skills while gaining exposure to the products, practices, and perspectives of the Chinese culture. Students will engage in interactive activities to learn the language and to appreciate the cultural experience. Students will use technology to become familiar with the target language and culture. The target language will be reinforced through painting, calligraphy, abacus, martial arts, craft, dance, music, Chinese chess, cooking, song, sport, field trip, etc. Students will be immersed in the Chinese culture environment to develop an in-depth understanding of the language.

Furman University (student)

STARTALK: Furman Chinese Language Camp

• Furman University, Greenville, SC

Furman University offers a fun and challenging two-week intensive Chinese language camp for highly motivated high school students. Students will live and study with experienced Chinese language teachers from China and bilingual camp counselors from Furman’s Asian Studies Department. Students study in small classes of five or six each morning and engage in fun hands-on activities each afternoon designed to build language skills while introducing China’s rich cultural diversity. Students will try their hands at Chinese cooking, Tai Chi, traditional dances, and games. Each participant will have a language partner based in China to chat and help them complete creative classroom assignments. Participants will receive a webcam to help them stay in touch with their language partners after the program concludes. The program is open to rising 10th-12th grade students with at least one year of Chinese language or the equivalent. All expenses during the two-week residential program are covered after the students arrive at Furman. Based in the foothills of the Blue Ridge Mountains, Furman’s gorgeous campus offers beautiful walking trails and a picturesque lake for students to enjoy outside of class. For an application visit http://www.furman.edu/depts/asianstudies/.

Furman University (student)

STARTALK: Furman Chinese Camp

• Furman University, Greenville, SC

Furman University offers a fun and challenging two-week intensive Chinese language camp for highly motivated high school students. Students will live and study with experienced Chinese language teachers from China and bilingual camp counselors from Furman’s Asian Studies Department. All students pledge to speak only Chinese from 9am-5pm each day. Students study in small classes of eight students each morning and engage in fun hands-on activities each afternoon designed to build language skills while introducing China’s rich cultural diversity. Students will try their hands at Chinese cooking, Tai Chi, traditional dances, and games. All participants will have language partners based in China to chat online and help them complete creative classroom assignments. Each participant will receive an Ipod Touch to help stay in touch with their language partners after the program concludes. The program is open to rising 10th-12th grade students with at least one year of Chinese language or the equivalent. All expenses during the two-week residential program are covered after the students arrive at Furman. Based in the foothills of the Blue Ridge Mountains, Furman’s gorgeous campus offers beautiful walking trails and a picturesque lake for students to enjoy outside of class. For an application visit www.furman.edu/startalkfcc.

Furman University (student)

2012 Startalk Furman Chinese Camp

• Furman University, Greenville, SC

Furman University offers a fun and challenging two-week intensive Chinese language camp for highly motivated high school students. Students will live and study with experienced Chinese language teachers from China and bilingual camp counselors from Furman’s Asian Studies Department. All students pledge to speak only Chinese from 9am-5pm each day. Students study in small classes of eight students each morning and engage in fun hands-on activities each afternoon designed to build language skills while introducing China’s rich cultural diversity. Students will try their hands at Chinese cooking, Tai Chi, traditional dances, and games. All participants will have language partners based in China to chat online and help them complete creative classroom assignments. The program is open to rising 10th-12th grade students with at least one year of Chinese language or the equivalent. All expenses during the two-week residential program are covered after the students arrive at Furman. Based in the foothills of the Blue Ridge Mountains, Furman’s gorgeous campus offers beautiful walking trails and a picturesque lake for students to enjoy outside of class. Applications are due April 16th and are available at: www.furman.edu/startalkfcc.

George Mason University (teacher)

Interactive Approaches to Teaching Arabic and Chinese in US Schools: Making the Transition

The two week institute will focus on alternative ways to structure interaction in classrooms and their advantages over traditional approaches. Further, examination will be made of how varied approaches can be applied to language learning that will enhance teacher expertise, student performance, and lead to the creation of new materials for teaching both Arabic and Chinese. Spencer Kagan’s work in moving instruction from teacher-centered to learner-centered will be highlighted. By using these active engagement structures, students learning Arabic and Chinese who might not participate in the traditional classroom, will become engaged. One advantage of the interactive structures over a traditional approach is authentic assessment. Another advantage is that the interactive structures align instruction with a stimulus level to which today’s millennial learners have become accustomed. Week one will include four days of professional development workshops. Days one and two will feature a Spencer Kagan trainer who will direct instruction focused on transitioning to an interactive classroom. Days three and four will be led by content experts in Arabic and Chinese who will focus on strengthening teacher effectiveness and best practices. During week two teachers will actively participate in a multimedia learning environment using Blackboard.

George Mason University (teacher)

Utilizing Startalk to Close Instructional Gaps in Arabic and Chinese Teaching: Transitioning to Learner-Centered Instruction

• George Mason University, Fairfax, VA
• Arlington County Public Schools, Arlington, VA

A summer institute for novice and in-service as well as heritage teachers of Arabic and Chinese will be hosted in 2010. In particular, the institute will draw from numerous Arabic and Chinese heritage schools in the Washington metropolitan area. Through a carefully designed sequence of activities, this institute will provide participants multiple opportunities to explore and examine introspectively those critical considerations that directly influence transitioning to teaching in a learner-centered classroom. Given our geographic location, we are able to serve a large number of heritage speakers of Chinese and Arabic. This summer institute and follow-up fall workshops serve as a conduit for advancing professional development training of 35 novice and in-service teachers (20 Chinese and 15 Arabic). Major goals: Actively engage 35 teachers in five professional development workshops focused on learner-centered approaches to language teaching as highly effective tools for addressing pedagogical issues inherent in less commonly taught languages. Themes identified extend knowledge of Second Language Acquisition and planning for standards-based language instruction; assessment; incorporating technology to facilitate learning; integrating differentiating of instruction for diverse learners; and addressing effective classroom management techniques. These five summer workshops will be followed by three fall workshops taking place in September, October, and November.

George Mason University (teacher)

GMU StarTalk: Bridging Instructional Gaps in Preparing To Teach Millennial Learners

• George Mason University, Fairfax, VA

This residential summer institute will provide critical methodological training in transitioning teachers to learner-centered instruction for today’s millennial learners in three least commonly taught languages. Thirty teacher participants in Arabic, Chinese, and Russian will actively engage in structured learning sequences that include both face-to-face and blended online communities of practice. The unique and innovative three week institute will provide a blended learning environment where critical need language teachers engage in learner-centered activities in person and online. Through this blended learning summer institute, teachers will gain valuable experiential knowledge that they can apply to their instructional practices. The focus for 2011 is on alternative ways to structure learner-centered classrooms and their advantages over traditional approaches. Further, examination will be made of how varied approaches can be applied to standards-based language learning that will enhance teacher expertise, student performance, and lead to the creation of new materials for teaching Arabic, Chinese, and Russian. Week one will include five days of professional development workshops in the mornings and language specific group activities led by master teachers in the afternoon, paying particular attention to the three Communicative Modes. During weeks two and three teachers will actively participating in a multimedia learning environment using Ning.

George Mason University (teacher)

“GMU StarTalk: 21st Century Skills – Implications for Teaching Critical Need Languages”

• George Mason University, Fairfax, VA

Through a carefully designed sequence of blended learning activities, this residential institute will provide participants multiple opportunities to explore and examine introspectively these critical considerations that directly influence transitioning to teaching in a learner-centered classroom utilizing 21st Century skills with millennial learners. Targeted population: Given our geographic location, we are able to serve a large number of heritage speakers of Arabic and Chinese. This residential summer institute and follow-up fall webinars and workshops serve as a conduit for advancing professional development training of 30 pre- and in-service teachers. Major goals: Actively engage 30 teachers during week one in a series of week-long professional development workshops focused on learner-centered approaches to language teaching as highly effective tools for addressing pedagogical issues inherent in less commonly taught languages. Week two is a continuation of online blended learning activities using the the Ning as a social mediated platform. Themes identified extend knowledge of Second Language Acquisition and planning for standards-based language instruction; assessment; incorporating technology to facilitate learning; teaching multi-level classes and staying in the target language; integrating differentiating of instruction through various interactive activities for diverse learners; and addressing effective classroom management techniques.

George Washington University (teacher)

Persian Curriculum Design (Advanced)

• George Washington University, Washington, DC

This program is designed to create a guiding curriculum for Persian language instructors. In the course of two intensive weeks, this program will help instructors in facing the challenges of the twenty first century in teaching Persian. This professional development program will include sessions on standards-based curriculum planning, multi-media technology, learner-centered classroom strategies, and second language acquisition theories, as well as familiarity with assessment tools. Applications are accepted from novice and experienced instructors of Persian. Familiarity with Standards-based language teaching a preference. A limited number of stipends will be available to applicants, and accommodation available for out of town participants. Deadline: April 30th, 2012 To apply please contact: Professor Pardis Minuchehr at George Washington University. phone: 202-994-7948 fax: 202-994-4055 email: minucher@gwu.edu

Global Village Academy (teacher)

STARTALK GVA Institute: Teaching in the Chinese Immersion Classroom

• Global Village Academy, Aurora, CO

The STARTALK GVA Institute offers a three week program for aspiring and beginning Chinese immersion teachers, focused on the integration of language, content, and culture. Teachers will spend two weeks learning the research, theory and pedagogy of immersion instruction, with week three as a practicum in an immersion classroom. Although immersion has been shown to be the most effective form of language instruction in a school setting, immersion programs face significant challenges. There are few places where teachers can participate in immersion-specific training. Moreover, immersion teachers are frequently given state standards, curriculum frameworks, or thematic units from which they are expected to develop daily or weekly lesson plans. These plans require teachers to address language development, content knowledge and skills, and integrate culture. This institute will enable current and future Chinese immersion teachers to improve student proficiency in Chinese as students participate in highly engaging, cognitively enriching activities drawn from science and mathematics. It will also help teachers develop skills in planning for and implementing immersion instruction through reflective and considered unit and lesson planning. Teachers will have a greater understanding of content-based lesson planning within the larger context of curriculum development, language curriculum frameworks, and National standards. Stipend $1000.

Global Village Academy (student)

STARTALK GVA Summer Camp

• Global Village Academy, Aurora, CO

The 2010 STARTALK GVA summer program will offer students a one week non-residential full immersion Mandarin camp focused on thinking and communicating like scientists and mathematicians in Chinese. Enrollment is limited to 1st to 6th grade students who possess Novice to Novice High Mandarin skills. Students will be encouraged to use the functional language of hands on inquiry-based explorations as they explore Leonardo's Toy Chest and the world of Descartes numbers. The week will culminate with a math, science olympiad, all in Chinese! Tuition $30. Leonardo’s Toy Chest: Many of Leonardo da Vinci's great inventions were scientific marvels...and make excellent toys. Fill your toy box with wooden creations of your own. The sessions will be filled with clockwork cars, attacking a castle with your own catapult, creating a camera obscura, and showing your crazy side while making a bubble machine. You'll explore the mind of one of the world's greatest people--Leonardo Da Vinci! Descartes Math World: Rene Descartes, the famous mathematician, thought numbers were cool and made up the amazing world we live in. Have fun discovering math in bubbles, toys, machines and the real world. Discover the Chinese abacus. Become a mental math genius without ever touching a pencil!

Global Village Academy (teacher)

STARTALK GVA Mandarin Institute 2011

• Global Village Academy, Aurora, CO

STARTALK GVA Mandarin Institute 2011 is a non-residential program providing training for Mandarin Language Immersion teachers in grades K-12 through a two weeks teacher program and one week practicum with novice to intermediate immersion students. The three week institute will enable current and aspiring Chinese immersion teachers to improve student proficiency in Chinese as students participate in highly engaging, cognitively enriching academic activities drawn from life science. Teachers will develop skills in planning for and implementing hands on instruction through reflective and considered unit and lesson planning. Two strands are offered. Strand One: Novice Teachers is for aspiring to beginning teachers with three years or less experience in. This strand will focus on standards based lesson planning, effective strategies, and assessment. Strand Two: Teacher Leaders is for teachers with four years or more experience, including at least one year in an immersion setting or in a STARTALK program. Strand two will focus on developing teachers who can serve as immersion and content coaches and leaders for Chinese programs. Special emphasis will be placed on research and practice in supporting the teaching of Chinese literacy. All teachers will receive a $1000 scholarship and materials.

Global Village Academy (teacher)

STARTALK GVA Russian Institute

• Global Village Academy--Auorora, Aurora, CO

STARTALK GVA Russian Institute 2011 is a non-residential program providing training for aspiring, novice and experienced Russian Language Immersion teachers in grades K-12 through a two weeks teacher program that includes a three day practicum with novice to intermediate language students. The two week institute will enable current and aspiring Russian immersion teachers to improve student proficiency in Russian as students participate in highly engaging, cognitively enriching academic activities drawn from life science. Teachers will develop skills in planning for and implementing hands on instruction through reflective and considered unit and lesson planning. Topics include standards based immersion lesson planning, using effective immersion strategies for comprehensible in put and out put, and summative and formative assessment in the immersion classroom. Special emphasis will be placed on research and practice in supporting the teaching of Russian literacy. All teachers accepted to the program will receive a $1000 scholarship and materials.

Global Village Academy-Aurora (student)

STARTALK GVA 2011

• Global Village Academy, Aurora, CO

Come Explore the Wonderful World of Butterflies! Beginning K-6 students learn Mandarin Chinese through field experience with live butterflies. Students will work together in teams to produce a short nature film in Mandarin Chinese on the life cycle of butterflies. Both novice and intermediate learners of Mandarin will have an opportunity to write, read, speak and listen in Mandarin as they create their own short life science documentary through script writing, anchoring, interviews, and in the field reporting about butterflies. Emphasis will be placed on learning language through the immersion experience of blended content and language exploration of real world science. Students will engage in meaningful activities that increase language learning in Mandarin, while also working together as a team to document their learning thorugh film. Students will be able to read, write, and use functional Mandarin vocabulary in short simple phrases, sentences, and structured activities to express their understanding of science content. Students will take a field trip to the Butterfly Pavilion in Broomfield, Colorado where they will film and document real butterflies in their natural habitat. Don't miss this wonderful opportunity to learn Mandarin through the amazing world of butterflies! Camp Costs are $50 per student. Scholarships available.

Global Village Academy: Adams-Arapahoe School District J-28 (teacher)

Chinese Science Immersion (CSI) Teacher Training Program

The Chinese Science Immersion (CSI) Teacher Training program is sponsored by Global Village Academy, a K-8 immersion charter school in Aurora, Colorado. The program is opened to teachers of Chinese with an interest in content-based immersion pedagogy. Teachers will increase their capacity to use content-based full-immersion strategies, further develop immersion-based curricula tied to Colorado Model content standards, and increase the language immersion time in oral and written Mandarin of students in grades 2-5. Each teacher will be responsible to complete a one-week training program (June 15-19) and a one-week hands on practicum (July 6-10, 13-17, or 20-24). Teachers will work in cohorts with a science curriculum developer and a Chinese immersion specialist to design hands-on lesson plans in science using Chinese immersion strategies. All teachers will be responsible to deliver one lesson and to participate in their cohort in giving feedback to teacher peers. A stipend of $1,000 will be given to teachers who complete the program.

Global Village Academy: Adams-Arapahoe School District J-28 (student)

Chinese Science Immersion Camp (CSI)

The 2009 Global Village Academy (GVA) Chinese Science Immersion Camp (CSI) will offer students in grades 2-5 a three-week non-residential full-immersion Mandarin camp that focuses on thinking and communicating like a scientitist in the target langauge. Enrollment is limited to 60 students in grades 2-5 who possess novice to novice-high Mandarin skills. Students will use functional language tied to thinking like a scientist and will be introduced to hands-on inquiry-based explorations that reinforce the scientific method. Each week will culminate with a field trip in the Denver Metro region, such as the National Institute for Standards and Technology (NIST), the National Energy Research Lab (NREL), and the Natural History Museum. Teachers from the GVA and from the Colorado Consortium of Chinese Teachers, will offer three work shops tailored for each age group. Curricula will be developed in partnership with Science Matters, a Colorado science resource center. Topics are as follows: * Leonardo’s Toy Chest * Amusement Park Science * Robot Monster Garage Up to 60 full student scholarships are available.

Global Village Charter Collaborative (teacher)

Global Village Charter Collaborative STARTALK Russian Institute

• Aurora Campus, Aurora, CO

Song, Dance, and Music are all important parts of culture. Teachers will be instructed on language immersion techniques to help, students explore the aspects of culture and language through sound. We'll explore the science of sound and see how culture and language are influenced through their music, instruments, and traditions. Teachers will develop lesson plans and teach a half day lesson to students during the program. Students will play games unique to other parts of the world; engage in hands on learning about sound; learn traditional songs and dance. Teachers will create a rich learning environment that will engage the students in a love of language, culture, and science. The camp will culminate in a cultural performance. Teachers will participate in differentiated training: Strand One- Novice to three years experiences; Strand Two-Experienced Teachers with three or more years.

Global Village Charter Collaborative (student)

Global Village Charter Collaborative STARTALK Mandarin Student Program

• Aurora Campus, Aurora, CO

Song, Dance, and Music are all important parts of culture. In this half day camp, students will explore aspects of culture and language through sound. We'll explore the science of sound and see how culture and language are influenced through their music, instruments, and traditions. Students will play games unique to other parts of the world; engage in hands on learning about sound; learn traditional songs and dance. Being immersed in language will create a rich learning environment that will engage the student in a love of language, culture, and science. The camp will culminate in a cultural performance.

Global Village Charter Collaborative (student)

Global Village Charter Collaborative STARTALK Russian Student Program

• Aurora Campus, Aurora, CO

Song, Dance, and Music are all important parts of culture. In this half day camp, students will explore aspects of culture and language through sound. We'll explore the science of sound and see how culture and language are influenced through their music, instruments, and traditions. Students will play games unique to other parts of the world; engage in hands on learning about sound; learn traditional songs and dance. Being immersed in language will create a rich learning environment that will engage the student in a love of language, culture, and science. The camp will culminate in a cultural performance.

Global Village Charter Collaborative (GVCC) (teacher)

Global Village Charter Collaborative STARTALK Mandarin Institute

• Aurora Campus, Aurora, CO

Song, Dance, and Music are all important parts of culture. Teachers will be instructed on language immersion techniques to help, students explore the aspects of culture and language through sound. We'll explore the science of sound and see how culture and language are influenced through their music, instruments, and traditions. Teachers will develop lesson plans and teach a half day lesson to students during the program. Students will play games unique to other parts of the world; engage in hands on learning about sound; learn traditional songs and dance. Teachers will create a rich learning environment that will engage the students in a love of language, culture, and science. The camp will culminate in a cultural performance. Teachers will participate in differentiated training: Strand One- Novice to three years experiences; Strand Two-Experienced Teachers with three or more years.

Gonzaga University (student)

Gonzaga University STARTALK Program

Mandarin Chinese is the most spoken language in the world today. Knowledge of Chinese will be a significant advantage in the future, especially in the Pacific Northwest, due to its location on the Pacific Rim. However, opportunities to study the Chinese language are lacking for high school students in the Eastern Washington area. The Gonzaga University STARTALK Program addresses this need by providing beginning-level Chinese instruction to high school juniors and seniors in our region. This six-week program includes three hours of formal instruction in Chinese language and culture, four days per week. During the lunch hour, instruction in language continues through informal conversation with the instructor and native-speaker conversation leaders. The program lasts from 10:00 to 2:00, Monday through Thursday. Due to federal funding obtained to help support the program, the cost for the six-week session is only $370, which covers tuition, books, lab fees, and lunches. The program is limited to a maximum of twenty students and, therefore, has a competitive application process. Inquiries can be addressed to the program director, Benjamin M. Semple (semple@calvin.gonzaga.edu; 509 313-6721) or to the administrative point of contact, Lisa Meyer (meyerl@gonzaga.edu; 509 313-6783). To apply, go to http://www.gonzaga.edu/startalk.

Gonzaga University (student)

Gonzaga University Startalk Program

• Gonzaga University, Spokane, WA

Gonzaga University Startalk Program consists of a five-week intensive Chinese language course for beginners. The program is aimed at high school students from grades 9-12; we will also accept applications from students who have just graduated from high school. Students will have 16 face-to-face instructional hours per week, and an additional two hours per week through a distance-learning format. Classes will take place on the Gonzaga campus Monday through Thursday, from 10:00-2:00. In addition to the Chinese language component, the course will also include several hands-on workshops conducted by Chinese natives on topics such as dance, watercolor and calligraphy. Lunch is included in the program cost. Students who successfully complete the course will receive four college (semester) credits in Chinese language (some eligibility criteria must be met for students who wish to earn college credit). Application materials are available on the program website: www.gonzaga.edu/startalk. Inquiries can be addressed to the program director, Ben Semple, at the e-mail address provided below. Thanks to Startalk funding, we are able to offer this five-week course at a cost of only $205.

Gonzaga University (student)

Gonzaga University-Startalk Chinese Program

• Gonzaga University, Spokane, WA

The Gonzaga University Startalk Chinese Program consists of a five-week intensive course in Chinese language and culture. The program is designed for high school students who are beginners in Chinese language; we will also accept applications from "rising college freshmen" (students who will have just graduated from high school in spring 2011). Students will have 16 face-to-face instructional hours per week, and an additional two hours per week through a distance-learning format. Classes will take place on the Gonzaga campus Monday through Thursday, from 10:00-2:00. In addition to the Chinese language component, the course will also include several workshops conducted by Chinese natives on topics such as dance, watercolor and calligraphy. Lunch is included in the program cost. Students who meet the eligibility requirements, and who successfully complete the course will receive four college (semester) credits in Chinese language. Application materials are available on the program website: www.gonzaga.edu/startalk. Inquiries can be addressed to the program director, Ben Semple, at the e-mail address provided below. Thanks to Startalk funding, we are able to offer this five-week course at a cost of only $215.

Gonzaga University (student)

Gonzaga University Startalk Chinese Program

• Gonzaga University, Spokane, WA

The Gonzaga University-Startalk Chinese Program will offer two sessions in summer 2012. There will be a two week intensive session in language and culture for students from grades 1-6. This session will run 9:00am - 2:00pm, Monday through Friday, from June 25 to July 6 (no class on July 4). There will also be a four week intensive session in language and culture for students from grades 7-12. This session will meet Monday through Thursday, 9:00 a.m. - 2:00 p.m., starting on July 2 and ending on July 26 (there is no class on July 4, but the class does meet on Friday, July 6). Lunches are provided at no cost. Both sessions are intended for non-native speakers who are beginners to Chinese language. There is no fee for the two-week session for grades 1-6 ; the tuition for the four-week session for grades 7-12 is $220 (scholarships are available). The program is non-residential and cannot make any provisions for student housing. Both programs provide cultural activities (dancing, singing, arts and crafts, Tai Chi, cultural demonstrations) in addition to instruction in language.

Granite and Weber School Districts (student)

Granite and Weber (Utah) School District STARTALK Student Camp

• Calvin Smith Elementary, Taylorsville, UT
• Spring Lane Elementary, Salt Lake City, UT
• Uintah Elementary, Ogden, UT

Welcome to Granite School District’s 2012 STARTALK Program! This program will launch Chinese language and cultural study in three Chinese immersion elementary schools in Granite and Weber School Districts and provide summertime Chinese learning opportunities for students entering first grade and fourth grade. This carefully articulated STARTALK student program gives first grade students the opportunity to jump start their Chinese language study through the summer months. Fourth grade students in the Chinese dual immersion program will use their language skills to mentor the incoming first graders. Granite School District 2012 STARTALK students will learn from the 2012 theme “Mulan Loves Sports and Games”. First grade students will learn the story of Mulan and the physical activities Mulan had to learn throughout her life. All traditional Chinese physical activities will be taught to the students in Chinese with an emphasis on grade level math concept. Fourth grade students will work with first grade students on language production and character recognition. An online/DVD learning component will provide some limited early investigation of the STARTALK themes at home with friends and family in English, prior to their camp experience, which will help the students jump into topic conversations in Chinese.

Granite School District (student)

GRANITE and WEBER (Utah) SCHOOL DISTRICTS STARTALK Student Program

• Spring Lane Elementary, Salt Lake City, UT
• Calvin Smith Elementary, Taylorsville, UT
• Uintah Elementary, Ogden, UT

Welcome to Utah’s China Kids STARTALK Program! The Utah China Kids 2011 STARTALK program will launch Chinese language and cultural study in select Utah Chinese immersion elementary schools and provide summertime Chinese learning opportunities for kindergarten through third grade students. This program will begin and improve students’ Chinese language skills as they enter a full Chinese immersion classroom environment and help them become aware of the influence of China in their own Utah community. Utah China Kids STARTALK students will learn from the 2011 theme, Marco Polo – Discovering China. K-1st grade students will make comparisons between Marco Polo’s impressions of China and the ones they will draw for themselves by focusing on the questions, “What is the same and what is different?” Second grade students will look at the discoveries Marco Polo made and ask questions like, “Where did spaghetti really come from?” Third grade students will look at changes in western trade after Marco Polo’s travels to China and prepare a short audio-visual presentation, in Chinese, about trade with China in their own community. An online/DVD learning component will help students prepare for STARTALK as they learn about Marco Polo’s travels to China before the program begins.

Hamilton College (teacher)

STARTALK Summer Development Workshop for Teachers

• Hamilton College, Clinton, NY

Hamilton STARTALK is designed for pre-service and in-service non-native Chinese language teachers who have an Intermediate Mid to Intermediate High ACTFL Rating. The 10-day institute has a dual focus: 1. To provide daily language instruction to enable participants to increase their language proficiency 2. To support participants in the development of their K-12 Chinese teaching skills Participants will learn how to design and implement a standards-based curriculum that incorporates backward curriculum design and integrated performance assessments. Special attention will be given to helping participants learn the skills and techniques for conducting class in the target language. Instructional strategies will include activities developed based on recent brain research.

Hamilton College (teacher)

STARTALK Summer Development Workshop for Teachers

• Hamilton College, Clinton, NY

This is a two-week Chinese residential language program which offers development workshops for pre-service and in-service K-16 non-native Chinese language teachers. The program takes place on Hamilton College's campus during the summer. The program's overarching goal is to provide professional development opportunities in language and pedagogy. By the end of the program, participants will improve their Chinese language proficiency, design and deliver standards-based thematic units. They will develop skills needed to properly align curriculum, instruction and assessment; and integrate culture, content, and technology into their teaching practices. Additionally, participants will gain the skills needed to carry out instruction in the target language; use task-based teaching templates to create meaningful lessons and activities for students; and assess students' performance ability in an integrative way. -Improve Chinese language proficiency, design and deliver standards-based thematic units -Develop better teaching, assessment, and lesson planning skills -Integrate culture, content, creativity, and technology into teaching practices

Hamilton College (student)

The Chinese Summer Immersion Program for Central New York Students

• Hamilton College, Clinton, NY

The Chinese Summer Immersion Program for Central New York Students is designed as a one-week residential camp program. The program aims to provide a rewarding summer immersion experience for 15 highly motivated students. Program Goals Provide students a language immersion experience on the Hamilton College campus Improve students' linguistic proficiency and cultural competency through an outcome-based curriculum, task-based instruction, authentic cultural experience, and individualized one-on-one online tutoring and peer interaction Develop the interactive distance learning technology to expose students to authentic Chinese language, people, and culture through participatory online learning tools Eligibility Participants must have completed 7th grade and taken at least two years of Chinese language instruction Preference will be given to students who have participated in the BOCES Program

Harvard University (teacher)

STARTALK Arabic Institute for the Next Generation

• STARTALK Arabic Institute for the Next Generation, Cambridge, MA

The STARTALK Arabic Institute for the Next Generation will train and support a cohort of 30 undergraduate college students with an advanced background in Arabic language to become proficient in pedagogy, applied linguistics, and cultural studies for certification as classroom teachers. Participants earn undergraduate credit on successful completion of the course requirements. This is an intensive, three week residential workshop at Harvard University, consisting of 13 instructional days and 104 instructional hours, and including a teaching practicum at secondary schools in the Greater Boston area that offer Arabic.

Hilmar Unified School District (student)

HUSD Portuguese Language Academy

• Hilmar High School, Hilmar, CA

Students will participate in a four-week program where they will experience the Portuguese language and culture through learning about family, friends, community, food, music, art, and dance. Participants will learn basic skills to greet, introduce themselves and others, and they will exchange information about their family and community. They will also learn linguistic, cultural, and subject matter knowledge and skills related to the following unit sub-themes: Me and My Portuguese Family, Making Friends and Building Friendships, My Portuguese Heritage and Community: Hilmar and Beyond, Living the Language and Cultural Traditions, the Music, Art, and Dance that are characteristic of my Portuguese Heritage.

Hilmar Unified School District (teacher)

Institute for K-12 Teachers of Portuguese Language and Culture

• Hilmar High School, Hilmar, CA

This program is designed to increase the participants' understanding of the California World Language Content Standards and the Effective Instructional Sequence. Participants will engage in activities designed to model each of the EIS components and will conduct guided observations of the instructional practices in the student strand in order to demonstrate their ability to identify students engagement strategies. Participants will also be able to identify resources for authentic materials from the target culture for use with varied student groups. At the end of the program, participants will design a grade-ldvel lesson plan that incorporates the EIS and aligns to state standards.

Hilmar Unified School District (teacher)

HUSD STARTALK Teacher Program

• Elim Elementary School, Hilmar, CA

This program is designed to increase the participants' understanding of the California World Language Content Standards and the Effective Instructional Sequence (EIS). The teacher participants will be provided with a forty-hour academy-model professional development program. Participants will engage in activities designed to model each of the EIS components and will conduct guided observations of the instructional practices in the student strand in order to demonstrate their ability to identify student engagement strategies. Participants will also be able to identify resources for authentic materials from the target culture for use with varied student groups. At the end of the program, participants will design a grade-level lesson plan that integrates language and culture, incorporates EIS, and aligns to state standards.

Hilmar Unified School District (student)

HUSD Portuguese Language Academy

• Elim Elementary School, Hilmar, CA

The program will offer a positive learning immersion experience for approximately 60 Portuguese heritage students in grades 2-11. The students will participate in approximately 60 hours of instruction in a three-week program where they will experience the Portuguese language and culture through learning about family, friends, community, food, music, art, and dance. Participants will learn basic skills to greet, introduce themselves and others, and they will exchange information about their family and community. They will also learn linguistic, cultural, and subject matter knowledge and skills through thematic curriculum that will actively engage them in age-appropriate activities.

HindiUSA, Inc. (student)

STARTALK Summer Program 2009

HindiUSA’s main goal is to popularize Hindi, especially in young students, because it will help them to compete economically in the world market. The overall goal of this course is to make students confident and comfortable in speaking and understanding simple Hindi, and Indian culture, through classroom instructions and field trips. This course will include the five national goals of Foreign Language Content Standards by teaching students about simple greetings, directions, festivals, dresses, foods, interesting facts and reasons about Indian culture and comparison with American culture, language, and various subject topics, and helping students bond with their community. The star attractions of the course will include classroom activities such as Antakshari, vocabulary competition, skits, Indian arts and crafts (rangoli, henna, diya painting), and field trips.

HindiUSA, Inc. (student)

STARTALK summer Hindi program - 2011

• Sewell, NJ

HindiUSA has brought mostly the non-heritage students, aged between 12-14, in this two-week STARTALK Hindi program at the Franklin Middle school. The program theme is to celebrate Diwali with an Indian family. Our main emphasis will be to let students experience various facets of celebrating Diwali, and learn Indian culture through craft, multi-media, specially designed lesson plans, cultural activities such as Diwali Mela and field trips. In cultural part, students will learn about dances of India and Indian games. The program will attempt to satisfy curiosity of students about India and Indian culture. Students will gain hands-on experience in class rooms, and will be encouraged to talk to each other using nouns, pronouns, verbs, and commonly used expressions. Students will learn about Indian values, customs, and practices through demonstrative and repetitive exercises. The goal of this program is to make students confident in interacting with Indians, and enjoy Indian programs, settings, foods, clothes, and jewelry. We will attempt to instill enthusiasm in children of learning Hindi in future, and also spread information about this STARTALK program to others. This program will also help students to visit India, if they choose to do so.

Howard Community College (student)

STARTALK Intensive Critical Language Learning Experience for Howard County Students

none provided

Howard Community College (student)

Startalk Intensive Critical Language Learning Experience for Howard County Students

• Howard Community College, Columbia, MD

STARTALK at Howard Community College is an intensive summer language program for high school students. Classes will begin on June 28, 2010 and end on July 29th with a graduation ceremony. Students are in class from 8:30 a.m. -12>30 p.m. Mondays through Thrusdays. STARTALK offers student centered learning opportunity where students are involved in creating language around tasks like meeting and greeting, finding their way arouond town, ordering food in a restaurant, finding out prices for various items. Culture is an integral component of the STARTALK program and language learning is based on cultural content. Students will be able to participate in a variety of cultural activities.

Howard Community College (student)

Startalk Intensive Critical Language Learning Experience for Howard County Students

• Howard Community College, Columbia, MD

Howard Community College offers 5 weeks of intensive language in Arabic, Chinese, Hindi and Persian. Classes begin on June 27 and will end on July 29. Students will be involved in the language they choose in very active and performance based classes. Culture is infused into the learning process with many hands-on activities such as calligraphy, song and dance, a session in the college's kitchen. The theme for 2011 is the SILK ROAD. Students who successfully complete the course will receive four college credits and will be eligible to enroll for the next class in the language sequence at HCC.

Howard Community College (student)

Startalk Intensive Persian Language Learning Experience for Howard County Students

• Howard Community College, Columbia, MD

Students will spend 5 weeks studying Persian in an intensive summer program . Classes begin on June 27 and end July 29. Classes meet Mondays through Thursdays from 8:30 a.m. -12:30 p.m. Students will engage in the language and the cultures of Iran. Successful students will receive 4 academic credits .

Howard Community College (student)

STARTALK Intensive Arabic and Persian Language Learning Experience for Howard County Students

• Howard Community College, Columbia,, MD

Howard Community College (student) Startalk Intensive Critical Language Learning Experience for Howard County Students Arabic, Chinese, Hindi, Persian • June 25, 2012 – August 2, 2012 Howard Community College, Columbia, MD Howard Community College offers 6 weeks of intensive language in Arabic and Persian. Classes begin on June 25 and will end on August 2. Students will be involved in the language they choose in very active and performance based classes. Culture is infused into the learning process with many hands-on activities such as calligraphy, song and dance, a session in the college's kitchen. The theme for 2012 is the SILK ROAD. Students who successfully complete the course will receive four college credits and will be eligible to enroll for the next class in the language sequence at HCC. 443-518-4861 • cberman@howardcc.edu • http://www.howardcc.edu/admissions/apply/hsinfo/EarlyEntrance/startalk.html

Howard Community College (student)

Startalk Intensive Chinese and Hindi Language Learning Experience for Howard County Students

• Howard Community College, Columbia,, MD

Howard Community College (student) Startalk Intensive Critical Language Learning Experience for Howard County Students Chinese and Hindi, • June 25, 2012 – August 2, 2012 Howard Community College, Columbia, MD Howard Community College offers 6 weeks of intensive language in Chinese and Hindi . Classes begin on June 25 and will end on August 2. Students will be involved in the language they choose in very active and performance based classes. Culture is infused into the learning process with many hands-on activities such as calligraphy, song and dance, a session in the college's kitchen. The theme for 2012 is the SILK ROAD. Students who successfully complete the course will receive four college credits and will be eligible to enroll for the next class in the language sequence at HCC. 443-518-4861 • cberman@howardcc.edu • http://www.howardcc.edu/admissions/apply/hsinfo/EarlyEntrance/startalk.html

Howard County Public Schools (student)

StarTalk: Saving Our Bays and Oceans

• Howard County Public Schools, Ellicott City, MD

Through StarTalk: Saving Our Bays and Oceans, middle school students will explore marine topics as they learn the Chinese language. The focus of their study will be on sea life, habitats, water sources, tides and waves. They will also explore marine conservation efforts and make comparisons between China’s Qingdao Bay and Maryland’s Chesapeake Bay. Students will apply Science, Technology, Engineering, and Math (STEM) skills using the Chinese language in a cultural context. The program is open to rising 6th - 8th graders. There is no mail-in registration; registration is on-site only at the Homewood Campus from 4:30 - 7:00 PM on March 16, April 13, May 11, and June 8 or at Oakland Mills High School from 9:00 - 11:00 AM on March 26 and April 2. The cost of the program is only $75 which includes four hours of Chinese instruction, a martial arts class, lunch, and transportation at pre-determined bus stops. The program runs from 9:00 AM to 3:00 PM at Swansfield Elementary School.

Howard County Public Schools (student)

StarTalk: Sea Stars and More Under the Sea

• Howard County Public Schools, Ellicott City, MD

Through StarTalk: Sea Stars and More Under the Sea, elementary school students will explore marine topics as they learn the Chinese language. The focus of their study will be on sea life, habitats, water sources, tides and waves, and marine conservation efforts. Students will apply Science, Technology, Engineering, and Math (STEM) skills using the Chinese language in a cultural context. The program is open to rising 3rd - 5th graders. There is no mail-in registration; registration is on-site only at the Homewood Campus from 4:30 - 7:00 PM on March 16, April 13, May 11, and June 8 or at Oakland Mills High School from 9:00 - 11:00 AM on March 26 and April 2. The cost of the program is only $75 which includes four hours of Chinese instruction, a martial arts class, lunch, and transportation at pre-determined bus stops. The program runs from 9:00 AM to 3:00 PM at Swansfield Elementary School.

Howard County Public Schools (student)

STARTALK: Searching the Seas

• Longfellow Elementary School, Columbia, MD

In STARTALK: Searching the Seas, rising 3rd – 8th graders will learn Chinese through the study of marine topics and the impact students can have on their environment. The focus for beginning level students will be on sea life, sea habitats, water sources, and conservation efforts. Students at the intermediate level will explore these topics through a version of the sixteenth century epic fantasy, "Journey to the West," highlighting the missions of the Monkey King. Registration is mail-in only. Forms are available from the Office of World Languages or online at http://hcstartalk.weebly.com. There is a registration fee of $50 per student. STARTALK: Searching the Seas runs from June 25 through July 6, 2012 from 8:30 – 11:30 AM at Longfellow Elementary School in Columbia, Maryland.

Human Assistance & Development International - CLASSRoad (teacher)

Leading the Way in Content-Based Arabic Instruction

"Leading the Way in Content-Based Arabic Instruction" is a two-part professional development course for K-16 Arabic language teachers. The first component is a competitive two-week online course that provides development of the teachers' professional and pedagogical skills through the use of video lectures, quizzes, and an online discussion board for participant interaction. Following the online session, teachers with the highest grades will be invited to join a two-week intensive onsite program at California State University, San Bernardino. The onsite workshop features in depth and hands-on application of the material discussed in the online course and includes building a thematic unit, creating lesson plans, micro-teaching lessons in the classroom, field trips and much more.

Human Assistance & Development International - CLASSRoad (teacher)

STARTALK - Arabic Teaching in Action

• CLASSRoad ONLINE, Culver City, CA
• CSUSB-CLASSRoad ONSITE, San Bernardino, CA

Are you ready to take your Arabic teaching skills to the next level? Do you want to build on the skills you learned in previous workshops? Here's your chance to learn from some of the best experts in the field! "Arabic Teaching in Action" is a two-part professional development course for K-16 Arabic teachers. The first component is a competitive two-week O N L I N E course that provides development of the teachers' professional and pedagogical skills through the use of videos, quizzes, and online discussion boards. Building on our previous workshops on "Teaching Arabic thru the Communicative approach" and "Teaching Arabic thru Content Based Instructions", this year's workshop will bring you the "best practices in Arabic teaching" as presented in real classrooms. The program addresses a broad yet carefully selected range of topics. Following the online session, teachers with the highest grades will be invited to join a one-week intensive ONSITE program at California State University, San Bernardino. Teachers will participate and interact with students at CSUSB Arabic immersion program. The workshop features in depth and hands-on application of the material discussed in the online course and includes creating lesson plans, micro-teaching lessons, field trips and much more.

Human Assistance & Development International - CLASSRoad (teacher)

STARTALK - Integration of Assessment in Lesson Planning for Arabic Teaching

• ONLINE PART 1 - 4/25 to 5/13, Culver City, CA
• ONLINE PART 2 - 5/23 to 6/10, Culver City, CA
• ONSITE PART 3 - 8/1 to 8/6 CSUSB, San Bernardino, CA

The program is comprised of three parts. The first part is a three-week self paced ONLINE course in which participants take an online module (videos & quizzes) that introduce various instructional strategies and methodologies about teaching Arabic as a foreign language. *** The second part is also an ONLINE course with Dr. Dany Doueiri, Professor of Arabic at CSUSB. This course will have videos, reading assignments, quizzes and online discussions plus a detailed project for participants to develop and upload online which contains assessments that have been integrated into their lesson plans.*** Twenty participants from part two will be invited to CSUSB to participate in the third part of the program. This is a one-week onsite program with Dr. Muhammad Eissa, Professor of Arabic at University of Chicago, co-located with CSUSB's students' summer immersion residential program. The ONSITE module will focus on hands-on experience, as well as providing an opportunity for in- depth discussion of best practices in teaching Arabic as a foreign language.

Hunter College (teacher)

STARTALK Chinese Teacher Training Program at Hunter College

Hunter College’s Chinese Teacher Training Program (6/24–7/23) will offer three 3-credit courses at undergraduate and graduate levels: Methods, Second Language Acquisition, and Teaching Chinese With Technology. These courses can be used to fulfill the requirements for the New York State Chinese Certificate and for Hunter College’s MA degree in Teaching Chinese. Non-Hunter students can take courses with non-degree status. The courses will be taught by college professors with high school teaching experience. Participants can choose to take one or more of the offered courses depending on personal interest and time availability. Training will be conducted every day (Monday through Thursday and some weekends) from 9 a.m. to 3 p.m. through a variety of activities including lectures, classroom instruction, observation, student teaching, presentations, workshops, and individual research projects. Different levels of student teaching (tutorial sessions, small group, or whole class teaching) will be assigned to participants based on their ability and background. Instructors will be available for office hours, lesson plan writing clinics, and individual conferences to assist teacher-trainees. Participants will produce teaching videos on classroom management, teaching stories, and theme-based teaching. Program participants will receive scholarships if they complete course requirements with satisfactory performance.

Hunter College (student)

STARTALK Honors Chinese Program for High School Students at Hunter College

Hunter College offers two Chinese courses for high school students to build language and culture competencies. CHIN107, Intensive Elementary Chinese (6 credits), is an eight-week program (6/29–8/20), divided into a four-week face-to-face conversation session (6/29–7/23) and a four-week online literacy development session (7/27–8/20). The online course, CHIN102 (3 credits), is a four-week course (7/23–8/20) designed for students with one to two years of Chinese in high school. The conversation session’s daily activities for CHIN107 include three hours of classes, thirty minutes of tutoring, and one hour of cultural activities. There will be three field trips and presentations. During the everyday online session, students will work at home for two to three hours using online materials and converse for thirty minutes with a native speaker. CHIN102 students will come to campus once a week for classes, presentations, and field trips. Students will be paired with virtual language partners who are high school students from Taiwan to use Chinese in real-life situations and work on a blog-related culture project. On August 20, all students will take proficiency tests on campus. Students who demonstrate outstanding progress will receive scholarships.

Hunter College (teacher)

STARTALK Chinese Teacher Training Program at Hunter College: A Blended Model

• Hunter College, New York, NY

Building on our track record of success, the summer 2010 teacher training program will offer credit bearing courses for 20 pre-service or in-service teacher trainees who are native speakers of Chinese or those who have advanced-level Chinese proficiency. The face-to-face session begins with a one-week intensive seminar (6/28-7/2) to introduce standards and theme-based instruction, the backward curriculum design, and performance-based assessment with examples focusing on grades 9-12. The following three weeks (7/6-7/23) will consist of observing and teaching high school students. The three week online sessions (7/26-8/13) include readings, discussions, and projects for participants to do at home using the online course system we designed. The final week of the program (8/16-8/20) will consist of a week-long workshop on Teaching Chinese to K-12 and presentations by trainees about their projects. Each participant will receive an award if they complete course requirements with satisfactory performance. More information about the program and application can be found at: www.hunter.cuny.edu/classics/chinese.

Hunter College (student)

STARTALK Honors Chinese for High School Students at Hunter College

• Hunter College, New York, NY

We offer a six-week honors Chinese program for 20 high school students to learn beginning-level Chinese for college credits. The program begins with three weeks of intensive, face-to-face sessions (7/2-7/23) that meet five days a week for six hours a day. During this session, students focus on developing conversation skills. A trained native speaker will provide daily individual conversation practice. Students will have three field and community service trips. During the three-week online session (7/26-8/13), students will work from home using online multimedia materials specially designed at Hunter for acquiring literacy skills. Students will further develop their conversation skills with online tutors for one hour a day. On the last day of the program, students will take the STAMP tests. Students who demonstrate higher language proficiency in speaking and reading Chinese will receive an award. Students who have Chinese learning background can apply for the online session. More information about the program and application can be found at: www.hunter.cuny.edu/classics/chinese.

Hurst-Euless-Bedford Independent School District (student)

Startalk Me to We

• Central Junior High School, Euless, TX

Startalk Me to We is offered from June1-June 17, from 9:00 a.m.-3:00 p.m. daily to rising 7th and 10th graders. This tuition-free academy to explore Asian cultures and Hindi or Mandarin Chinese is open to both in-district and out-of-district students. While the program is designed to enhance oral communicative skills, measures of sucess will also include evaluation of some written exercises. The academy will focus on thematic units introducing students to their immediate world as well as communicating in the target language in simulated travel situations. When students can demonstrate through hands-on, activity-based daily exercises, group and individual projects, and other performance-based assessments, their commitment to communicate across borders and cultures, to respect their own culture and others, an awareness of global issues, and confidence to communicate in a language other than their own, we will know that our program outcomes have been met.

Hurst-Euless-Bedford Independent School District (student)

Startalk Open Doors

• Central Junior High School, Euless, TX

Startalk OPEN DOORS, offered from June 6-June 23, 2011, 9:00 a.m. - 3:00 p.m. daily, is open to rising 7th graders from our district and from surrounding schools. The academy offers a unique, tuition-free opportunity to explore the languages and cultures of the Hindi, Mandarin Chinese, and Arabic speaking worlds. While learning any new language opens the mind to new perspectives, learning a critical need language is crucial for the next generation of global engagement and is an important 21st century skill. True global engagement includes developing skills to communicate and work in global and cross-cultural environments, as well as developing values and perspectives of respect and concern for other cultures and peoples. The program is built to meet the ACTFL standards so that students achieve novice level proficiency. Measures of success will include evaluation of daily oral, written, listening exercises, and performance based assessments. When students can demonstrate, through their daily exercises and their group and individual projects, their commitment to communicate across borders and cultures, respect for their own culture and others, awareness of global issues and confidence to communicate in a language other than their own, we will know that our program goals have been met.

Hurst-Euless-Bedford Independent School District (student)

Startalk Flavors of the World

• Central Junior High School, Euless, TX

Startalk FLAVORS OF THE WORLD, offered from June 11 -June 28, 2012, from 9:00 a.m. - 3:00 p.m. daily, Monday through Thursday will allow 7th grade students from our district and surrounding schools, as well as our currently enrolled 8th, 9th, 10th and 11th graders and heritage students of the languages not enrolled in our program a unique, tuition free opportunity to explore the languages and cultures of the Hindi, Chinese, and Arabic speaking worlds. While learning any new language opens the mind to new perspectives, learning and reinforcing acquired language skills is critical for the next generation of global engagement and is an important 21st century skill. True global engagement includes developing skills to communicate and work in cross-cultural environments, as well as developing values and perspectives of respect and concern for other cultures and peoples.

Hurst-Euless-Bedford ISD (student)

STARTALK Gateway to Asia

The Hurst-Euless-Bedford Independent School District, in the Dallas-Fort Worth metroplex in Texas, is proud to host the STARTALK Gateway to Asia, an intensive three-week language academy open to rising 7th graders in the district as well as students from surrounding public and private schools. Students enrolled in either Hindi or Mandarin Chinese will be given an opportunity to explore both the language and the cultures of South Asia and East Asia. The program is limited to 100 students— 50 for each language, 25 in each classroom—so that the class sizes remain small and the quality of the program is maintained. The academy runs from June 11-June 26, 2009, from 9:00 a.m. to 3:00 p.m. During the academy, daily conversational exercises will allow students to practice their vocabulary. Student portfolios will include self-assessments, completed work and projects, and summative assessments. Field trips to the Crow Museum of Asian Art and other centers of learning are planned to enhance the learning experiences of our students.

Idaho State Department of Education (student)

IdaSTARTALK Chinese Landscape: Pathways Through Idaho

• McCall Outdoor Science School, McCall, ID

The central outcome of the two-week program is to introduce 20 Idaho students to an immersion program of Chinese language and culture. Twenty students, grades 7-12, will be accepted into the program and assisted in their learning with the aid of four college-age Chinese students from Boise State University, who will act as language tutors and live-in counselors. The program also will introduce Idaho students to an integrated comparison of Idaho and traditional Chinese values of nature. Organized activities in art and outdoor activities will develop communication vocabulary appropriate to the cultural activity. Evening events will include a Chinese Puppetry troupe from Portland, Oregon, and special Idaho speakers on such topics as China along the Salmon River. Art activities will utilize traditional Chinese materials, clay, paper, and ink, to create original art that reflects Chinese tradition and personal discovery. To foster an online presence in Idaho language development, students selected will be given a $500 scholarship to use for online learning of Chinese, or to save for college tuition. Two levels of students will be selected: beginning students who have limited or no previous experience in Chinese and advanced students who have at least two years of Chinese study.

Idaho State Department of Education (teacher)

IdaSTARTALK Chinese Landscape: Paths Through Idaho

• McCall Outdoor Science School, McCall, ID

in Idaho 20 educators will particiate in a language and cultural learning environment. The Institute aims to nurture the few existing teachers of Chinese in Idaho and to encourage other world language teachers to add Chinese to their certification. A few art educators interested in Asian art and language will add to the studio aspect of the week. Therefore, the Teacher Institute will break into existing Chinese teachers and those who are beginning Chinese language study. During designated periods, all campers, including instructors, will participate in cultural and exercise activities. Teachers will have a "walk and talk" hour of the day to take a walk in the beauty of Idaho's nature and converse with a partner who is at a similar level of language proficiency. Evening activities will be planned for the entire camp to regroup and celebrate the day's learning activities. Part of the pedagogy practice for the teacher sessions will include developing fun songs and skits to present and perform for students in the camp. The second week the students will model the teacher presentations with songs and skits of their own. Teachers will observe student learning and discuss ways they can incorporate similar strategies in their classrooms.

Idaho State Department of Education (teacher)

IdaSTARTALK: Chinese Landscape: Pathways through Idaho

• University of Idaho Field Campus, McCall, ID

The theme of the program Chinese Landscape: Pathways through Idaho uniquely fits the Idaho population. This program highlights the nature link between the spirit of Idaho and traditional Chinese values. The targeted population includes ten Chinese teachers, mostly from Idaho, although out-of -state teachers will be accepted. An integrated approach to teaching Chinese, the program will allow teachers and students opportunities to intersect in academic and cultural activites related to Chinese language,teaching pedagogy, and art and culture in a beautiful outdoor setting that typifies the rugged nature of Idaho. Dr. Ting Shen is returning to build upon the program through the first week of online experience wherein teacher participants will establish a community of learners and a plan of how they can improve their own teaching pedagogy. During week two teachers will observe student learning in the morning and discuss ways they can incorporate principles in their own classrooms. They will participate in teaching students through lessons developed during the first week of online instruction. Teachers will also participate in group exercise, optional art studios, and evening camp skits. Instruction in the teacher program will be in Chinese, and only language proficient teachers should apply.

Idaho State Department of Education (student)

IdaSTARTALK: Chinese Landscape: Pathways through Idaho

• University of Idaho Field Campus, McCall, ID

The Idaho student program, IdaSTARTALK: Chinese Landscape: Pathways through Idaho, builds on the first year as an opportunity for immersion in the target language. The two-week residential camp in the beautiful Payette Lake National Forest offers a unique experience for students to experience a fully integrated approach to learning Chinese. The targeted population for participants involves students, grades 8-12, who possess a strong desire to learn Chinese, but come with varied backgrounds from no previous study of the language to those with advanced intermediate skills. Twenty students will be selected on the basis of personal narrative, teacher recommendation, and age compatability. Lodging is in cabins and similar ages are grouped together. Attention will be given to combine and to separate participants in the camp, as is appropriate. Students will be grouped in language sessions according to experience, but during the camp all participants will join together for cultural and recreational activities. Dinner meals will involve Chinese only conversation and students are responsible for conducting some campfire activities. During week two, teacher participants will join the camp and interact directly with students through combined activities and group instruction. Residential college interns work closely with students and speak Chinese.

India Studies Program, IU-Bloomington (student)

STARTALK SIPHUR 2009

STARTALK -SIPHUR 2009 is a four-week summer immersion program equivalent to one semester of university-level instruction. This free residential program, designed for high school students, will run from June 22 to July 17, and it offers classes at two levels. The program is composed of classroom instruction, a guest speaker series, and evening culture classes. Our goals are for the participating students to acquire the linguistic and cultural competence to communicate successfully in the language and obtain various learning strategies and skills. Classes will meet for four hours a day, five days a week, and students will be exposed to cultural aspects of the target country through culture classes and various extra-curricular activities, such as yoga, karam, cricket, Indian/Pakistani classical music, and dancing. Students will go on field trips to various religious/cultural sites in Bloomington and its neighboring areas. By the end of the program, students will have the ability to exchange information on a range of topics, produce the standard written style of the language on conventional themes, and comprehend Hindi/Urdu realia and simple stories. Students will have a deeper understanding of the culture and learn the importance of culturally appropriate behaviors.

Indiana University (student)

STARTALK Chinese Language Institute Student Program

• Indiana University, Bloomington, IN

The Indiana University summer Chinese Language Institute in Bloomington, Indiana, is for 22 high school students nationwide. These students will be placed into one of two college-level courses: Pre-college Elementary Chinese I (C107) or Pre-college Elementary Chinese II (C108) and receive 2 hours of college credit upon successful completion of the institute. All students will receive scholarships to cover the cost of tuition, fees, lodging, and meals. The only costs students have to cover are a $100 registration fee and the cost of transportation to and from the institute. In general, students will have three hours of language instruction in the morning and three hours of cultural exploration in the afternoon, including a session to revisit language points for the day. The themes for this summer are Chinese music and martial arts. In addition, students will have time for online learning and lab work as well as time for individual consultation and assistance. The institute adopts a student-centered, task-based, and form-focused approach which concentrates on functional language use and incorporates five content standards—communication, culture, comparison, connections, and community—in its curriculum. Throughout the program, students will engage in individual projects and display their work and creativity in a final performance program.

Indiana University (teacher)

STARTALK Chinese Pedagogy Institute Teacher Program

• Indiana University, Martinsville/Bloomington, IN

IU's Chinese Pedagogy Institute is a 2½-week residential program for 20 current and prospective secondary school teachers of Chinese. Trainees will stay for one week at Indiana University's Bradford Woods for intensive pedagogy training before moving to the IU campus for a week-long practicum. The course of study is designed to enhance the knowledge and skills of its participants and is worth 4 to 5 graduate credits through IU’s School of Education (in some cases partially fulfilling the requirements for secondary teacher certification in Chinese). Both beginning and advanced tracks will be offered at the institute, both of which will receive training in a variety of pedagogical techniques ranging from instructional planning to classroom management. The advanced track will offer additional training in curriculum design and implementation. All participants receive scholarships which cover all costs of lodging, meals, instructional materials, tuition, and fees.

Indiana University (student)

STARTALK 2011: Indiana University Chinese Language Institute (CLI) Student Program

• Indiana University, Bloomington, IN

The Indiana University (IU) Center for Chinese Language Pedagogy (CCLP) is offering a two-level Chinese Language Institute (CLI): a three-week residential semi-immersion program providing 22 high school students the opportunity to acquire and apply Chinese language skills in a naturalistic, real-life context. Students fulfilling all institute requirements will be awarded two hours of Indiana University college credit. The institute covers all costs of tuition, fees, lodging, meals, and instructional materials. This distinctive program will provide a jump start to committed students with no previous study, consolidate the study of Chinese for students with limited experience, and connect language study with cultural literacy. CLI participants will engage in three weeks of intensive study of Chinese language and culture for six hours of in-class instruction on most days in addition to more than 70 hours of out-of-class immersion learning on the IU campus and in the local community.

Indiana University (teacher)

STARTALKing: Bridges to Children, Community, Advocacy for Teachers

• Indiana University, Bloomington, IN

WHAT: ◊ Participate in an intense residential, professional development institute with pre- and post-work at home ◊ Learn how to teach Arabic or Turkish to Pre-K to grade 6 youngsters using appropriate teaching methods for young learners ◊ Design lessons, materials, & developmentally appropriate assessment ◊ Gain strong skills in community language advocacy & twice weekly afternoon practicum experiences at different community-based sites such as preschools & Girls Inc. ◊ Receive credit for two courses - language teaching methods & practicum WHO: ◊ Current and prospective teachers of Arabic or Turkish who wish to learn appropriate teaching methods for young learners in a community setting ◊ University graduate or undergraduate students of Arabic or Turkish who wish to add a teaching credential to their portfolio ◊ Enrollment is limited to 10 graduate & 5 undergraduate students WHEN: May 16 -June 3 3-week online preparation and class June 10 -July 1 3-week residential program July 1 –August 20 follow up portion- finalization of projects One-year commitment to create a community-based program

Indiana University (teacher)

STARTALK 2011: Indiana University Chinese Pedagogy Institute (CPI) Teacher Program

• Indiana University Bradford Woods, Martinsville, IN
• Indiana University Campus, Bloomington, IN

Indiana University's (IU) Center for Chinese Language Pedagogy (CCLP) is proud to be offering its 5th consecutive Chinese Pedagogy Institute (CPI): a professional development opportunity for 20 current and prospective secondary teachers of Chinese. Trainees will stay one week at Indiana University's Bradford Woods for intensive pedagogy training before moving to the IU campus for a week-long practicum. The institute is designed to enhance the knowledge and skills of current and prospective teachers of Chinese. The course of study is worth 4 to 5 graduate credits through IU’s School of Education and partially fulfills the requirements for secondary teacher certification in Chinese. The institute covers almost all expenses, including all lodging and meals from the evening of Sunday, June 12 to the morning of Thursday, June 30, curricular materials, and tuition and fees for 4 to 5 graduate credit hours.

Indiana University (student)

STARTALK-SIPHUR 2011

• Bloomington, IN

STARTALK-SIPHUR 2011 is a three-week intensive summer program that runs from June 27 to July 15. This free summer program is a residential program that is targeted mainly at upper high school students and a few college students of Indian/Pakistani heritage who already have oral and aural skills. Our participants will consist of new and returning students, and be equally represented by heritage and non-heritage students and by gender. The program consists of four components: in-class instruction, extra-curricular activities, evening culture classes and Saturday field-trips. There will be three levels in Hindi and Urdu. By the end of the program, students will be able to acquire linguistic competency in order to communicate successfully on a range of topics and have a deeper understanding of the target culture. Students will receive 2 college credits upon completion of the program. All the expenses will be covered by a STARTALK scholarship of $ 1,600 that each selected participant will receive.

Indiana University (teacher)

STARTALK - Bridges 2 Children: Languages and Community Advocacy

• Indiana University, Bloomington, IN

The Bridges 2 Children Teacher Training Program is an intensive professional development program specializing in the instruction of children in community-based sites. A two-week online course introduces participants to teaching principles. This is followed by a 3-week residential program in methods of teaching with a teaching practicum (June 8-29). Daily methods class features immediate application, post-teaching reflection and collaborative planning in a supportive team environment. The Indiana University setting offers easy access to the teaching settings. The program emphasizes personalized professional development for novice to experienced teachers interested in working with youngsters ages 3-13 (pre-k to grade 7). ACTFL standards-based instruction, lesson and unit planning for developmentally appropriate teaching, with immediate feedback on lesson implementation are featured. Participants should have at least a fair command of their language, a strong affinity for children, willingness to plan and teach in pairs, and be willing to design a community-based program. Six (under)graduate credits will be earned upon successful completion and counted toward certification. Materials and books provided.

Indiana University (student)

STARTALK: Swahili langauge and culture for Indiana High Schools

• Indiana University, Bloomington, IN

STARTALK 2012 Language and Culture for Indiana high schools have three sections: 1) students who will be studying Swahili for the first time; 2) continuing students who participated in summer 2011 program; 3) students who have participated in summer 2010 and summer 2011 programs. As in the past programs the emphasis will be on integrating the 5Cs of the National Foreign language Standards with a focus on the C of Communication and the C of Cultures. This is a 4 week student centered program covering different aspects of Swahili language and cultures at the different student levels. This intensive program will be the equivalent of one semester of Swahili and students will get foreign language credits. Classes will meet daily: 2 hours in the morning followed by a lunch break with conversation partners. In the afternoon, there will be one and a half hours of small group sessions which will focus on reinforcement of materials introduced in the morning sessions via interactive activities like role plays, vocabulary games, songs, cultural activities, and simulated field trips. At the end of the program students will participate in a festival to share their Swahili language and culture experiences to the local community.

Indiana University (teacher)

STARTALK HUTEP (Hindi Urdu Teacher Education Program) 2012

• Bloomington, IN

Hind Urdu Teacher Education Program, which will run from June 18 to June 22, is a five-day long teacher program targeted at instructors who will be teaching at the STARTALK-SIPHUR 2012 and teachers at Indian/Pakistani community schools. HUTEP consists of two components: morning sessions and afternoon sessions. Morning sessions will be theory and methodologies based, therefore lectures will be delivered on contemporary issues in language pedagogy, Teacher Standards, and in second language acquisition. Afternoon sessions will be for micro-teaching/teaching practicum so that participants can have opportunities to apply the theoretical methodologies to their own teaching and to hear each other’s input and suggestions. The proposed program is designed for the participants to receive systematic training in language pedagogy so that they can be well prepared for language teaching in their workplaces. By the end of the program, they will be well equipped with skills that will enable them to design curriculum and lesson plans, and carry out best teaching practices in instruction and assessment. They will be familiar with standards-based instruction that integrates language, culture, content, and technology. They will be able to select and use good, authentic materials, and deliver differentiated instruction based on learner need.

Indiana University (student)

STARTALK SIPHUR 2012

• Bloomington, IN

STARTALK-SIPHUR 2012 is a three and a half-week summer intensive program that runs from June 21 to July 13. High school students and a small number of college students are the main targets for STARTALK-SIPHUR 2012. The intensive summer residential program is open to Indian/Pakistani heritage and non-heritage students. The main components of the program will be: in-class instruction, extra-curricular activities (Film songs, Rangoli/Henna/Rakhi/ Davatnama, and Drama), video-conferencing, evening culture classes, and Saturday field trips. In addition to this, there will be late evening study groups meeting. There will be diversity in the cultural and religious backgrounds of heritage and non-heritage students. The goals of the summer program will align with the goals outlined in the Standards for Foreign Language Learning in the 21st Century. Our program will also differentiate curriculum and instruction to accommodate a range of learners with different linguistic and cultural competencies, backgrounds and ages. To suit students’ different needs, we will arrange for multiple classes by level and language. Accepted students will receive a scholarship of $ 1,800 which will be used to pay for tuition fees and room & board. Participants will receive three college credits upon completion of the program.

Indiana University Center for Chinese Language Pedagogy (teacher)

Chinese Pedagogy Institute: STARTALK at Indiana University

The Indiana University Center for Chinese Language Pedagogy will host a two-and-a-half-week residential Chinese Pedagogy Institute (CPI) for middle and high school teachers. This professional development opportunity is designed to enhance the knowledge and skills of 20 current and prospective secondary teachers, who will earn 4-5 graduate-level credit hours through IU's School of Education. This course of study also partially fulfills the requirements for secondary teacher certification in Chinese. The course content has been guided by the standards for K-12 Chinese language teachers, recently developed by the Chinese Language Association Secondary-Elementary Schools (CLASS). Areas addressed include the following: effective methods and techniques for teaching Chinese, principles for selecting and adapting instructional materials, processes for curriculum design and instructional planning, and implementation of lesson plans and class management. Participants will discuss theories and research related to teaching Chinese as a foreign language, observe and critique pre-recorded Chinese classes, and apply instructional and management skills in a classroom with 10 middle and 10 high school students, among other activities. Sites for this institute will be IU's Bradford Woods, where participants will be involved in a week-long intensive pedagogy training session, and the IU-Bloomington campus, where a week-long practicum will follow.

Indiana University Center for Chinese Language Pedagogy (student)

Chinese Language Institute: STARTALK at Indiana University

Indiana University's Center for Chinese Language Pedagogy will hold a four-week nonresidential Chinese Language Institute (CLI) for 10 middle and 10 high school students with little or no Chinese language experience. The program's innovative 3 + 1 format offers three weeks of language training on the IU-Bloomington campus, plus a week of online distance learning. During the latter, students will refine their self-directed study skills. A solid foundation in Mandarin Chinese, along with a variety of interactive cultural programs including calligraphy, Chinese yo-yos, and taiji lessons, will be offered. All materials and instruction are provided at no cost to the students. The program runs from June 21 to July 17, 2009.

Institute of Critical Languages and Cultural Exchange (student)

STARTALK/ICLCE High School Residential Arabic Immersion Program

This is a four-week residential Arabic immersion program for high school students (grades 9-12) will be held at Louisiana State University from June 27 to July 24, 2009. Instruction will be delivered in a context of carefully designed, age-appropriate thematic cultural capsules. The course will be conducted exclusively in Arabic. Upon successful completion of all program requirements (curriculum and assessment),students will earn 1 Carnegie unit of foreign language credit. Instructional strategies are based on national and state benchmarks and standards. The course will be taught exclusively in Arabic and will allow participants to attain novice to intermediate competency levels. Most importantly, participants will engage in thematic cultural units, enabling them to gain valuable insight regarding the Arab-Islamic culture and its richly diverse dimensions. The array of integrated technological components will allow students to acquire and enhance computer skills related to videotaping, blogging, and creating Web sites.

Institute of Critical Languages and Cultural Exchange, Inc. (teacher)

Critical language Thematic Units Design and Delivery in Context: What's the 6Cs Got To Do With It?

• Days Inn Baton Rouge/Siege, Baton Rouge, LA

The STARTLAK /ICLCE 2011 Arabic and Hindi teacher training program is ‎"coherent, ‎up-to-date," and "research-based."‎practical application of thematic units design reflected ‎in mirror image assessment tools. Participants will explore a multitude of thematic units ‎and specific examples how ACTFL’s 5Cs’ benchmarks can guide, facilitate, and simplify ‎the use of authentic materials conducive to lifelong INTERNALIZATION of target ‎language and culture. Learners’ high language and culture proficiencies, communicative ‎tasks and real life performance goals are attainable when rooted in thematic modules ‎embedded in authentic materials. The ONLINE segment (May 16- 30) examines the ‎Body of Knowledge underlying the proficiency based approach (a major part of the ‎national PRAXIS certification requirement) and sets the stage for the ONSITE ‎application of thematic design and delivery (May 31-June 6). The step by step illustrated ‎thematic unit design reflecting assessment tools, peer evaluated mini lesson delivery, and ‎reflective practice will demonstrate how the 6th C provides the only path to internalization ‎of language and culture leading to lifelong proficiencies and communicative ‎competencies. Avatars, Second Life, computer aided and traditional instructional ‎materials enhance the use of authentic materials. Participants earn CLUs and $1,000.00 ‎after completion of ALL requirements. Contact Dr. Najoua Hotard at iclcehotard@gmail.com

Iowa State University (teacher)

STARTALK: Mentoring, Leadership, and Change in K-12 Chinese Teaching

STARTALK Mentoring, Leadership, and Change in K-12 Chinese Teaching National K-12 Foreign Language Resource Center Iowa State University When: Sunday, June 14, 2009 to Saturday, June 20, 2009 Where: National K-12 Foreign Language Resource Center, Iowa State University Who: Practicing K-12 Chinese teachers with strong leadership potential Why: This institute will empower Chinese K-12 teachers to assume expanding leadership roles in their districts and states in the following ways: • Exploring best practices in Chinese teaching and learning • Collaboratively designing classroom materials • Experimenting with social technologies as tools for professional networking, mentoring, leadership, and learning • Discussing strategies to initiate, implement, and sustain change Institute Staff: • Institute Leaders Cindy Kendall, Ingham ISD Cherice Montgomery, Brigham Young University Marcia Rosenbusch, Iowa State University • Chinese Cultural & Linguistic Consultant Susan Gong, BYU Chinese Flagship Center • Demonstration Master Teacher Jessica Haxhi, Waterbury Schools • Apprentice Institute Leaders Aaron Bray, Sheboygan Falls School District Janna Chiang, Stopher Elementary School En-Ming (Grace) Heebner, MSD of Washington Township & Westlane Middle School Apply: Complete the online application form at http://nflrc.iastate.edu/ Submission deadline: MAY 22, 2009 National K-12 Foreign Language Resource Center N131 Lagomarcino Hall, Iowa State University Ames, Iowa 50011 nflrc@iastate.edu

Kean University (student)

Kean Startalk Hindi Student Program 2010

• Kean University, Union, NJ

Kean University, New Jersey's third largest institution of higher learning, will launch a 10 day immersion summer program for learning Hindi. The program at Kean will start on May 24, 2010 and will end on June 5, 2010. The participants will learn about a wide range of cultural traditions of India and through them will learn to understand, read, write, and speak Hindi. Use of emerging technologies will be an important aspect of the program. In order to provide them a first hand exposure to the cultural and social nuances of Indian culture there will be field trips to Indian businesses and places of social, cultural and religious significance. It is hoped that after completion of the program those new to the program will know how to read and write as well as have the ability to communicate in survival situations while other students will be able to use the language in a variety of social situations. The program is open to all current students of Kean University and other college students. Graduating students from high schools are also encouraged to apply. Prior knowledge of Hindi is not a requirement.

Kean University (teacher)

Kean STARTALK 2011: Hindi 2.0 (Teacher)

• Kean STARTALK 2011: Hindi 2.0 (Teacher), Union, NJ

Kean STARTALK 2011 Program, Hindi 2.0, will offer a Student and Teacher Combination Program Model. The 2011 STARTALK residential on-site Teacher Program at Kean University will be one week in duration and will be held from Monday, June 13 through Friday, June 17, 2011. The Teacher Program also provides opportunities to participate in student programs. All teachers will be enrolled in an online course entitled Fundamentals of Language Teaching Methods offered by the National Council of Less Commonly Taught Languages . All professional learning opportunities are designed to build teacher capacity to utilize communicative-based strategies in the teaching and learning of the Hindi language and culture. The five-day on-site training consists of differentiated content/skills for both Novice and Continuing Teachers. They will actively participate in curriculum development work that focuses on the integration of Project-Based Learning (PBL) approaches and the use of technological tools to support and enhance language learning and teaching. The continuing teachers will also receive training on best practices in the standards-driven classroom and examine how to effectively address the specific challenges encountered by heritage language teachers in US classrooms. Establishment of a New Jersey Hindi Virtual Professional Learning Community is another goal of the project.

Kean University (student)

Kean STARTALK 2011: Hindi 2.0 (Student)

• Kean STARTALK 2011: Hindi 2.0 (Student), Union, NJ

The 2011 Kean STARTALK Hindi Student Program is designed as a three-week language/culture immersion program focused on introducing various aspects of India’s history and past and contemporary culture and social life as the context for language acquisition. The Student Program will be three-weeks in duration and will be held Monday through Friday beginning on June 20, 2011 and ending on July 9, 2011. The program will embrace student-centered learning approaches focusing on acquiring language in real world contexts while developing insights about the products, practices and perspectives of the Indian culture in the target language and in each of the three modes of communication. Participants will be able to meet the linguistic and culture goals as demonstrated by their performance on multiple assessment measures. Key features of the program include integration of the latest technologies into the learning, assessment and teaching process; ongoing use of multiple assessments that can provide evidence of increasing student proficiency in both language and culture; and the use of Project-Based Learning (PBL) approaches in daily instruction resulting into creation of a summative student project.

Kean University (teacher)

Kean University 2012 STARTALK Teacher Program

• Kean University, Union, NJ

The 2012 program targets continuing teachers of Hindi/ Urdu and is designed to reflect the mission of Kean’s School for Global Education & Innovation: to prepare educators with high levels of linguistic, cultural and global competence who model digital age work and learning. The program structure consists of one-week of onsite learning provided by recognized language/pedagogy experts and four- weeks of onsite/ online clinical practice in the Student Program facilitated by language/pedagogy coaches. Learning experiences focus on assessing linguistic/cultural outcomes, development of online collaboration/technology skills and the use of high leverage instructional strategies to assist in promoting growth along the proficiency continuum. A unique aspect of the program is the use of Global Project-Based Learning, an instructional model that embraces both UBD and the STARTALK Principles, while fostering development of global competencies. Teachers will collaborate with educators from the Mayoor School in India and Foundation Public School in Pakistan though online interactions in order to plan for and facilitate online instructional/assessment activities leading to the completion of a summative student project addressing the global issue of education equity, also designated as a UN Millennium Goal. The summer program will be followed by a four-month Continuing Teacher Education Program.

Kean University (student)

Kean University 2012 STARTALK Student Program: Building Competency in Hindi and Urdu through Global Project-Based Learning

• Kean University, Union, NJ

"Building Competency in Hindi and Urdu through Global Project-Based Learning" is a four-week standards-driven blended learning program targeting high school/college Intermediate/Advanced Hindi/Urdu heritage speakers. Learning experiences focus on using Hindi/ Urdu to gain knowledge/perspectives about and to address the issue of Education Equity, a UN Millennium Goal, as the context for developing increasing linguistic, cultural and global competencies. Students engage in daily cross-cultural interactions with students from Mayoor School in Rajasthan, India and Foundation Public School in Karachi, Pakistan, using videoconferencing/Web-based applications. They gather, analyze, synthesize and weigh information from a variety of sources, including those of invited speakers, taking into account Indian, Pakistani and American perspectives. The final task is to provide a current overview of the issue and to propose possible solutions in a panel presentation with students in India/Pakistan for a public audience. Students create an Education Equity Advocacy Website which Kean will submit to Academic Impact, a UN initiative promoting social responsibility through student actions, to advocate for/contribute to global improvement. Upon completing the program, students will be able to document gains in proficiency through the OPI/ NYU Proficiency Test, earn high school/ college credits and continue language study in Kean’s new Hindi program.

Kennesaw State University Research & Service Foundation (teacher)

STARTALK: Intensive Summer Program for Chinese Teachers in K-12

• Kennesaw State University, Kennesaw, GA

This teacher training program is designed for current teachers of Chinese from K-12 public and private schools as well as community language schools. It will focus on task-based learning and seeks to prepare participants with basic pedagogical knowledge and skills that they can use to implement standards-based instruction in their own classrooms. Participants will have opportunities for supervised teaching practice in the Startalk Intensive Summer Program for Chinese Students. An application fee of $100 is required and will be refunded to participants who complete the program successfully. Application deadline: May 1, 2012.

Kennesaw State University Research and Service Foundation (teacher)

STARTALK: Intensive Summer Program for Chinese Teachers in P-12

• The KSU Campus, Kennesaw, GA

This intensive summer teacher-training program will prepare twenty participants with the basic knowledge and skills to implement a P-12 Chinese curriculum grounded in national and state standards. Instructional formats have been designed to appeal to different learners: Lectures, hands-on-activities, discussions, group work, peer review, reflections, teaching opportunities followed by feedback, and participation online. The program offers a 3-credit graduate course, CHNS 7704: Chinese Pedagogical Linguistics, which can be applied towards the Alternative Teacher Preparation Program or the Master of Arts in teaching Chinese, both of which lead to P-12 Georgia teacher certification in Chinese and are offered at Kennesaw State University. Eligibility: Current teachers of Chinese from P-12 public and private schools as well as community language schools in Georgia will be given priority for admission. Out-of-state teachers who pay for their own transportation to Kennesaw, GA, and Chinese speakers who are considering a career in teaching are also welcome to apply. An undergraduate degree (in any field) is required. Cost: A StarTalk grant covers all costs for participants who complete the entire program successfully, including tuition & fees, room & board, and instructional materials. Application Deadline: Monday, March 21, 2011.

Kennesaw State University Research and Service Foundation (student)

STARTALK: Intensive Summer Program for Chinese Language Students

• Kennesaw State University, Kennesaw, GA

This is a two-week residential program for high school students, ages 14 -17, who will be immersed in Chinese language and culture in a fun and stress-free environment. The curriculum will focus on functional language development in real-life contexts that students will be able to use in interaction with Chinese native speakers. Participation is limited to 24 students, who will be divided into two groups based on their proficiency level in Chinese: Beginning or Intermediate. Other resources such as Chinese music, film, song, folk dance, Chinese fashion show, calligraphy, martial arts, a field trip, and varied classroom projects will complement study of the language. As a result of their participation, students will develop language skills, gain cultural understanding and awareness of linguistic differences, and learn about the Chinese community in Georgia. Cost: A Startalk grant covers lodging, meals, classroom materials, instruction, transportation to and from events, and field trips. An application fee of $100 is required and will be refunded to participants who complete the program successfully. Application deadline: May 1, 2012.

Kent State University (student)

Regents STARTALK Foreign Language Academy in Arabic, Chinese, Hindi, Japanese, and Russian

The 2009 Regents STARTALK Foreign Language Academy is a 4-week immersion program offering elementary instruction in Arabic, Chinese, Hindi, Japanese, and Russian to rising juniors and seniors in Ohio high schools who are new learners of these languages. The academy will serve 58 students, and preference will be given to students from high schools that do not teach the languages offered in the Academy. The theme of the 2009 program is “My Space—Our World,” and instruction is organized around problem-solving projects. A mandatory academic year follow-up program consists of monthly mini-immersion sessions supported by distance learning.

Kent State University (student)

Regents STARTALK Foreign Language Academy in Arabic, Chinese and Hindi

• Kent Main Campus, Kent, OH
• STARTALK Teacher Leadership Academy, Kent, OH

The Regents STARTALK Foreign Language Academy is a four-week residential immersion program for beginning students of Arabic, Chinese and Hindi. The program runs from June 13-July 10, 2010 and is housed in the Honors College of Kent State University, in Kent, Ohio. Students receive college credit for the program and are loaned a laptop computer with all relevant foreign language software for the duration of the program. Participants in the program are exposed to these critical languages in a safe, culture-rich environment. Alumni of the program have gone on to study these languages at some of the most prestigious and demanding language programs in the country.

Kent State University (teacher)

STARTALK Teacher Leadership Academy: Integrating Technology with Best Practices

• Kent Main Campus, Kent, OH

The STARTALK Teacher Leadership Academy is a residential workshop for K-12 teachers of critical languages (Arabic, Chinese, Hindi, and Russian) that will talk place on the campus of Kent State University, Kent, Ohio, from June 13-19, 2010. Special emphasis will be placed on the use of Web 2.0 technologies in the foreign language classroom. Participating teachers will have the opportunity to observe expert teachers and to develop their own technology-infused lessons. Previous experience with technology is not required. Laptop computers with the appropriate softward will be provided for the duration of the program. Participating teachers will receive three graduate school credits upon successful completion of the program.

Kent State University (student)

STARTALK Chinese Teacher-Student Academy

• Kent State University, Kent, OH

The STARTALK Chinese Teacher-Student Academy at Kent State University features a four-week immersion program for new learners of Mandarin Chinese. The Academy provides a safe, culture-rich environment for student learning, and students receive five college credits for successfully completing the program. Students are introduced to the latest Web 2.0 technologies to facilitate learning. Laptops and software are provided. Students receive five college credits for successfully completing the program. Students will have the opportunity to interact with the teacher participants in the Teacher Academy, which runs from June 18-27. Students subsequently enroll in an academic year follow-up component, consisting of blended learning.

Kent State University (student)

KSU STARTALK Russian Language Academy

• Kent State University, Kent State University, OH

The STARTALK Russian Student Academy at Kent State University features a four-week immersion program for new learners of Russian. The Academy provides a safe, culture-rich environment for student learning, and students receive five college credits for successfully completing the program. Students are introduced to the latest Web 2.0 technologies to facilitate learning. Laptops and software are provided. Students subsequently enroll in an academic year follow-up component, consisting of blended learning.

Kent State University (teacher)

STARTALK Chinese Teacher-Student Academy

• Kent State University, Kent, OH

The 2011 STARTALK Teacher Academy is a ten-day immersion program for K-12 teachers of Mandarin Chinese. The teacher program emphasizes the integration of the latest Web 2.0 technologies in the foreign language classroom. Teacher participants receive three graduate school credits for successful completion of the program. Teacher participants will have the opportunity to observe classroom and extracurrivular activities in the student program and to lead activities. A series of follow-up blended-learning activities will be offered in the academic year.

Kent State University (student)

KSU Chinese Teacher-Student Academy

• Not Provided, OH

The KSU STARTALK Student-Teacher Academy in Chinese introduces new learners of Mandarin Chinese to the language and culture of the Mandarin-speaking world. The summer component, which is a four-week language immersion program, is housed in the KSU Honors College. The academic year follow-up component involves blended learning with students meeting one Saturday a month for mini immersion sessions and online communication between the monthly sessions.

Kent State University (student)

KSU STARTALK Russian Student Academy

• Not Provided, OH

The KSU STARTALK Student Academy in Russian introduces new learners of Russian to the language and culture of the Russian-speaking world. The summer component, which is a four-week language immersion program, is housed in the KSU Honors College. The academic year follow-up component involves blended learning with students meeting one Saturday a month for mini immersion sessions and online communication between the monthly sessions.

Kent State University (student)

KSU Arabic Student Academy

• Not Provided, OH

The KSU STARTALK Student Academy in Arabic introduces new learners of Arabic to the language and culture of the Arab-speaking world. The summer component, which is a four-week language immersion program, is housed in the KSU Honors College. The academic year follow-up component involves blended learning with students meeting one Saturday a month for mini immersion sessions and online communication between the monthly sessions.

Kent State University (teacher)

KSU Chinese Teacher-Student Academy

• Not Provided, OH

The KSU Chinese Teacher Academy, which offers professional development to Ohio K-12 teachers of Mandarin Chinese, is a 10 day residential program that takes place during the Student Academy. In addition to classroom discussion of best practices in foreign language pedagogy, teacher-participants have the opportunity to observe the students in the Chinese Student Academy and to teach a model class.

L.I.F.E. & Discovery (student)

STARTALK Center for *STEM-Integrated Chinese Studies *(Science, Technology, Engineering and Mathematics)

• New Life Christian School, Frederick, MD

The “STARTALK Center for STEM*-Integrated Chinese Studies” will provide rising-grade 3-6 elementary students with an exciting three-week experience in Frederick, Maryland. This is an innovative program from which they will gain an increased interest and understanding of Chinese culture and language. Through an immersive Chinese language STEM-based curriculum with the theme, “Discover the Science of China,” students will participate in cultural and scientific activities while simultaneously learning the beginner level Chinese needed for basic communication. Technology will be well incorporated into daily learning activities. Offered at no charge to students, the program will run June 25 – July 13, 9am-2pm, with lunch and snacks provided. Students will participate in field trips to enhance their classroom learning, as well as a culminating celebration and program for parents on the last day. An optional ten-week extension program for weekly virtual learning will also be available in the fall. *Science, Technology, Engineering, Mathematics

LaSalle II Magnet School, A World Language School (student)

Startalk Urdu Language Camp at LaSalle II Magnet School

• LaSalle II Magnet School, Chicago, IL

Our program is open to students in grades 1-8 who have had at least a year of Urdu. The theme is "Let's Go to Pakistan and India!" Students will be able to identify where in the world Urdu is spoken; identify and describe major celebrations, traditions, and ustoms of Urdu-speaking people; and communicate effectively in real-world situations using the Urdu language. The camp will be three weeks, three hours per day with a thirty minute break, which includes a snack time with food provided by local restaurants. Each day will begin with a thirty minute yoga session. Once a week, we will take field trips to Devon Avenue and to local cultural institutions. Participating instructors are Ms. Malick, LaSalle II's Urdu teacher and instructors from the University of Chicago will lead our program. We will ask students to pay a $50 registration fee to assist in the coverage of materials and field trips. Scholarships will be available to those in need. Please do not hesitate to contact Nicole Aquino, world language coordinator, if you have any questions.

LAUSD (student)

Stratalk: exploring Arabic through technology, visual arts and

• Not Provided, CA

Lewis University (student)

Lewis University Summer Language Camp for High School Students

In the summer of 2009, Lewis University will offer two, two-week sessions in beginning Arabic and Chinese to 24 highly-motivated eleventh and twelfth graders from Will County high schools, Illinois. Admission to the program is competitive. For those accepted, instruction in both languages is free. Students who will successfully complete the course will receive three transferrable university credits. The main goals of the Program are to help students to acquire the ability to communicate in the target language and to familiarize them with the culture of the countries where Arabic and Chinese are spoken. Both sessions will take place from June 15th through June 27th. Classes will be conducted every day from 9 a.m. to 2 p.m. and will be supplemented by a variety of extra-curricular cultural activities. Lunch and transportation are provided. .

Lewis University (student)

STARTALK: Arabic, Chinese, and Russian Summer Day Camp at Lewis University

• STARTALK: Arabic, Chinese, and Russian Summer Day Camp at, Romeoville, IL

In the summer of 2011, Lewis University will offer its third annual summer Startalk Program in three critical languages to a group of 45 highly-motivated high-school and college students. This three-week, fast-paced, standards-based, non-residential program conducted from June 19th to July 9th, 2010, will immerse its participants into a culturally rich target language environment. Students who successfuly complete the program will earn three Lewis University credits equivalent to one semester study in the respective foreign language. As in the previous years, the program participants will have an opportunity to to maintain and further develop their language proficiency beyond the summer program by enrolling in the regular Lewis University language courses through the 2011-2012 academic year. The Program will offer its students a variety of engaging, student-centered activities.

Lewis University (student)

Startalk: Summer Language Institute at Lewis University

• STARTALK: Summer Language Institute, Romeoville, IL

In the summer of 2012, Lewis University will offer a four-week Startalk Program in four critical languages ( Arabic, Chinese, Russian, and Turkish) to 60 highly-motivated high-school and college students. The program will be conducted from June 18th to July 14th, 2012 on the University Campus and will immerse its participants into a culturally rich target language environment. Students who successfuly complete the program will earn three Lewis University credits equivalent to one semester study in the respective foreign language. As in the previous years, the program participants will have an opportunity to to maintain and further develop their language proficiency beyond the summer program in the regular Lewis University language courses through the 2012-2013 academic year. The main goal of the Program is acquiring the ability to communicate in the target language at the Begining Level. The Program will offer its students a variety of engaging, student-centered activities.

Lewis University, Romeoville, IL (student)

STARTALK: Chinese Summer Camp at Lewis University, Romeoville, IL

• Chinese Summer Camp at Lewis University, Romeoville, IL

This unique four-weeks Mandarin Chinese Summer Camp will comprise two sessions: 1. The intensive non-residential session, June 14 through June 26, will cover the first semester of Mandarin Chinese. Participants will earn three college academic credits. Students accepted to the program will be provided with five hours of instruction a day in Mandarin Chinese from Monday through Friday 2. The second full-immesrion residential session, July 6 through July 20, will cover the second semester of Mandarin Chinese. Participants will earn additional three academic credits. In addition to five to six hours of daily instruction, students who are accepted to the second session will be provided with full board and accomodation on the Univrsity main campus in Romeoville, IL. Classroom instruction will be supplemented by a variety of extra-curricular activities, including games, movies, field-trips. Who is eligible? 1. High school students entering or currently enrolled in the 11th or 12th grades 2. Incoming Lewis University freshmen and current Lewis freshmen entering sophomore status Preference will be given to applicants demonstratig strong commitment to a continued study of Mandarin Chinese at Lewis University

Lexington County School District One (student)

Startalk for Schools of the Future 2012

• Lexington High School, Lexington, SC

Providing a STARTALK program in Chinese for students is a fantastic opportunity for Lexington One to offer the students and families in our community a first-hand look into how and why learning Chinese will not only enrich their learning but also help them become more globally competitive. We will offer one, 8 day program to 80 students in grades 7-12. Our goal is to increase awareness of the Chinese language and culture, creating in these students an interest in continuing their learning of the Chinese language in high school. Ms. Joa He, a local Chinese teacher, is very excited about the opportunity to collaborate and plan with the world language coordinator and the World Languages Schools of the Future task force in Lexington One on this project. This task force consists of teachers, parents and administrators who are planning for language learning opportunities for our students that will give them the opportunity to learn language through tasks in the 3 modes (interpretive, interpersonal and presentational) using innovative 21st century skills, strategies, social media and technology that make communication real and purposeful.

Lexington County School District One, SC (student)

STARTALK for Lexington One Schools of the Future

• Lexington High School, Lexington, SC

The primary goals for the STARTALK program are for students to experience Chinese language and culture. We want these learners to recognize the benefits of learning Chinese in today’s world and also to realize that it can be enjoyable and rewarding. Our goal is for learners in this program to begin to see the wonders of Chinese culture through glimpses into their dance, sports, art, opera, sculptures, geography, history etc… and be inspired to want to learn more. We want to them to be able to show a product of their learning through their project that will advocate for themselves and the program that it is possible to learn something communicative, exciting and meaningful inside a week in a language like Chinese.

Lincoln High School (student)

STARTALK Summer Arabic Program

• Des Moines Public Schools, Des Moines, IA

Lincoln High School, DMPS, will implement a 60 hour (3 week) summer Arabic program for students in 10th - 12th grades who have no Arabic language experience or limited proficiency. The goal is to motivate students to become active learners of languages especially Arabic. Students will acquire proficiency in reading and communicating about themselves and their family; food and numbers; and animals and geography. In addition, students will have field trips where they are able to compare cultures. The daily activities will include instruction in Arabic by native speakers, use of technology for discovery of food, geography, and cultures and hands-on activities. Students will also use programs and websites to promote written and oral language development. Classes will meet Monday through Thursday from 9:00 to 2:00. Enrollment will be limited to 60 students.

Lincoln High School, Des Moines Public Schools (student)

STARTALK Summer Arabic Program 2012

• Lincoln High School, Des Moines, Iowa, IA

Lincoln High School, will implement a 60 hour (3 week) summer Arabic program for high school students. The goal of the program is to motivate students to become active learners of languages especially Standard Arabic. Classes will meet Monday through Thursday from 9:00 am to 2:00 pm. Enrollment will be limited to 100 students. Students will be divided into ability groups for Novice, Intermediate, and Advanced learners. The themes for the curriculum are “A Visit with an Exchange Student”, “A Family Celebration”, and “An Exotic Vacation”. Students will acquire proficiency in reading and communication about themselves, family, food, celebrations, shopping, the environment, and weather. In addition, students will have optional field trips to the zoo to feed giraffes and ride camels and to a Lebanese restaurant to taste the flavors of Arabic cuisine. The daily activities will include instruction in Arabic by native speakers; use of technology for research, portfolio development, and language development; and hands-on cultural and art activities. Instructors will use the Interpersonal, Interpretative, and Presentational modes for assessments. Students will earn one semester of High School credit for successful completion of the program.

Los Angeles Unified School District (student)

Passport to the Arab World

In an authentic environment, students will learn to communicate purposefully in the target language as listeners, speakers, readers, and writers. The Arabic culture will be a natural component of language use in all activities. This will be supported through field trips into the local Arabic community. Students will acquire basic knowledge of the history of Arabic music and its influence on Western music, learn how to make Arabic food, and develop positive attitudes toward cultural diversity. Other relevant themes will include world history, health, science, and math. Students will be encouraged to take risks as language learners as the learning environment will be positive and supportive. Students will be expected to communicate, interpret, and present in beginning/intermediate levels. They will be assessed formally and informally on how well they meet the objectives of the lessons.

Los Angeles Unified School District (student)

Passport To India

Students at Bell High School, during the summer of 2009, will have an opportunity to learn Hindi. This enriching experience will give them a glimpse into a popular world language. The students will enjoy an immersion into various aspects of Indian culture. Through Hindi, students will learn the history, culture, traditions, geography, and economics of India. This learning experience will enhance their understanding of global dynamics. Using Hindi language as a medium, the instructor will teach units that emphasize currency, weather, festivals, family structure, schools, clothing, and so forth. Students will learn the Hindi alphabet, phonetics, numbers, colors, calendars and dates, interwoven in a rich cultural experience. The course will also use technology as an audio-visual aid; the Internet, PowerPoint, television, videos, and MP3 players will be used liberally, keeping learning relevant to current times. Students will visit an Indian restaurant and display familiarity with elements of Indian hospitality. Throughout the course, a variety of opportunities will be provided to assess student understanding. Weekly quizzes, group and individual presentations, and MP3 recordings will be part of formal assessment. Informal assessment will be based on simulated situations, ordering food in a restaurant, and showing courtesy while speaking Hindi.

Los Angeles Unified School District (student)

Arabic Mosaic: Apprenticeship in Language and Culture throughout the Arab World

• Bell High School, Bell, CA
• New Tech High School @ Jefferson High, Los Angeles, CA
• Roybal Learning Center, Los Angeles, CA

2010's STARTALK Arabic program includes three sites: Bell HS, Roybal LC, and New Tech HS @ Jefferson High. Levels 2 and 3 will be offered at the three sites, as well as a series for Heritage speakers at Bell HS.

Los Angeles Unified School District (student)

STARTALK: exploring Arabic through technology, visual arts and photography

• Roybal Learning Center, Los Angeles, CA
• New Technology High School, Los Angeles,, CA
• Bell High School, Bell, CA

The Los Angeles Unified School District's STARTALK program will take place at three sites: Bell High School, Roybal Learning Center and New Technology High School. The classes will provide continued Arabic learning opportunities for 150 high school students. ( Grades 9-12) The summer program will consist of 60 hours of instruction and will utilize technology,visual arts and photography to enhance learning. Target Students will be non-native levels II,III,IV (Honors) as well as Heritage speakers. The outcome will be to increase oral and written proficiencies by one sub-level.

Los Montios Language Center (in partnership with Jefferson County Public Schools [KY]) (student)

STARTALK: Connecting and Collaborating with the Arab World

• Seneca High School, Louisville, KY

The Los Monitos Program "STARTALK: Connecting and Collaborating with the Arab World" will provide the Louisville/Kentuckiana region with a Arabic language learning experience for up to 30 public and private middle and high school students unique to the area. During the six-hour-long daily learning sessions students will participate in intensive language instruction against a backdrop of culture and technology, designed to establish life-long language learning skills as well as real-life connections with contemporaries from the Arab world. Students will develop language and intercultural competencies in order to connect with Arabic speakers locally through visits to the Louisville Islamic Center and virtually through weekly Skype calls and ePal exchanges. The Los Monitos STARTALK program is designed to provide students with opportunities to immediately use their new language and cultural competencies to make connections with contemporaries in the Arabic world that are sustainable well beyond the scope of this program. This intensive three-week program for all public and private middle and high school students is developed in collaboration between Los Monitos Language Center and the Jefferson County Public Schools.

Loyola Marymount University (teacher)

Chinese Language Teacher Preparation: Summer Institute for 2009

The School of Education at Loyola Marymount University (LMU) continues with its second year of Chinese Language Teacher Preparation by offering a 6 -week long program leading to the certification of 25 qualified teachers of Mandarin in K-12 bilingual immersion or foreign language classrooms in California. The STARTALK Chinese Language Teacher Summer Institute for 2009 takes place between June 15th and August 10th 2009. 15 continuing Chinese Language teacher candidates (Cohort 1) will begin their second year in the MA and Elementary or Secondary credential program and will complete an additional 6 units of study. Cohort 1 will be joined by our second cohort of 10 Chinese Language Teacher candidates who will also complete 6 graduate units towards their California teaching credential and masters degree. STARTALK teacher candidates will also receive support in taking state-required licensure tests for teachers.

Loyola Marymount University (teacher)

LMU-STARTALK Chinese Language Teacher Summer Institute-2010

• LMU-STARTALK Chinese Language Teacher Summer Institute-2010, Los Angeles, CA

The School of Education at Loyola Marymount University (LMU) offers the Chinese Language Teacher Preparation Institute in our 6–week-long program leading to the certification of up to 30 qualified teachers of Mandarin in K-12 bilingual immersion or foreign language classrooms in California. The STARTALK Chinese Language Teacher Summer Institute for 2010 takes place between June 18th and August 11th 2010. 15 continuing Chinese Language teacher candidates (Cohort 2) will begin their second year in the Masters, Elementary or Secondary credential and bilingual authorization program will complete an additional 6 units of study. Cohort 2 will be joined by Cohort 3 of 15 Chinese Language Teacher candidates. STARTALK teacher candidates receive support in taking state-required licensure tests for teachers. We are pleased to partner with the STARTALK SCCCS student program where our candidates will have opportunities to observe, teach and model lessons. This year, we will conduct a small distance-learning pilot in collaboration with the Chinese-American International Schools (CAIS) Institute. Additionally, we are expanding the scope of our work by adding a research component: we will conduct a pilot study of development of Chinese language teachers through analyses of lesson plans and video-taped lesson delivery as well as interview data.

Loyola Marymount University (teacher)

Chinese Language Teacher Preparation: Summer Institute for 2011

• Loyola Marymount University, Los Angeles, CA

The School of Education at Loyola Marymount University (LMU) is committed to respond the the state and national demand for highly qualified Mandarin language teachers by initiating the fourth cohort of teacher candidates in the Chinese Language Teacher Preparation Program. The 6–week-long program leads to the certification of a targeted 17 qualified teachers of Mandarin in K-12 bilingual immersion or foreign language classrooms in California. The LMU STARTALK Chinese Language Teacher Summer Institute for 2011 takes place between June 1st and August 11th 2011, with courses taking place between June 27th and August 10th. 7 continuing Chinese Language teacher candidates (Cohort 3) will begin their second year in the MA and Elementary or Secondary credential program and complete an additional 6 units of study. Cohort 3 will be joined by the newly admitted Cohort 4 with 10 Chinese Language Teacher candidates who will also complete 6 graduate units towards their California teaching credential and masters degree, and bilingual authorization.

Loyola Marymount University (teacher)

LMU-STARTALK Chinese Language Teacher Summer Institute for 2012

• Loyola Marymount University, Los Angeles, CA

The Loyola Marymount University (LMU) STARTALK Chinese Language Teacher Summer Institute 2012 responds the the state and national demand for highly qualified Mandarin language teachers by initiating the fifth cohort of teacher candidates in the Chinese Language Teacher Preparation Program. The 6–week-long program leads to certification for 17 teachers of Mandarin in K-12 bilingual immersion or foreign language classrooms in California. Four 6 unit courses are offered between June 25 and August 3rd to 7 continuing Chinese Language teacher candidates (Cohort 4) and newly admitted Cohort 5 (10) Chinese Language Teacher candidates. Courses lead to a California teaching credential, masters degree, and bilingual authorization. This year LMU is also offering a professional development Certificate in Teaching Chinese in PreK-12 Classrooms, from May-August, 2012. This hybrid (online) program is taught in Mandarin by experienced instructors and targets Mandarin speakers and teachers in immersion, bilingual/dual language and heritage language programs Both credentialed Teachers and non-credentialed teachers teachers are eligible. The 12-unit continuing education certificate consists of: Course 1 – Content-based Instruction in Mandarin- 4 units Course 2 – Practicum in Teaching Mandarin- 2 units Course 3 – Technology Integration in Mandarin Instruction- 3 units Course 4 - Chinese Grammar Pedagogy- 3 units

Loyola Marymount University (student)

STARTALK-LMU Chinese Early Education Summer Immersion Program

• Broadway Elementary School, Los Angeles, CA
• Walnut Elementary School, Walnut, CA
• Culver City Adult School, Culver City, CA
• Wedgeworth Elementary School, Hacienda Heights, CA

The STARTALK-LMU Chinese Early Language Immersion Program will offer a low cost Chinese Summer Immersion program for entering Kindergarten through second grade students. Together with our four partner Mandarin Immersion schools in southern California, we will offer standards-aligned arts and movement target language instruction in Mandarin delivered by credentialed teachers and focused on enriching, arts, literature and cultural learning activities. Through our partnership with the UCLA Confucius Institute, a Chinese artist in residence will provide authentic, guided cultural activities for students. Teacher student ratios of 20 students to 3 instructors will ensure quality, small group instruction through this 2 week long program. This program targets students are (1) incoming prekindergarten and (2) Kindergarteners and 1st and 2nd grades. Participating students are preK-2. Students will participate for 5 instructional hours per day, Monday through Thursday, for a duration of two weeks at each school site. For the program schedule and more information, please go to STUDENT REGISTRATION link on our website: Startalklmu.com.

Madhu Bhasha Kendra (student)

MBK High School Hindi

• Mission San Jose High School, Fremont, CA

A VIRTUAL TOUR OF INDIA - This program is geared for High School students. Students attending this program will plan a virtual trip to India to attend a friend's wedding.This will include airline booking, packing their suitcase, finding a hotel, visit to a restaurant for lunch or dinner, visiting a monument, shopping for an outfit to wear for a friend's wedding, attending wedding events, and speaking at friend's wedding. This program will focus on developing conversational fluency through discussions and presentations. Familiarity with Hindi script is expected at intermediate level or higher. Students will meet from 9:30am to 1:00pm on Mondays, Tuesdays, Thursdays and Fridays. No class meetings on Wednesdays.

Mandarin Institute (student)

Mandarin Institute Elementary Mandarin Immersion Program

• Chinese American International School, San Francisco, CA

The Mandarin Institute in conjunction with STARTALK will offer a FREE Elementary Mandarin Immersion Summer Program to those students who qualify. Children entering San Francisco Unified School District’s 1st -5th grade Mandarin immersion program in Fall 2011 are eligible to apply. The camp will not only reinforce what they have learned during the school year, but will also extend their language capabilities and introduce them to a wide array of cultural activities to enable them to retain and expand their Chinese learning. During each four week session, students will experience Chinese language and culture through a wide variety of traditional activities such as singing, Chinese calligraphy, brush painting, Chinese arts and crafts, drama and/or Chinese Folk music. Language acquisition will come naturally to the students as a result of their participation in these fun, immersion-based activities. More advanced students will be challenged to enhance their language skills through a more intensive level of interaction with their teachers and other students.

Mandarin Institute (student)

Mandarin Institute High School Chinese Intensive Program

• Chinese American International School, San Francisco, CA

The Mandarin Institute in conjunction with STARTALK will offer a unique opportunity for Bay Area High School students with 1-2 years of formal Mandarin study to immerse themselves in a culturally rich and academically intensive Chinese program. The instruction is task-based and student-centered. Each day, students will participate in 6 hours of engaging language and culture study. Every student will spend 50 minutes daily with their own personal instructor situated in Beijing China engaged in an authentic cultural learning experience that will enhance their language learning - all while earning San Francisco Unified School District (SFUSD) foreign language credit! Students can register for Chinese III and/or Chinese IV classes which will be offered in concurrent three week sessions. Students who commit to both sessions will be given priority registration. Why Should You Enroll? • Earn up to one full year of SFUSD foreign language credit upon successful completion of both sessions • Interact daily with your own personal Chinese culture instructor in Beijing, China • Experience activities such as Chinese calligraphy, brush painting and/or martial arts with expert instructors • Further develop your Chinese language proficiency • Put yourself on an accelerated track for learning Chinese language and culture!

Mandarin Institute (teacher)

Mandarin Institute K-12 Chinese Teacher Preparation Program

• Chinese American International School, San Francisco, CA

The Mandarin Institute in conjunction with STARTALK offers a Chinese Teacher Preparation Program that is an unparalleled opportunity for new K-12 Chinese language teachers and teachers who are new to teaching in US classrooms, to gain concrete classroom experience teaching American students. Whether you are teaching in foreign language or immersion settings, during this intensive training, teachers will learn the critical skills they need to be innovative and successful in the classroom and to facilitate high quality Chinese language programming in their schools. Program participants will engage in daily workshops led by master teachers addressing issues such as teaching in the target language, differentiated instruction, integrated performance assessment and classroom preparation. This program emphasizes “hands-on” training, ensuring that theory is presented in collaboration with the application for a comprehensive training experience. This training enables participants to practice what they have learned in authentic American classrooms with real students at the same level as they are going to teach. It will be followed by one-on-one mentoring sessions with lead instructors, and peer debriefing. Critical communication skills will be learned through interacting with real school administrators, teacher peers and parents.

Mandarin Institute (student)

STARTALK Mandarin Institute Elementary Immersion Program

• Chinese American International School, San Francisco, CA

The Mandarin Institute in conjunction with STARTALK will offer an Elementary Mandarin Immersion Summer Camp. Students entering SFUSD’s 1st -5th grade Mandarin immersion program in Fall 2012 are eligible to apply for free tuition. The camp will not only reinforce what they have learned during the school year, but will also extend their language capabilities and introduce them to a wide array of cultural activities to enable them to retain and expand their Chinese learning. During each four week session, students will experience Chinese language and culture through a wide variety of traditional activities such as singing, Chinese calligraphy, brush painting, Chinese arts and crafts, drama or Chinese folk music. Language acquisition will come naturally to the students as a result of their participation in these fun, immersion-based activities. More advanced students will be challenged to enhance their language skills through a more intensive level of interaction with their teachers and other students.

Mandarin Institute (teacher)

STARTALK Mandarin Institute K-12 Chinese Teacher Preparation Program

• Chinese American International School, San Francisco, CA

The Mandarin Institute in conjunction with STARTALK is excited to once again offer the Chinese Teacher Preparation Program for teachers from the U.S. and Asia. It is an unparalleled opportunity for newer K-12 Chinese language teachers and teachers who are new to teaching in US classrooms to gain concrete classroom experience. Whether you are teaching in an immersion or foreign language setting, this intensive training will provide you with the critical skills you need to be innovative and successful in the classroom and will facilitate high quality Chinese language programming in your school. Participants will engage in daily workshops led by master in-service instructors addressing issues such as teaching in the target language, differentiated instruction, integrated performance assessment and classroom preparation. This program emphasizes “hands-on” training ensuring that theory is presented in collaboration with application enabling participants to practice what they learn in authentic American classrooms with real students. Each micro-teaching opportunity will be followed by in-depth debriefing sessions with lead instructors and peers. Critical communication skills will be learned through interaction with real school administrators, teacher peers and parents.

Memphis City Schools (teacher)

Memphis StarTalk

• Teaching and Learning Academy, Memphis, TN

The Memphis City Schools (MCS) Startalk program is designed to enhance the qualifications and effectiveness of current and potential teachers of MCS teachers of Arabic, Chinese, and Russian by offering a hybrid training program that includes a standards-based online component followed by a two-week institute. Subsequent to the online component and the first week of the face to face institute, teachers will have a one-week practicum experience in which they teach MCS students of the target languages for two hours daily. Elementary, middle, and high school students recruited from MCS schools will be enrolled in these languages in the 2010-2011 school year. Participants will earn 4 credits from the University of Memphis for a foreign language methods course and for a practicum experience. The institute will enable teachers to improve their ability to teach towards attainment of the national standards, make progress toward earning initial or renewed certification while also improving their language and cultural proficiencies. Follow-up sessions throughout the 2010-2011 academic year will extend teacher growth beyond the summer institute experience.

Memphis City Schools (teacher)

Highly Effective Teachers: By Design

• NE Regional Office, Memphis, TN

Memphis City Schools (teacher)

Memphis City Schools StarTalk

• Memphis City Schools, Memphis, TN

This program will support current Memphis CIty School teachers of Russian, Chinese, and Arabic. Tier Two training will focus on assessment via the application of 2011-2012 data. Tier three will build the leadership capacity of LCTL teachers.

Michigan State University (teacher)

STARTALK: Learning Arabic and Making Connections: The Third C

Michigan State University is looking for 16 teachers of Arabic to participate in a 3-week summer STARTALK program, Arabic Language and Making Connections. STARTALK is a federally-funded program for language educators. This is a 3-week commitment, from 8:45 to 4:00, Monday through Thursday each week, from July 20 to August 7. PARTICIPANT TEACHERS WILL BE REIMBURSED $1,000 FOR THEIR TIME If you’re interested, please send an e-mail to Dr. Wafa Hassan (hassanw@msu.edu) by June 15, 2009. Include the following information:  Your name, address, and e-mail  Your school and current teaching status  A recent copy of your CV  A letter indicating your goals and interest in attending the program Selected teachers will be contacted and will receive more documents to complete and submit by July 5.

Michigan State University (student)

STARTALK: Learning Arabic and Making Connections: The Third C

Michigan State University is looking for 40 students, grades 4–12, to participate in a 3-week summer STARTALK program, Arabic Language and Making Connections. STARTALK is a federally funded program for language educators. Students will participate in model lessons, in-class cultural experiences, and field trips. This is a 3-week commitment, taking place during afternoons (1:00–4:00) between Monday and Thursday each week, from July 20 to August 6. Transportation will not be provided. STUDENTS WILL BE REIMBURSED FOR THEIR TIME If you’re interested, please send an e-mail to Dr. Wafa Hassan (hassanw@msu.edu) by June 15, 2009. Include the following information:  Your name  Your school and current grade  Your/parents email and phone number  Complete the application form, including any previous experiences in Arabic language instruction Selected students will be contacted and will receive more documents to complete and submit by July 5.

Michigan State University (teacher)

STARTALK Program: Teaching and Learning Arabic in Action

• Michigan State University MSU Detroit Center, Detroit, MI
• Bridge Academy, Hamtramck, MI

The program’s over-riding goal will continue to be to train teachers of the Arabic language to understand how to increase their students’ Arabic language acquisition and strengthen the connections between heritage students and their local and global communities. Both teachers and students will participate in interactive and engaging activities that incorporate Arabic language instruction and address the various roles people play in society. The first week the program will involve teacher training and classroom observations. Teachers will be in-serviced on best practices, including learner-centered instruction, differentiated instruction, content based curriculum, the integration of culture and language, assessment methods and tools, the use of authentic materials, technology integration, incorporating field trips and other extended learning scenarios into instruction, and aligning units and lessons with national standards. During the second week teacher trainees will teach the students independently. Each teacher will have multiple opportunities to observe, practice, and teach in actual classroom settings. Teachers will learn new strategies to help students acquire new vocabulary and create opportunities to practice and extend their Arabic language listening, speaking, reading, and writing skills in authentic situations as part of their daily engagement in their communities.

Michigan State University (teacher)

STARTALK Program: Teaching Arabic to All, What Really Works.

• Michigan State University Detroit Outreach Building, Detroit, MI

In this summer training program, twenty Arabic language teachers will participate in two week sessions, Monday through Saturday. The first part of week one will involve teacher training and classroom modeling and observations. Teachers will be trained on using STARTALK best practices, including learner-centered instruction, differentiated instruction, thematic based curriculum, aligning lessons with national standards, the integration of culture and language, assessment methods and tools, technology integration, and most importantly using the target language with all students. For the remaining ten days, teachers will be engaged in co-teaching activities. Participants will have the opportunity to develop lesson plans and teach thirty high school volunteer students selected from Detroit metropolitan area schools and the state of MI in general. Classes will be created for non- native speakers, heritage students, and native speakers of Arabic language. This grouping will provide the opportunity to practice preparing and teaching lessons to all students. Teachers will know how to use the same units but create different activities for different learners. Each teacher will have multiple opportunities to observe, practice, and teach in actual classroom settings. Students will be asked to give feedback on delivered lessons via discussions guided by the program director and program instructors.

Michigan State University (teacher)

Excel with Best Practices in Teaching Arabic

• MSU Detroit Center, Detroit, MI

This year we hope to continue to employ our successful model of program delivery. We are also offering to train a number of competent teachers who can themselves serve as trainers of other teachers as the need for well-trained teachers of Arabic grows. Eighteen Arabic language teachers and five future trainers will participate in two week sessions, Monday through Friday. We will focus on providing teachers of Arabic with the opportunity to excel in teaching strategies by adopting best practices in their daily instruction. Teachers will be able to learn, observe, and implement teaching Arabic with best practices.Teachers will plan, create or select materials, and develop effective lesson plans using thematic units and teaching materials. Teachers will be engaged in standards-based learning activities that will enable them to help their students, heritage and non-heritage become lifelong learners. Participants will have the opportunity to develop lesson plans and teach high school volunteer students selected from MI schools. This will provide the opportunity to practice, preparing, and teaching differentiated lessons to all students. Each teacher will have multiple opportunities to observe, practice, and teach in actual classroom settings. Students will be asked to give feedback via discussions guided by the program director.

Middlebury College Language Schools (teacher)

Middlebury STARTALK Summer Chinese Teacher Program

• Middlebury STARTALK Summer Teacher Program, Middlebury, VT

With the assistance of a STARTALK grant, the 2010 Middlebury College summer Chinese School will offer scholarships to make it possible for current and prospective secondary school teachers of Chinese to enroll in the residential MA program. Participants will take graduate courses in Chinese language pedagogy and work on curriculum design and materials development during the full six-week program. They will plan and develop effective classroom activities to help students develop proficiency in the target language across the three communicative modes (interpersonal, interpretive, and presentational), and the five goal areas (communication, cultures, connections, comparisons, and communities) as outlined in the national Standards for Foreign Language Learning in the 21st Century. In addition to the completed MA application form, on the Web at http://www.middlebury.edu/academics/ls/applications/ applicants should also submit an essay that describes 1) the applicant’s background in teaching Chinese as a foreign language, 2) how professional training will enhance his or her teaching as a current or prospective teacher of Chinese at the pre-college level, and 3) what materials will be developed to share with other teachers. Please send all application materials to: Ms. Anna Sun, Chinese School Coordinator, Sunderland Language Center, 356 College Street, Middlebury College, Middlebury, VT 05753, USA.

Middlebury College Language Schools - Chinese (teacher)

STARTALK Workshop for Teachers of Chinese

The workshop will be a component of the six-week MA program and as such, will be open only to enrolled MA students. In addition to graduate level courses, students will have the opportunity to work on curriculum design and materials development during the full six-week program. Through lectures, discussion, and hands-on experiences, participants will learn to understand the nature and process of learning Chinese as a foreign language, to identify critical issues in Chinese foreign language pedagogy, and to enhance their ability to develop appropriate teaching materials. They will plan and develop effective classroom activities to help students develop proficiency in the target language across the three communicative modes (interpersonal, interpretive, and presentational,and the five goal areas (communication, cultures, connections, comparisons, and communities) as outlined in the Standards for Foreign Language Learning in the 21st Century.

Middlebury-Monterey Language Academy (student)

Middlebury-Monterey Language Academy - Chinese

Middlebury College offers a dynamic summer language immersion for students who have completed grades 7-12. Our 4-week program, called the Middlebury-Monterey Language Academy (MMLA), teaches students Mandarin Chinese in a highly intensive, but fun, environment. Modeled on Middlebury’s renowned Language Schools for undergraduate and graduate students, MMLA offers students the opportunity to live on a college campus and make a year’s worth of progress in their language in 4 weeks. This success owes primarily to the fact that, like their counterparts at the older level, MMLA students take a Language Pledge, promising to speak only the target language 24 hours a day. Please visit MMLA's web site (www.mmla.middlebury.edu) or call (802) 296-2459 to learn more about making a language breakthrough this summer.

Middlebury-Monterey Language Academy (student)

Middlebury-Monterey Language Academy - Arabic

Middlebury College offers a dynamic summer language immersion for students who have completed grades 7-12. Our 4-week program, called the Middlebury-Monterey Language Academy (MMLA), teaches students Arabic in a highly intensive, but fun, environment. Modeled on Middlebury’s renowned Language Schools for undergraduate and graduate students, MMLA offers students the opportunity to live on a college campus and make a year’s worth of progress in their language in 4 weeks. This success owes primarily to the fact that, like their counterparts at the older level, MMLA students take a Language Pledge, promising to speak only the target language 24 hours a day. Please visit MMLA's web site (www.mmla.middlebury.edu) or call (802) 296-2459 to learn more about making a language breakthrough this summer.

Montgomery County Public Schools (teacher)

Montgomery County Public Schools Chinese and Arabic Teacher Institute

This five-day summer program will provide K-12 Chinese and Arabic language teachers pedagogical content knowledge within the context of U.S. public education by integrating training on curriculum and assessment development with direct instructional implementation. Each six-hour-day will address specific topics and strategies. While the five goals of the Standards for Foreign Language Learning will be embedded throughout the program, the first two days will explicitly target their application in instruction and curriculum development. Participants will learn how to develop their students’ proficiency and maximize their use of the target language by creating student-centered tasks and assessments that incorporate the three communication modes (interpersonal, interpretive, and presentational) and culture. They also will learn how to use the comparison goal to help their students gain a better understanding of their own languages and cultures. Participants will use relevant topics to address the connections and communities goals. Furthermore, participants will learn how to use backward design to create lessons that include both formative and summative integrated performance assessments. In addition, experienced master teachers will share strategies for engaging students, using equitable practices, and creating an environment that maximizes learning in the context of U.S. public education.

Montgomery County Public Schools (teacher)

STARTALK Montgomery County Public Schools Chinese Teacher Institute

• Winston Churchill High School, Potomac, MD

This five-day summer program will provide new and experienced K–12 Chinese and 9–12 language teachers with pedagogical content knowledge while building a professional learning community. Teachers will increase their repertoire of instructional strategies through participation in hands-on activities that model standards-based best practices. Furthermore, working collaboratively, they will apply these practices to the development of instructional materials that will maximize their students’ learning. While all five goals of Standards for Foreign Language Learning in the 21st century will be embedded throughout the program, the primary focus will be on the communication and cultures goals and their application in instruction and curriculum development. Participants will learn how to develop their students’ proficiency and maximize their use of the target language by creating student-centered tasks and assessments that incorporate the three communication modes (interpersonal, interpretive, and presentational) and culture. They also will learn how to use the connections goal to make the learning more relevant and engaging to their students. In addition, participants will use relevant topics to address the comparison and communities goals.

National Capital Language Resource Center (teacher)

Writing & Implementing an Arabic Curriculum K-12

This intensive one-week institute is offered for the third consecutive summer, continuing the important work of helping teachers of Arabic develop standards-based curricula for their classes. The goal is to provide guidelines and frameworks for curriculum development and specifically to help teachers develop and share standards-based curricula, units and lesson plans for Arabic for their schools, programs, or districts. This summer’s particular emphasis will be placed on integrating the Language Continuum with standards-based curriculum and instruction. During the institute concepts of curriculum development will be reviewed, models of the Language Continuum for Arabic (sequencing of language learning) will be visited, existing curricular materials for Arabic and other languages K-12 will be reviewed and analyzed, and leaders will work with small groups to help develop and refine participants' own curricular materials with a focus on integrating sequential introduction of materials with the standards. Upon completion of the assignments, teachers will receive certificates indicating 40 hours earned in Curriculum Development for which most school districts award continuing education units (CEUs).

National Capital Language Resource Center (teacher)

Arabic K-12 Hands-On

This institute will provide teachers at the elementary and high school levels the opportunity to try out learner-centered, communicative language teaching strategies, become familiar with the National Standards for Learning Arabic, and “learn by doing” how to provide challenging, engaging instruction. This highly intensive institute has been offered successfully for three years at the NCLRC, twice with the sponsorship of STARTALK. This summer we will increase the microteaching component by engaging two groups of students, one group of elementary and middle school students and one group of high school students, to act as students in “laboratory” classes for two hours each day. The emphasis of this workshop will be to provide teachers with information that can be used to extend the scope and range of their teaching strategies combined with targeted experiences that will integrate the information with classroom practice. An email conversation for group members and the presenters will be maintained through the year by the NCLRC to extend the period of group exploration and support. Participants will receive certificates for 40 hours of professional development from the National Capital Language Resource Center which are converted by states and districts into CEUs.

National Council of Less Commonly Taught Languages (teacher)

Swahili Teacher Development Institute

This Program is a hands on training of prospective and new teachers of Swahili at the post-secondary level. Participants will have hands-on training in the implementation of standards-based curriculum and instruction, backward curriculum design model and communicative approach. During the first week of the program, participants will be introduced to the main theoretical and pedagogical concepts of teaching Swahili as a foreign language through a combination of lectures, seminars, hands-on workshops, and micro-lesson presentations to get a clear understanding of the basic concepts of teaching Swahili as a foreign language. The second week will involve practicum. During this period, participants will work closely with coaching Master Teachers that they will observe. They will also reflect on the practices of the master teachers, and discuss issues that arise from the activities of the master teachers. Participants will also be given time to teach and receive feedback on their teaching activities. Participants who complete the program will be awarded a generous stipend of $1,000 to cover travel expenses. Accommodation will also be provided for participants who live outside of Madison. NCOLCTL will issue a certificate of completion to all the participants that complete the program.

National Council Of Less Commonly Taught Languages (teacher)

NCOLCTL Swahili Startalk Professional Development Program

• Madison Wisconsin, Madison, WI

The NCOLCTL Swahili Startalk Professional Development Program is a three-week hands-on training of prospective and new teachers of Swahili at the post-secondary level. The program will be organized at UW-Madison. There are two parts to this program. The first week of the program is a non-residential distance learning session where individual participant will use the UW-Madison LI and NCOLCTL Online Teaching Methods Course. The second part of the program is a two-week residential program in Madison. During the first part of the program, participants will study theoretical aspects of teaching African languages and LCTLs in general. The participants are required to complete especially the fourth module of the online course before they arrive in Madison. The program will provide the participants hands-on training on the implementation of standards-based curriculum and instructions, backward curriculum design model and the communicative approach. Participants will be given ample opportunities to practice teaching Swahili, with guidance from master teachers during the course of the program. Where applicable, the program will consider instructors who have been teaching Swahili for a long time but have never had the opportunity to participate in this kind of professional development programs. Participants will be awarded a Certificate of completion.

National Council of Less Commonly Taught Languages (teacher)

NCOLCTL Swahili Startalk Professional Development Workshop

• Madison, WI, Madison, WI

The NCOLCTL Swahili Startalk Professional Development Program is a three-week hands-on training of prospective and new teachers of Swahili at the post-secondary level. The program will be organized at UW-Madison. There are two parts to this program. The first week of the program is a non-residential distance learning session where individual participant will use the UW-Madison LI and NCOLCTL Online Teaching Methods Course. The second part of the program is a two-week residential program in Madison. During the first part of the program, participants will study theoretical aspects of teaching African languages and LCTLs in general. The participants are required to complete especially the fourth module of the online course before they arrive in Madison. The program will provide the participants hands-on training on the implementation of standards-based curriculum and instructions, backward curriculum design model and the communicative approach. Participants will be given ample opportunities to practice teaching Swahili, with guidance from master teachers during the course of the program. Where applicable, the program will consider instructors who have been teaching Swahili for a long time but have never had the opportunity to participate in this kind of professional development programs. Participants will be awarded a Certificate of completion.

National Council of Organizations of Less Commonly Taught Languages (teacher)

NCOLCTL Swahili Startalk Professional Development Program

• NCOLCTL - UW-Madison, Madison, WI

The NCOLCTL Swahili Startalk Professional Development Program is a three-week hands-on training of prospective and new teachers of Swahili at the post-secondary level. The program will be organized at UW-Madison. There are two parts to this program. The first week of the program is a non-residential distance learning session where individual participant will use the UW-Madison LI and NCOLCTL Online Teaching Methods Course. The second part of the program is a two-week residential program in Madison. During the first part of the program, participants will study theoretical aspects of teaching African languages and LCTLs in general. The participants are required to complete especially the fourth module of the online course before they arrive in Madison. The program will provide the participants hands-on training on the implementation of standards-based curriculum and instructions, backward curriculum design model and the communicative approach. Participants will be given ample opportunities to practice teaching Swahili, with guidance from master teachers during the course of the program. Where applicable, the program will consider instructors who have been teaching Swahili for a long time but have never had the opportunity to participate in this kind of professional development programs. Participants will be awarded a Certificate of completion.

National K-12 Foreign Language Resource Center, Iowa State University (teacher)

STARTALK: Reaching Generation C by Creating, Communicating, and Collaborating

• National K-12 Foreign Language Resource Center, Ames, IA

Today’s students are referred to as “Generation C” because they expect to be able to create content, communicate easily and quickly with others, and collaborate to solve problems. Web 2.0 technologies can assist students learning Chinese by providing innovative ways to create, collaborate, practice, and communicate in class and with others around the world. This Institute is developed specifically for practicing K-12 Chinese teachers who want to leverage today's content-creating, technology-based mediums to develop standards-based activities for the Chinese classroom. At the summer institute, participants will (1) explore best practice in standards-based world language teaching and learning; (2) collaborate to design technology-rich classroom materials and student activities; (3) create a personal and professional learning network (PLN); and (4) develop a plan to implement the institute activities during the 2010-2011 school year and share those implementation experiences with others. The application deadline is April 23, 2010. Participants will be notified of acceptance by May 5, 2010. Room and Board is provided at no cost to participants. Graduate credit is available. Accepted participants must submit a $100 registration fee and will receive a $500 stipend upon completion of institute activities to offset the registration fee and travel expenses.

National University (student)

NU STARTALK 2009 - Student Persian

National University (NU) is offering a 4-week summer non-residential day program for grades 6-12 in Persian language. The proposed program will award, upon successful completion, academic credit for language coursework through an established arrangement between NU and its WASC-accredited affiliate, NUVHS: grades 6-12 will be eligible to receive academic credit. The program will include cultural enrichment activities and field trips. In addition, the program provides ongoing follow-up learning opportunities for the students in order to create incentive for language learning and to refrain from linguistic attrition. An opportunity to enroll in NU’s on-line Persian language courses (high school level courses, as well as Major, Minor, Certificate) is offered. Instructional Lead Dr. Azita Mokhtari Email: amokhtari@nu.edu Phone: 858-642-8598 Administrative Point-of-Contact Dr. Ramin Sarraf Email:rsarraf@nu.edu Phone:858-642-8580 Program Sessions Spectrum Business Park Campus 9388 Light wave Avenue San Diego, CA 92123 Site contact person: Dr. Ramin Sarraf Onsite phone:858-541-7700 Onsite email:rsarraf@nu.edu Heritage: yes Non-Heritage: yes Language: Persian Grade levels: Middle School (6-8) High School (9-12) Incoming proficiency levels: Beginning Intermediate Advanced Start date: 2009-08-06 End date: 2009-08-31 Total instructional days: 20 Total instructional hours: 100

National University (student)

NU Student Persian STARTALK 2010

• NU Spectrum Business Park Campus, San Diego, CA

The summer 2010 Persian program caters to middle, high school and college students (Freshman-Senior) of both Persian heritage and non-heritage background. The program will be open to students at novice level and up and will focus on reading and writing skills, cultural awareness, increasing vocabulary, and developing speaking skills required for more academic/formal discourse based on National Standards and couched within an overarching theme of being prepared to visit Iran and attend school there. The program will be offered onsite with provisions to offer an online component too. Class materials will be authentic content that is meaningful, age- appropriate, and intellectually engaging. Language will be viewed not only as means of communication but also as an important survival tool. The instructors will be explicit in pointing out the value and advantages of knowing more than one language and of being not only multi-lingual but also multi-cultural. These advantages will be framed in terms of family ties, intellectual development, and career possibilities. Upon successful completion of the program, participants in middle and high school will receive one year of highschool language credit from NUVHS. For college level participants, provision has been made to offer college credit at a discount.

National University (student)

STARTALK 2011 Student Persian Program

• Spectrum Business Park Campus, San Diego, CA

Building on our successful programs from 2009, 2010, the NU Persian Startalk Program is in fact the poster model for all that Startalk is targeting. The program will be keeping all the tools, processes and instructors who made success possible in over the last two years, and increase the size of the teachers as well as the target population to 70, up from 60. The program will be a blended onsite/online one. The program will have a teacher to student ratio of about 1:8. Culture will form a basic component of instructional content. It will be on the same standing as language. The program targets students from grades 6-16, even though the program is identified as heritage, non-heritagestudents are also eligible to enroll. Major highlights of the program: •The Program will offered in the month of August. •It will cover 100+ hours of instruction. •The participants will be from grades 6-16. •The total number of participants will be 70; 50 students from grades 6-12 and 20 students from grades 13-16 (college level). •Low student to teacher ratio of 8-9:1. •The outcomes will be enhanced language skills in reading, writing, speaking and listening in three levels of novice, intermediate and advanced.

Natrona County School District (student)

STARTALK Casper China Kids Summer Program

• Park Elementary School, Casper, WY

The Casper China Kids Summer Program is designed to provide a rich linguistic and cultural experience through the story of Mulan for 80 first through fifth graders who have had no previous experience with the Chinese language or culture. The program will involve four groups of twenty students each in a five-day, twenty-hour language camp where they will explore China, its people and culture in an immersion environment. In the first week, first graders will attend the morning camp, second graders the afternoon camp. In the second week, third graders will attend the morning camp and a combination of fourth and fifth graders the afternoon camp. At the end of each camp, students will participate in a capstone project where they will demonstrate what they have learned to their parents and the community.

Natrona County School District (student)

Casper China Kids Summer Program

• Fort Caspar Elementary School, Casper, WY

The Casper China Kids Summer Program will offer a half-day two-week summer camp for 60 children in grades 1-5. The camp for grades 1-2 will be in the mornings, the camp for grades 3-5 in the afternoons. The camps are designed to offer a rich linguistic and cultural experience for these children as they learn about the Chinese language and culture through the theme of Marco Polo in China. Speaking and listening goals at the end of the two weeks include the ability to demonstrate comprehension of common classroom expressions and topic-related content, appropriately answer simple questions, and begin to formulate simple sentences in the language. Students will participate in a capstone project where they will demonstrate their acquired language in oral and visual presentations appropriate to their grade. The instructors for these camps are the two lead Chinese immersion teachers in the Utah Dual Language Immersion Program.

New York City Department of Education (student)

STARTALK Summer Hindi Program for High School Students, Thomas A. Edison High School

• Thomas A. Edison Career and Technical Education, Jamaica, NY
• Thomas Edison High School, Jamaica, NY

There will be a STARTALK Summer Hindi Program for high school students at Thomas A. Edison High Schools, Queens, New York. This program will help the students coming to the United States from India to maintain their heritage language and appreciate their culture; as it is one of the less commonly taught “critical need” languages. There will be three classes to address the needs of different language proficiency level of students. Classes will be from July 5, 2010 to July 23, 2010 from 9:00am to 2:00pm. Registration for the program will be on July 1st and 2nd. The STARTALK Summer Program will admit any native or non-native students interested in learning Hindi. Students with some background or exposure to Hindi are recommended to participate in this hands-on language learning program. Those students who successfully (pass or fail) complete the three weeks program will be awarded a gift certificate of $100 each. This program will give them an opportunity to get college credits in the foreign language before they enter college. There will be field trips, guest speakers, and cultural activities aligned to the units of curriculum. There will be content-based language instruction with worthwhile “take-aways” for the students.

New York City Department of Education/Asian Languages & Bilingual Education Technical Assistance Center (ALBETAC) (student)

STARTALK Summer HIndi Program for High School Students

• Thomas A. Edison High School, Jamaica, NY

STARTALK Summer Hindi program for high school students at Thomas Edison High School will be for the third consecutive year in July 2011. This program is not only for the students who came to the United States from India and wanted to maintain and appreciate their heritage language, culture and identity but for those who wish to learn Hindi as a second language as well. There will be three classes of fifteen to twenty students each. There will be two qualified teachers to teach each Hindi class. Classes will be for four weeks from July 5, 2011 to July 29 2011 Monday to Friday from 8:30 AM to 2:30 PM. Students will be awarded high school Foreign Language credit. Those students complete four weeks program will receive a stipend of $ 100 for instructional materiel. Curriculum will focus on India's independence, society, culture and progress made in modern technology. Students will experience hands on and virtual trips to India using Hindi the target language.

New York University (teacher)

Startalk Teacher Training Program 2009: Arabic and Persian

This intensive two-week residential program provides basic theoretical knowledge and entry-level teaching skills of current and prospective school, community, and college teachers with native or near-native command of Modern Standard Arabic or Persian. It is based on a course curriculum from NYU’s Master’s in Foreign Language Teaching. It trains participants in developing students’ Arabic or Persian proficiency across the three communicative modes (interpersonal, interpretive, and presentational) and the five C’s, as outlined in the Standards for Foreign Language Learning. Participants learn the most-up-to-date methodologies and develop, observe, and critique classroom procedures, strategies, and teaching techniques. They learn how to use community resources and how to select and use Internet materials. The program delivers 50 contact hours of classroom instruction. Every session consists of an interactive presentation of theoretical frameworks and practice. Outcomes include each participant’s portfolio and the materials and lesson plans in it. Participants receive an NYU transcript. The grant covers $700 per person out of the $920 continuing education tuition. Two scholarships are available for graduate tuition. The grant also covers accommodations in NYU residence halls, breakfast, lunch, and required textbooks.

New York University (teacher)

STARTALK Intensive Teacher Training Program 2009: Hindi and Urdu

This is an intensive residential program that enhances the knowledge and skills of current and prospective school, community and college teachers of Hindi and Urdu. Participants with no training learn the most-up-to-date teaching methodologies, based on standards, projects and communication and are required to develop, observe and critique classroom procedures, strategies and teaching techniques. They also learn how to use community resources. Participants with training learn principles of curriculum development and activity design on the Hindi/Urdu Standards Manual. The course emphasizes pedagogical grammar, material development and adaptation, and assessment. The two sections of the program are based on state-approved courses from NYU’s Master’s program in Foreign Language Teaching. Sessions consist of interactive presentations of theoretical frameworks, followed by hands-on language-specific application. The participants will prepare to teach mock demonstrations. The workshop runs for five hours daily (9:00 am -3:00 pm.) Participants receive an NYU transcript. The grant covers $700 out of the $920 continuing education tuition. Two scholarships for credit students are also available. The grant also covers accommodations in NYU residence halls, breakfast, lunch and textbooks.

New York University (teacher)

Summer Intensive Teacher Training Program 2010: Hindi and Urdu

• SCPS at the Woolwroth Building, New York, NY

This is an intensive two-week program designed to enhance the knowledge and skills of current and prospective school, community and college teachers of Hindi/Urdu. It creates a learning-by-doing environment. Participants are introduced to the most-up-to-date standards-based teaching methodologies and are required to develop, observe and critique classroom procedures, strategies and teaching techniques. The program includes a cultural component whereby participants learn how to use the resources available in the community environment. The program is based on a course of the regular curriculum of the Master’s program in Foreign Language Teaching at the Steinhardt School of Culture, Education and Human Development, modified for the needs of this workshop. It is offered as a credit or non-credit option. The program aims to recruit and support instructors at small colleges, public schools, community schools and organizations. It provides opportunities to members of the heritage community with a minimum of a Bachelor’s degree and superior or higher language skills to consider a career in the language-teaching field. It is also an opportunity for practicing school teachers of Hindi/Urdu heritage background who teach other disciplines to consider developing an additional skill in teaching their native language and eventually to pursue a foreign language teaching certificate.

New York University (teacher)

Summer Intensive Teacher Training Program 2010: Arabic, Persian, Dari

• SCPS at the Woolworth Building, New York, NY

This teacher-training workshop is an intensive two-week program designed to enhance the knowledge and skills of current and prospective school, community and college teachers of Arabic, Dari and Persian. It creates a learning-by-doing environment. Participants learn the most-up-to-date standards-based teaching methodologies and a develop, observe and critique classroom procedures, strategies and teaching techniques. The program includes a cultural component whereby participants learn how to use the resources available in the community environment. The program is based on a course of the Master’s program in Foreign Language Teaching at the Steinhardt School of Culture, Education and Human Development, modified for the needs of this workshop. It is offered as a credit or non-credit option. The program aims to recruit and support instructors at small colleges, public schools, community schools and organizations. It provides opportunities to members of the heritage community with a minimum of a Bachelor’s degree and superior or higher language skills to consider a career in the language-teaching field. It is also an opportunity for practicing school teachers of Arabic, Dari and Persian heritage background who teach other disciplines to consider developing an additional skill in teaching their native language and eventually to pursue a foreign language teaching certificate.

New York University (teacher)

Summer Teacher Training Institute: Arabic, Dari, Persian, Turkish

• MEIS - New York University, New York, NY

This is an intensive, ten-day residential workshop designed to enhance the knowledge and skills of current and prospective school, community, and college teachers of Arabic, Dari, Persian and Turkish. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The program includes a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held at New York University. The program can be taken for graduate credit through scholarships offered on a competitive basis. Program instructors are NYU faculty.

New York University (teacher)

Summer Teacher Training Institute 2011: Hindi and Urdu

• MEIS-New York University, New York, NY

This is an intensive, ten-day residential workshop designed to enhance the knowledge and skills of current and prospective school, community, and college teachers of Hindi or Urdu. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The program includes a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held at New York University. The program can be taken for graduate credit through scholarships offered on a competitive basis. Program instructors are NYU faculty.

New York University (teacher)

Summer Teacher Training Program 2012: Hindi and Urdu

• New York University, New York, NY

This is an intensive, ten-day residential workshop designed to enhance the knowledge and skills of current and prospective school, community, and college teachers of Hindi or Urdu. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The program includes a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held at New York University. One scholarship is available on a competitive basis to take the workshop for graduate credit. Program instructors are NYU faculty.

New York University (teacher)

Summer Teacher Training Program 2012: Arabic, Dari, Persian and Turkish

• New York University, New York, NY

This is an intensive, ten-day residential workshop designed to enhance the knowledge and skills of current and prospective school, community, and college teachers of Arabic, Dari, Persian and Turkish. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The program includes a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held at New York University. One scholarship is available on a competitive basis to take the workshop for graduate credit. Program instructors are NYU faculty.

New York University (teacher)

NYU StarTalk Immersion Training Program for Teachers of Chinese (K-6)

• New York University, New York, NY

The NYU StarTalk Immersion Training Program for Teachers of Chinese (K-6) for pre- and in-service teachers of Chinese will provide training leading to certification in Teaching Chinese (grades K-6). The program is designed to give teachers an essential understanding of the theory and best practices and of Chinese immersion and FLES education. The core of the NYU StarTalk Immersion Training Program for Teachers of Chinese (K-6) is the summer course “Teaching Foreign Language to Elementary School Children” (FLES), which leads to state certification for grades K-6. Follow-up training sessions will concentrate on immersion education.

Northern Virginia Community College (teacher)

Powering Up Your Chinese and Arabic Language Courses With Technology

NOVA STARTALK is a summer institute in its third year designed to help teachers integrate technology tools and 21st century language pedagogy in the Arabic and Chinese curricula. Arabic and Chinese teachers in each language will create a collection of activities to expand the curriculum presently in place. The networking that has resulted from this course in the past two years has enriched instruction and created a bond between teachers who have worked in teams in and out of our STARTALK setting. Major goals: •Faculty participants will apply foreign language standards and multiple intelligence theory while creating Chinese and Arabic materials. •Faculty participants will learn to use technology tools that promote student engagement in Chinese and Arabic classes (i.e. QUIA, MERLOT, wikis, blogs, video, SlideShare, asynchronous voice tools, Photo Story, Nings, netvibes, social bookmarking, etc.). •Faculty participants will create a personal toolkit of materials to be used in Arabic and Chinese courses and shared with colleagues in the target languages. •Faculty participants will integrate activities that they discover in the daily workshops in syllabi for Arabic and Chinese courses during the summer of 2009 and beyond.

Northern Virginia Community College (teacher)

NOVASTARTALK 2010: Teaching with Technology

• NOVASTARTALK, Arlington, VA

NOVASTARTALK is a professional development Summer Institute in its fourth year, designed to help teachers of critical languages integrate technology tools and 21st century language pedagogy in their teaching. It is a premise of this program that in order to keep learners engaged, teachers must include the most effective, standards-based activities, emphasizing all modes of communication and culture. NOVASTARTALK workshop participants in each language will create a collection of activities to support the language curriculum presently in place at their institutions. The networking that will result from the course will enrich instruction, promote ongoing collaboration and save teachers the task of “reinventing the wheel” by creating materials in isolation. Teachers will make reusable target language materials including wikis, blogs and authentic materials using presentation, video and audio tools. There are two one-week workshops, a beginner and an advanced session. Provisions can be made for hybrid or fully face-to-face participation, but all must produce projects. Some support for travel expenses is available for participants who travel from more than two hours away from the Northern Virginia site. This support will be available on a first-come first-served basis while it lasts.Teachers must produce a final project to receive participant stipend.

Northern Virginia Community College (teacher)

NOVASTARTALK Teacher Training Workshop

• NOVA Arlington Center, Arlington, VA

In two separate week-long face-to-face programs, STARTALK language teachers create technology-enhanced standards-based activities to expand the curriculum presently in place in their schools. The STARTALK teachers typically work in teams during the workshops and continue to collaborate during the school year at conferences and through the use of wikis and blogs.The networking that has resulted from this program in the past three years has enriched instruction and created a bond between teachers in and out of our face-to-face STARTALK setting. Participants from outside the DC metropolitan area may enquire about partial travel stipends to help offset travel costs. Participants may apply for one session or both, but should note that there is a week without classes between the two. We cannot provide support during that week. For more information about NOVASTARTALK see our website at: http://novastartalk.nvcc.edu or contact Program Director, Dr. Laura Franklin.

Northern Virginia Community College (teacher)

NOVASTARTALK 2012:TEACHING STARTALK Languages with 21st Century Tools

• NOVA Arlington Center, Arlington, VA

NOVASTARTALK is an instructional technology workshop for teachers in all the STARTALK -languages, It is located in the national capital area at Northern Virginia Community College's Arlington Center. The 2012 program will be held during the first two weeks of July, with no classes or programs on the July 4 holiday It is recommended that attendees register early, indicating the session or sessions that they prefer. It is also helpful to describe the kind of technology project you would like to accomplish at the workshop, so that we can meet all needs. A needs assessment survey will go out to registrants upon acceptance to our program. Both NOVASTARTALK workshops have an emphasis on creating standards-based, communicative activities that teachers can use in their schools and in student STARTALK programs.The instructors of NOVASTARTALK are all experts in instructional technology and are currently active in the World Language community. We have face to face and online activities as part of our instruction. For more information about our program, contact Dr. Laura Franklin at lfranklin@nvcc.edu Visit our website at http://novastartalk.nvcc.edu

Occidental College (teacher)

Putting the Arabic Standards Front and Center

*BUILDING LEADERSHIP IN THE ARABIC LANGUAGE TEACHING COMMUNITY* Leaders: Iman Hashem, Brandon Zaslow • Dates: June 13-19 • This program is designed for teachers who attended our STARTALK workshop in 2007 or 2008 or completed our Arabic Language Teaching Certificate or equivalent course work. The workshop will provide teachers with opportunities to hone their skills in standards-based instruction and learn to support their colleagues in creating exemplary Arabic language lessons. Participants will enhance their capacity to create standards-based units that can be used as samples for professional development. (Scholarships available for 15 participants.) *TECHNOLOGY AS THE CORE OF STANDARDS-BASED ARABIC INSTRUCTION* Leaders: Iman Hashem, Randa Jad-Musa • Dates: June 22-26 • Participants will learn to effectively use various technologies to enhance a standards-based approach: locating authentic materials on the web including video, music, art, graphics, text, and data; making input comprehensible using MovieMaker, iMovie, Cartoon Maker, and PowerPoint; facilitating interpersonal communication through instant messaging, video, audio and written chats, e-mails, blogs, and interactive assignments; and supporting presentational communication using the technologies listed above, as well as webpages, wikis, and podcasts. (Scholarships available for 25 participants.) * Participants must have knowledge of Microsoft Word and the ability to use the Web.

Occidental College (teacher)

Putting the Arabic Standards Front and Center

• Occiental College-Hilton Suites, Orange, CA
• Occidental College - California State University, Long Beach, Long Beach, CA

*****Participants in the Invitational Leadership Session create a curricular map for a course they teach and develop standards-based, technology-enhanced instructional units. For the unit they a) specify stage and age appropriate standards-based outcomes tailored to the needs of heritage and non-native learners; b) deliver instruction in the target language embedded in authentic cultural content and contexts that connect to relevant areas of interdisciplinary academic study; c) effectively utilize input, guided practice, extension and assessment structures; d) select, effectively utilize, adapt and create instructional materials to meet the specific needs of their students; e) incorporate educational technology as appropriate; and f) develop strategies for working with teachers new to standards-based instruction. *****Participants in the Technology Session: a) identify stage and age appropriate outcomes tailored to the needs of heritage and nonnative learners; b) establish objectives for knowledge (cultural/content), for communication and for control of form; c) create technology-based interpretive tasks using authentic materials to make content comprehensible to students; d) create technology-based interpersonal activities that simulate real-world tasks; e) create technology-based presentational tasks that demonstrate culturally-appropriate language use; f) create an online community that facilitates the sharing of materials and practices and fosters continued interaction among the participants in our program.

Occidental College (teacher)

Putting the Arabic Standards Front and Center

• Hilton Suite Orange County, Orange, CA
• California State University, Long Beach, Long Beach, CA

PROGRAM I: LEADERSHIP, June 19-23, Hilton Hotel, Orange CA • Participants will revise and enhance their curricular maps in light of their classroom experiences, and will develop an additional standards-based, technology-enhanced instructional unit: using backward design with real-world objectives that are age and stage appropriate; focusing on culture and content from the core curriculum; including the three modes of communication; providing opportunities for cultural and linguistic comparisons and real-world language use beyond the classroom; and teaching unit segments employing pedagogies that reflect research and best practices. ********************************************************************************************************************************* PROGRAM II: TECHNOLOGY, June 25-July 1, California State University, Long Beach • Participants will be divided into two groups based on the needs they identify in the application and the level of their proficiency in standards-based and technology-enhanced instruction. Both groups will learn to effectively use various technologies to enhance a standards-based approach: locating authentic materials on the web including video, music, art, graphics, text, data; making input comprehensible using Moviemaker, PowerPoint; facilitating interpersonal communication through instant messaging, video, audio and written chats, emails, blogs, interactive assignments and homework; supporting presentational communication using the technologies listed above as well as online postings, webpages, and Google Docs.

Occidental College (teacher)

Putting the Arabic Standards Front and Center

• Hilton Suites, Orange, CA
• California State University, Long Beach, Long Beach, CA

PROGRAM I: LEADERSHIP, June 18-22, Hilton Hotel, Orange CA • Participants will enhance and articulate their curricular maps in light of their classroom experiences, and will develop an additional standards-based, technology-enhanced instructional unit: using backward design with real-world objectives that are age and stage appropriate; focusing on culture and content from the core curriculum; including the three modes of communication; providing opportunities for cultural and linguistic comparisons and real-world language use beyond the classroom; and teaching unit segments employing pedagogies that reflect research and best practices. *********************************************************************************************************PROGRAM II: TECHNOLOGY, June 25-July 1, California State University, Long Beach • Participants will be divided into two groups based on the needs they identify in the application and the level of their proficiency in standards-based and technology-enhanced instruction. Both groups will learn to effectively use various technologies to enhance a standards-based approach: locating authentic materials on the web including video, music, art, graphics, text, data; making input comprehensible using Moviemaker, PowerPoint; facilitating interpersonal communication through instant messaging, video, audio and written chats, emails, blogs, interactive assignments and homework; supporting presentational communication using the technologies listed above as well as online postings, webpages, and Google Docs. ********************************************************************************************************* 818-620-1176 • ihashem@oxy.edu • http://www.la-stars.net

Office of English Language Learners,New York City Department of Education (student)

STARTALK Summer Intensive Hindi Program

• Thomas A.Edison Career and technical Education HS, Jamaica, NY

STARTALK Intensive Summer Hindi Program for high school students at Thomas A. Edison High Schools, Queens, New York will run from July 2, 2012 to July 27, 2012. This program is for students coming to the United States from India to maintain their heritage language and appreciate their culture. Nevertheless, the program will admit any native or non-native students interested in learning Hindi. Those students who satisfactorily complete the four weeks program will be awarded a gift certificate of $100 each for instructional material. This program will give all students an opportunity to get high school foreign language credit/s. Students proficient in writing Hindi will be eligible to take foreign language college credits from NY University by sitting for the exam. Content-based Hindi language instruction will emphasize speaking, listening, reading, and writing skills with worthwhile “take-away” for the students. Instruction will be aligned to Five Cs of the National Foreign Language standards. Hands on activities will include projects, role plays, celebrations and field trips. Registration for the program will be ongoing. Orientation and placement will occur on Friday, June 29, 2012 at Thomas Edison HS. For more information log on http://www.startalk.99k.org and or contact Sushma Malhotra at smalhotra@schools.nyc.gov

OneWorld Now! (student)

OneWorld Now! Chinese Student Program

The 2009 OWN! Chinese Summer Language Camp will take place August 3-21, from 9:00 a.m. to 3:00 p.m. (weekdays only), at Seattle University. The program is open to incoming 9th-12th grade students in the Seattle area, with a focus on serving minority and low-income applicants. Students from outside the area are welcome to apply and attend if they are able to arrange their own housing, transportation, and meals outside of the program. The summer camp is free for accepted students, thanks to STARTALK scholarships. The OWN! Summer Language Camp will include two levels of Mandarin Chinese instruction (Level 1 for students with little or no knowledge of the language and Level 2 for students who have studied the language for at least one year). During the camp, students will learn and develop their writing, reading, listening, and speaking skills while also gaining exposure to the products, practices, and perspectives of the Chinese culture. Classes and activities will emphasize student-centered learning. Language will be reinforced through skits, role playing activities, cultural simulations, music, presentations from guest speakers, and technology. The last day of the camp will feature student performances in a culminating showcase for classmates, family, and community members.

OneWorld Now! (student)

2010 STARTALK Arabic for OneWorld Now!

• Seattle University, Seattle, WA

2010 STARTALK Arabic for OneWorld Now! is July 26 to August 13, 2010, from 9:00am to 3:00pm (weekdays only), at Seattle University. The program is open to incoming 9th–12th grade students in the Seattle area, with a focus on serving minority and low-income applicants. High school students from outside Seattle are welcome to apply and attend, if they can arrange their own housing, transportation, and meals outside of the camp. The summer camp is FREE for accepted students, thanks to STARTALK scholarships. Camp will include two levels of Modern Standard Arabic. The camp focuses on fostering language acquisition, intercultural understanding, and a desire for international travel. During the camp, Level 1 students will learn basic writing, reading, listening, and speaking skills. Level 2 students will build on and apply their language skills and cultural knowledge in realistic simulations. The camp will introduce students to practices and perspectives of the Arab-speaking world. Classes and activities during the camp will emphasize student-centered learning. Language will be reinforced through skits, role playing activities, cultural games, music, lessons from guest speakers, and technology. The last day of the camp will feature student performances in a culminating showcase for classmates, family, and community members.

OneWorld Now! (student)

2010 STARTALK Chinese for OneWorld Now!

• Seattle University, Seattle, WA

2010 STARTALK Chinese for OneWorld Now! is July 26 to August 13, 2010, from 9:00am to 3:00pm (weekdays only), at Seattle University. The program is open to incoming 9th–12th grade students in the Seattle area, with a focus on serving minority and low-income applicants. High school students from outside Seattle are welcome to apply and attend, if they can arrange their own housing, transportation, and meals outside of the camp. The summer camp is FREE for accepted students, thanks to STARTALK scholarships. Camp includes two levels of Mandarin Chinese instruction. The camp will focus on fostering language acquisition, intercultural understanding, and a desire for international travel. Level 1 students will learn basic writing, reading, listening, and speaking skills. Level 2 students will build on and apply their language skills and cultural knowledge in realistic simulations. The camp will also introduce students to the practices and perspectives of Chinese culture. Classes and activities during the summer program will emphasize student-centered learning. Language will be reinforced through skits, role playing activities, cultural games, music, lessons from guest speakers, and technology. The last day of the camp will feature student performances in a culminating showcase for classmates, family, and community members.

OneWorld Now! (student)

STARTALK Chinese for OneWorld Now!

• Seattle University, Seattle, WA

2011 STARTALK Chinese for OneWorld Now! is July 11 to July 29, 2011, from 9:00am to 3:00pm (weekdays only), at Seattle University. The program is open to incoming 9th–12th grade students in the Seattle area, with a focus on serving minority and low-income applicants. High school students from outside Seattle are welcome to apply and attend, if they can arrange their own housing, transportation, and meals outside of the camp. The summer camp is FREE for accepted students, thanks to STARTALK scholarships. Camp includes two levels of Mandarin Chinese instruction. The camp will focus on fostering language acquisition, intercultural understanding, and a desire for international travel. Level 1 students will learn basic writing, reading, listening, and speaking skills. Level 2 students will build on and apply their language skills and cultural knowledge in realistic simulations. The camp will also introduce students to the practices and perspectives of Chinese culture. Classes and activities during the summer program will emphasize student-centered learning. Language will be reinforced through skits, role playing activities, cultural games, music, lessons from guest speakers, and technology. The last day of the camp will feature student performances in a culminating showcase for classmates, family, and community members.

OneWorld Now! (student)

STARTALK Arabic for OneWorld Now!

• Seattle University, Seattle, WA

2011 STARTALK Arabic for OneWorld Now! is July 11 to July 29, 2011, from 9:00am to 3:00pm (weekdays only), at Seattle University. The program is open to incoming 9th–12th grade students in the Seattle area, with a focus on serving minority and low-income applicants. High school students from outside Seattle are welcome to apply and attend, if they can arrange their own housing, transportation, and meals outside of the camp. The summer camp is FREE for accepted students, thanks to STARTALK scholarships. Camp will include two levels of Modern Standard Arabic. The camp focuses on fostering language acquisition, intercultural understanding, and a desire for international travel. During the camp, Level 1 students will learn basic writing, reading, listening, and speaking skills. Level 2 students will build on and apply their language skills and cultural knowledge in realistic simulations. The camp will introduce students to practices and perspectives of the Arab-speaking world. Classes and activities during the camp will emphasize student-centered learning. Language will be reinforced through skits, role playing activities, cultural games, music, lessons from guest speakers, and technology. The last day of the camp will feature student performances in a culminating showcase for classmates, family, and community members.

OneWorld Now! (student)

OneWorld Now! / STARTALK Arabic Language and Leadership Camp

• Seattle University, Seattle, WA

2012 STARTALK Arabic for OneWorld Now! is July 2 to July 20, 2012, from 9:00am to 3:00pm (weekdays only), at Seattle University. The program is open to incoming 9th–12th grade students in the Seattle area, with a focus on serving minority and low-income applicants. High school students from outside Seattle are welcome to apply and attend, if they can arrange their own housing, transportation, and meals outside of the camp. The summer camp is FREE for accepted students, thanks to STARTALK scholarships. Camp will include two levels of Modern Standard Arabic. The camp focuses on fostering language acquisition, intercultural understanding, and a desire for international travel. During the camp, Level 1 students will learn basic writing, reading, listening, and speaking skills. Level 2 students will build on and apply their language skills and cultural knowledge in realistic simulations. The camp will introduce students to practices and perspectives of the Arab-speaking world. Classes and activities during the camp will emphasize student-centered learning. Language will be reinforced through skits, role playing activities, cultural games, music, lessons from guest speakers, and technology. The last day of the camp will feature student performances in a culminating showcase for classmates, family, and community members.

OneWorld Now! (student)

OneWorld Now! / STARTALK Chinese Language and Leadership Camp

• Seattle University, Seattle, WA

2012 STARTALK Chinese for OneWorld Now! is July 2 to July 20, 2012, from 9:00am to 3:00pm (weekdays only), at Seattle University. The program is open to incoming 9th–12th grade students in the Seattle area, with a focus on serving minority and low-income applicants. High school students from outside Seattle are welcome to apply and attend, if they can arrange their own housing, transportation, and meals outside of the camp. The summer camp is FREE for accepted students, thanks to STARTALK scholarships. Camp includes two levels of Mandarin Chinese instruction. The camp will focus on fostering language acquisition, intercultural understanding, and a desire for international travel. Level 1 students will learn basic writing, reading, listening, and speaking skills. Level 2 students will build on and apply their language skills and cultural knowledge in realistic simulations. The camp will also introduce students to the practices and perspectives of Chinese culture. Classes and activities during the summer program will emphasize student-centered learning. Language will be reinforced through skits, role playing activities, cultural games, music, lessons from guest speakers, and technology. The last day of the camp will feature student performances in a culminating showcase for classmates, family, and community members.

OneWorld Now! TIDES Center (student)

OneWorld Now! Arabic Student Program

The 2009 OWN! Arabic Summer Language Camp will take place August 3-21, from 9:00 a.m. to 3:00 p.m. (weekdays only), at Seattle University. The program is open to incoming 9th-12th grade students in the Seattle area, with a focus on serving minority and low-income applicants. Students from outside the area are welcome to apply and attend if they are able to arrange their own housing, transportation, and meals outside of the program. The summer camp is free for accepted students, thanks to STARTALK scholarships. The OWN! Summer Language Camp will include two levels of Modern Standard Arabic instruction (Level 1 for students with little or no knowledge of the language and Level 2 for students who have studied the language for at least one year). During the camp, students will learn and develop their writing, reading, listening, and speaking skills while also gaining exposure to the products, practices, and perspectives of the Arabic-speaking world. Classes and activities will emphasize student-centered learning. Language will be reinforced through skits, role playing activities, cultural simulations, music, presentations from guest speakers, and technology. The last day of the camp will feature student performances in a culminating showcase for classmates, family, and community members.

Pennsylvania State University (teacher)

Penn State STARTALK Arabic Academy for Teachers

• School of Languages and Literatures, University Park, PA

This partly-residential professional development program for teachers of Arabic – at middle school, high school, and college levels – welcomes new teachers and graduate students planning careers to include teaching Arabic, teachers of other subjects who are preparing to offer Arabic, and experienced teachers of Arabic seeking to learn and share current methodologies. This blended learning program includes (1) on-line preparation, June 3-16; (2) on-campus workshop at Penn State, June 22-30; and (3) on-line follow up, July 6-15. The on-campus component runs parallel with our STARTALK elementary Arabic program for high school and college students. The teacher program provides practice in innovative teaching methods for Modern Standard Arabic, with a focus on helping teachers remain in the target language (using little or no English) in the classroom. Participants earn 2-3 university credits for completing the program. Tuition and fees for two credits will be paid by the Academy. Participants may enroll for a third credit, not paid by the Academy (cost to participants $600 – $1,000). For the on-campus workshop, room and board are provided; participants who prefer to make their own housing arrangements will receive an allowance of up to $600 for food and lodging during this on-campus component.

Pennsylvania State University (student)

STARTALK Arabic Academy at Penn State

• School of Languages and Literatures, University Park, PA

The STARTALK Arabic Academy at Penn State's University Park Campus, now in its third year, is an ambitious, intensive summer language program for 20 high school and college students to begin their study of Arabic. This 4-week program, which is taught by an experienced, multinational team of instructors, provides students with four and a half hours of classes Monday through Friday mornings; opportunities to practice the language, learn more about the culture, and relax over lunchtime; and afternoon immersion sessions Monday through Thursday. As in previous years, we plan to use Skype or similar technology for regular interactions with students in Tunisia. Our student-centered, communicative approach is designed to enable beginners to enjoy using Arabic in class from the start. Our curriculum includes many activities focused on a theme that reflects authentic and diverse situations in the Arabic-speaking world, while providing a realistic context for developing students' speaking, listening, reading, writing, and cultural skills. For Summer 2011, our theme will be "Let's Open a Restaurant!" Upon successful completion of the program, students will earn Penn State university credits (4 credits of Arabic 001). Students receive scholarships that pay most (usually 75%-90%) of the tuition cost.

Princeton/West Windsor -Plainsboro Student Program (student)

STARTALK Princeton /West Windsor-Plainsboro Student Program

• Community Middle School, Plainsboro, NJ

A 10 day immersion camp in Chinese. 9:00 - 3:00. Interweaves language and culture. Entering 7th grade - entering university.This is our 4th year. 3 classes - beginning, two classes for continuing students. There is no heritage class this summer.Takes places at Community Middle school in Plainsboro, NJ

Professional Development for Supporting Cooperating/Master Teachers of World Languages and Cultures (teacher)

Professional Development for Supporting Cooperating/Master Teachers of World Languages and Cultures

• University of CA, Santa Barbara, Santa Barbara, CA

Stanford University School of Education/CFLP sponsors this program that engages teams of participants including instructional supervisors, methods instructors and existing and potential cooperating/master teachers from teacher preparation institutions across the nation. It focuses on developing a partnership among three critical stakeholders in teacher education, where all understand their own roles as well as the role of the other partners and they collectively collaborate to develop a coherent World Language teacher preparation program that is well-articulated among the key support providers and support teacher candidates throughout their teacher preparation program and beyond. It focuses on: (1) acquiring knowledge on such topics as teacher preparation standards, certification requirements, and coaching techniques; (2) discussing best practices for teaching languages and cultures and how to best impart these to new teachers to the field; (3) Role playing and modeling best practices in both teaching and supporting student teachers, including peer and cognitive coaching, and providing effective feedback; (4) Networking and exploring different dimensions of professional learning communities; (5) modeling lessons to share with their student teachers that exemplify best practices; and (7) Reflecting on their roles as teachers as well as key stakeholders in the preparation of the next generation of World Language educators.

Program for Teaching East Asia (teacher)

The Middle Kingdom in Middle School: A STARTALK Program on Building and Sustaining an Effective Chinese Language Program in the Middle Years

• University of Colorado at Boulder, Boulder, CO

DATES: Residential Program July 24-30, 2011; Asynchronous Online Components July 1-22 & August 1-26, 2011 APPLICATION DEADLINE: May 16, 2011 (Applications accepted on a rolling basis) PROGRAM OVERVIEW: The program’s focus is building and sustaining a successful Chinese language program in a middle school setting through (1) sound pedagogy and practices, (2) effective learning technology, (3) collaborative interdisciplinary work, and (4) strong teacher advocacy and school community communication. Instructors and guest speakers will provide expertise on current trends in pedagogy and practices, learning technology, articulation issues, collaborative work across disciplines, and development of successful Chinese language-culture programs embedded in the middle school program. Enrollment in this 2011 STARTALK program is limited to 20 Chinese language teachers working in a middle school setting. Applicants must have native or near-native proficiency in Mandarin Chinese and a minimum of a bachelor’s degree. Preference will be given to those teachers who demonstrate the opportunity to incorporate the content and materials from the institute into their 2011-12 teaching assignments. All major costs of institute attendance are underwritten by STARTALK.

Queens Gateway to Health Science High School/Thomas A. Edison Career and Technical Education High School (student)

STARTALK Summer Concentrated Hindi Program for High School Students

This program will run for 3 weeks from July 6-24, 2009, Monday to Friday. There will be 3 classes of 15 students each, and there will be in class and out of class instruction. The STARTALK Summer Program will admit any students interested in learning Hindi with some background or exposure to Hindi. The STARTALK Summer Program will be a preparation for the New York State Languages Other Than English (LOTE) Regents Exam that is required for high school students to earn an Advanced Regents Diploma. Students will earn college level foreign language credits and receive 75 contacted hours by NYU. Instruction will focus on developing conversational skills (C1-Communication) in Hindi language using simple words, phrases, and sentences. Students will also acquire awareness of cultural practices (C2-Cultural Awareness) and artifacts of India. NY City licensed and experienced teachers will be teaching the STARTALK Summer Hindi Program.

Queens University of Charlotte (student)

Queens University of Charlotte 2009 Summer Institute in Chinese

The Queens University of Charlotte 2009 Summer Institute in Chinese is an opportunity for high school students in North Carolina to study Mandarin intensively for a 2-week period, July 6-17, Monday-Friday. Classes will be offered at the beginning and intermediate levels. The program will include formal classroom study with a licensed, professional instructor; one on one support from student language facilitators; and out of class activities to include martial arts, calligraphy, painting, and Chinese crafts. In addition, students will be introduced to current topics of interest through a series of guest speakers and will view and discuss Chinese films. At the conclusion of the camp, students will achieve beginning and intermediate level language proficiency in Mandarin Chinese. Students who will be in grades 9-12 are welcome to apply; no prior experience in Mandarin Chinese is necessary. There is no cost for this program beyond a $50 registration fee. Lunch and an afternoon snack will be provided. For more information or to request registration materials, please contact Dr. Alexa Royden at roydena@queens.edu. Early student drop off will be available beginning at 7:30 a.m. Drinks and a morning snack will be offered along with informal Chinese conversation practice.

Queens University of Charlotte (student)

Queens University of Charlotte Summer Institute in Chinese

• Queens University of Charlotte, Charlotte,, NC

The Queens University of Charlotte 2010 Summer Institute in Chinese is an opportunity for high school students in North Carolina to study Mandarin Chinese intensively for a two-week period in late June (June 21-July 2nd, Monday-Friday). Classes will be offered at the beginning, intermediate and advanced levels. The program will include formal classroom study with a licensed, professional instructor, one on one support from student language facilitators, and out of class activities to include martial arts, calligraphy painting and Chinese crafts. In addition, students will be introduced to current topics of interest through a series of guest speakers, and view and discuss Chinese films. At the conclusion of the camp, students will achieve beginning, intermediate or advanced level language proficiency in Mandarin Chinese, depending upon their initial placement. Rising 9th-12th graders are welcome to apply, no prior experience in Mandarin Chinese is necessary. There is no cost for this program, beyond a $50 registration fee. Lunch and an afternoon snack will be provided. Online applications will be accepted beginning April 1st.

Queens University of Charlotte (student)

STARTALK: Queens University of Charlotte Summer Institute in Chinese

• Queens University of Charlotte, Charlotte, NC

The StarTalk: Queens University of Charlotte Summer Institute in Chinese is a two-week non-residential program in Mandarin for rising 9th graders through recent 12th grade graduates. The program serves heritage and non-heritage learners at the beginning, intermediate, and advanced levels in an immersion environment using communicative language teaching strategies. All of our experienced instructors are native speakers of Chinese. Our advanced University students of Chinese serve as language facilitators, giving each student a more personalized experience and increased opportunities to communicate the target language in the dynamic environment created by having two proficient speakers in each classroom. Applications are still being accepted online for placement on our waiting list, as all spots for the 2011 program have been filled.

Queens University of Charlotte (student)

STARTALK: Queens University of Charlotte Summer Institute in Chinese

• Queens University of Charlotte, Charlotte, NC

STILL ACCEPTING APPLICATIONS: APPLY TODAY! The StarTalk: Queens University of Charlotte Summer Institute in Chinese is an 80 hour, two-week, non-residential program in Mandarin for rising 9th graders through recent 12th grade graduates that takes place from June 18th to June 29th from 9AM to 4PM with lunch and snack provided. It is the aim of the program to enable students to develop an understanding of Chinese cultural practices, as well as proficiency in Mandarin language at the beginning, intermediate and advanced levels that will lead to continued study of the language and promote intercultural dialogue. No previous experience is required. The University’s advanced students of Chinese and previous StarTalk program graduates will serve as language facilitators, giving each student increased opportunities to communicate via the target language and to constantly be exposed to spoken Chinese by fluent advanced students and native-speaker instructors. Using a variety of authentic materials and supporting technologies, students will engage in communicative and cultural activities in an immersion setting in class, in the community, and online. Engaging speakers will complement language study and fascinating cultural activities provide the opportunity to actively participate throughout the day. Access our application through the website listed below!

Regents of the University of Minnesota (teacher)

STARTALK Mandarin Elementary Immersion Summer Teacher Education Program

The STARTALK Mandarin Elementary Immersion Summer Teacher Education Program (MEISTEP) is a new, exciting 4-week program for Chinese language teachers to learn how to integrate language, literacy, content, and culture into their classrooms. During the first week, participants will examine effective instructional strategies specific to the Chinese immersion context and will work together to develop content-based curriculum. The second week will focus on effective ways of teaching mathematics in the elementary immersion context. In weeks three and four, teachers will apply these new concepts in a summer program designed for elementary Mandarin immersion students. Participating teachers will have the option of taking courses for credit and may earn 2-4 graduate credits. MEISTEP is a collaboration of University of Minnesota’s Confucius Institute, the Center for Advanced Research on Language Acquisition (CARLA), and the Department of Curriculum and Instruction in partnership with Yinghua Academy, a K-5 Mandarin immersion charter school. Participants must be English-proficient post-baccalaureates with native- to near-native proficiency in Mandarin Chinese who are teaching in, or are seeking to teach in, a Mandarin Chinese elementary immersion program in the United States where Mandarin is used to teach a minimum of 50 percent of school subjects during the elementary years.

Regents of the University of Minnesota (teacher)

STARTALK Cultural Integration in Proficiency-oriented Mandarin Instruction Institute

• University of Minnesota, Minneapolis, MN

STARTALK Cultural Integration in Proficiency-Oriented Mandarin Instruction Institute (CIPOMI) 文化语言嵌入教法中文教师暑期培训 The integration of language and culture is far from being realized in foreign language classrooms, but this is an especially critical issue in Chinese language classrooms. The STARTALK Cultural Integration in Proficiency-Oriented Mandarin Instruction Institute (CIPOMI) is an exciting new two-week program for Chinese teachers that will help teachers to learn techniques to address this challenge. Teachers will learn the best methods to integrate culture and language instruction to achieve cultural learning in the classroom. This two-week program will use the proficiency-oriented CAPRII principles aligned with national standards. Teachers will learn to design curriculum and instruction specifically for proficiency outcomes by balancing the three components of proficiency: content, function and accuracy. Participating teachers will have the option of taking courses for credit and may earn 2 graduate credits.

Regents of the University of Minnesota (teacher)

STARTALK Cultural Integration in Proficiency-oriented Mandarin Instruction in Practice

• Not Provided, MN

The STARTALK Cultural Integration in Proficiency-oriented Mandarin Instruction in Practice (CIPOMIP) is a two-week program aligned to national standards. The course will improve participants' ability to rethink their curriculum and instructional methods with an eye toward enhancing their students’ language proficiency levels while at the same time integrating elements of culture learning. CIPOMIP will incorporate direct teaching practice in a tandem K-5 immersion camp run by the Confucius Institute. The lesson plan development, practice teaching, evaluation and learning outcomes, will be carefully guided by CIPOMIP instructors. Practice teaching hours will work toward University requirements for pre-service teachers. Interested participants may also earn two graduate-level credits towards licensure in foreign language education. Participants will be English-proficient post-baccalaureates with high-level proficiency in Mandarin Chinese who are teaching in, or are seeking to teach Mandarin Chinese in an immersion, FLES, FLEX or secondary second-language program in a U.S. K-12 school. Participants will be able to: 1. improve their ability to design curriculum that fosters higher levels of proficiency in their students, 2. frame curriculum and instruction through a cultural lens while maintaining language proficiency goals, 3. reference Chinese and U.S. cultures, and, 4. prepare lesson plans aligned with the standards, and practice teaching

Regents of the University of New Mexico (student)

University of New Mexico Startalk Summer Institutes in Arabic and Chinese

• University of New Mexico, Albuquerque, NM

The Department of Foreign Languages and Literatures of the University of New Mexico will host Startalk Summer Institutes in Arabic and Chinese from June 4-29, 2012. High-school students from the Albuquerque area will take intensive language instruction equivalent to the first semester of college Arabic or Chinese. There will be numerous cultural and enrichment activities to enhance both linguistic and cultural competency. All instruction is delivered by native speakers working with a pedagogical team experienced in foreign language pedagogy.

Research Foundation of City University of New York (teacher)

STARTALK Chinese Teacher Training at Hunter College: The Blended Model

• Hunter College, New York, NY

Hunter College Teacher Training Program offers graduate-level courses for pre-service and in-service teachers to fulfill partial requirements toward the M.A. degree and the New York State certification. The program begins with a week-long seminar conducted by nationally known teacher trainers, followed by six weeks of a teaching practicum in classrooms and online settings led by experienced high school teachers and college professors. Workshops conducted by experts in the second language acquisition field on task-based instruction will be offered. Only 25 seats are available. Participants may choose to participate with no credit or to earn 3-6 graduate credits. For-credit participant will receive a maximum of a $1000 scholarship to cover their tuition if they complete course requirements with satisfactory performance. Training will be conducted through a variety of activities, including lectures, classroom instruction, observation, student-teaching, presentations, workshops, and individual projects. Different levels of student teaching (tutorial sessions, small group, whole class, and online teaching) will be assigned to participants based on their abilities and backgrounds. A post-summer online session will be available for participants to review concepts and methods, such as teaching in the target language, teaching in a meaningful context, and thematic units for teaching Chinese to K-6 children.

Research Foundation of City University of New York (student)

STARTALK Honors Chinese for High School Students at Hunter College

• New York, NY

Hunter Startalk program is a unique intensive language class designed for 20 selected high school students (rising 11th and12th grades preferably) with various Chinese language learning experience. The six-week summer session is free. Students with the outstanding performance in the summer session will be awarded to participate in the post-summer online course to earn 3 college credits on scholarships. The program seeks to promote foreign language education in the U.S. and help to cultivate the “global professional” for highly motivated college-bound young Americans. Located in New York City, our students are immersed in rich cultural and linguistic resources. Hunter Startalk offers dynamic language training that enables the attendees to achieve solid Mandarin Chinese proficiency through language immersion, content-based instruction and special one-on-one conversation practice, field trips, internships, learning in virtual environments, and language exchanges with native speakers of Chinese. The 2012 Program will be divided into two sessions: 4 weeks of face-to-face instruction and 2 weeks of online instruction.

Research Foundation of CUNY (teacher)

STARTALK Chinese Teacher Training Program at Hunter College: A Blended Model

• STARTALK Chinese Teacher Training Program at Hunter College: A Blended Model, New York, NY

Hunter College Teacher Training Program offers graduate-level courses for pre-service and in-service teachers to fulfill partial requirements toward the M.A. degree and the New York State certification. The program begins with a week-long seminar conducted by nationally known teacher trainers, followed by six weeks of a teaching practicum in classrooms and online settings led by experienced high school teachers and college professors. Workshops conducted by experts in the second language acquisition field on task-based instruction will be offered. Only 25 seats are available. Participants may choose to participate with no credit or to earn 3-6 graduate credits. For-credit participant will receive a maximum of a $1500 scholarship to cover their tuition if they complete course requirements with satisfactory performance. Training will be conducted through a variety of activities, including lectures, classroom instruction, observation, student-teaching, presentations, workshops, and individual projects. Different levels of student teaching (tutorial sessions, small group, whole class, and online teaching) will be assigned to participants based on their abilities and backgrounds. A post-summer online session will be available for participants to review concepts and methods, such as teaching in the target language, teaching in a meaningful context, and thematic units for teaching Chinese to K-6 children.

Research Foundation of CUNY (student)

STARTALK Honors Chinese for High School Students at Hunter College

• STARTALK Honors Chinese for High School Students at Hunter College, New York, NY

Hunter Startalk program is a unique intensive language class designed for 20 selected high school students (rising 11th and12th grades preferably) with various Chinese language learning experience. The six-week summer session is free. Students with the outstanding performance in the summer session will be awarded to participate in the post-summer online course to earn 3 college credits on scholarships. The program seeks to promote foreign language education in the U.S. and help to cultivate the “global professional” for highly motivated college-bound young Americans. Located in New York City, our students are immersed in rich cultural and linguistic resources and internships opportunities. Hunter Startalk offers dynamic language training that enables the attendees to achieve solid Mandarin Chinese proficiency through language immersion, content-based instruction and special one-on-one conversation practice, field trips, internships, learning in virtual environments, and language exchanges with native speakers of Chinese. The 2011 program features two exciting new programs: an on-campus 3-week internship program in web design, photography, and videography and a community service learning program for which students provide translation and interpretation service in New York City’s Chinatown and nearby institutions in Manhattan. The new implementations will further strengthen the students’ lasting ability in commanding the Chinese language.

Rice University (student)

Rice STARTALK Student Program

• Pearland ISD - Sablatura Middle School, Pearland, TX
• Conroe ISD - Knox Junior High School, The Woodlands, TX
• River Oaks Elementary, Houston, TX
• Houston Academy for International Studies, Houston, TX
• Lamar Consolidated School District, Rosenberg, TX
• St. John's School, Houston, TX
• Stafford Municipal School District, Stafford, TX

The Rice University STARTALK Student Program, administered by the Glasscock School of Continuing Studies, provides a three to four week Chinese language/culture enrichment course for elementary and secondary school students in June 2012. The program's goal is to raise the awareness of and stimulate students’ interest in learning Chinese language and culture. Our program will recruit 120 students ranging from 2nd-12th graders. We will collaborate with five school districts and offer 10-12 classes in total.

Rochester City School District (student)

Rochester City School District Chinese and Swahili Language Camps

The Rochester City School District will host two language immersion programs in Swahili and Mandarin Chinese for students who are entering grades 8 and 9. The STARTALK Rochester Summer Language Camps will offer free-of-charge language camps to economically disadvantaged children; generate interest and awareness among students and city residents of the language learning opportunities available in the district; and engage new refugee, immigrant, and heritage-speaking students. During the two, 10-day camps, students will spend 1.5 to 2 hours per day on language and 1 to 1.5 hours per day on applying the learned language with cultural activities. Each language will be offered twice. Session one will run July 13-24. Session two will run July 27-August 7. Week one will feature “Greetings and Introductions.” Week two will feature “Me and My Family.” Each camp highlights authentic music, dancing, art, artifacts, and speaking. Cultural activity leaders will visit classrooms and reinforce teacher instruction. Cultural highlights will include: cooking and food tasting, building a mud house at the Baobob Cultural Center, visiting the University of Rochester Memorial Art Gallery and Cornell University, and classroom visits by professional musicians, dancers, and storytellers.

Rochester City School District (student)

Rochester StarTalk Foreign Language Summer Camps

• Rochester City School District, Rochester, NY

The Rochester City School District (RCSD), NY, will offer two 4-week novice student language immersion programs - one in Swahili and one in Mandarin Chinese -targeting RCSD students who are entering 4th, 5th and 6th grades. Each camp will be 4 hours in length wtih one full-day field trip. Students will spend 2 hours per day on language and 2 hours per day on applying learned language with cultural activities. The 20-day program will start July 12 and end August 6, 2010. Target participation is 25 students per camp with a total of 50 students for both languages. There are two main themes. For the Swahili program, the theme will be: "Visiting Africa during the 2010 World Cup Soccer Games." The Mandarin Chinese theme will be: "Visiting the 2010 World Expo in Shanghai."

Rochester City School District (student)

STARTALK Rochester 2011

• Andrew Townson School #39, Rochester, NY

The STARTALK Rochester 2011 Program will enroll 60 students in grades four, five and six. Students will receive 60 hours of instruction over the course of a four-week summer program, July 11-August 5, 2011. There will be three novice student language immersion programs - one in Swahhili and two in Mandarin Chinese. The free summer program is open to children who live in the City of Rochester. Each camp will be three hours in length each day for 20 days. One and a half hour per day will be spent on language instruction and the other one and a half hour per day on applying learned language with cultural activities such as food and crafts.

Rutgers, The State University of New Jersey (teacher)

STARTALK Expanding Chinese in the New Jersey World Languages Classroom: The Rutgers/Princeton West-Windsor Plainsboro Regional School Districts 2009 Summer Program

none provided

Rutgers, The State University of New Jersey (teacher)

STARTALK Rutgers and Highland Park Teacher Program

• Rutgers Graduate School of Education, New Brunswick, NJ

In this program, pre-service teachers have the opportunity to observe and participate in Chinese language teaching in a summer camp setting. Participants will receive three graduate credits for a practicum course offered through Rutgers Graduate School of Education.

Rutgers, The State University of New Jersey (teacher)

STARTALK Rutgers Chinese Language Teacher Program

• Highland Park Middle School, Highland Park, NJ

Rutgers Chinese Language Teacher Program offers novice and more experienced teachers the opportunity to observe and participate in standards-based Chinese instruction for PK-12 students. Our program runs from July 5th through July 22 from 8:30 to 4:30. A program orientation will be on June 17th at 5 pm. A final program meeting will be scheduled in August. Participants can earn 3 graduate-level credits, and scholarships are available for eligible candidates. Participants must have completed a world language methods course prior to the program.

Rutgers, The State University of New Jersey (student)

STARTALK Rutgers Chinese Language Student Program

• Highland Park Middle School, Highland Park, NJ

The Rutgers Chinese Language Student Program will run from July 5th through July 22nd. The programs will take place at the Highland Park Middle School in Highland Park, NJ. There are two programs: one for elementary students in grades 3-5, mornings from 9-11:45; and one for middle and high school students, afternoons from 1-3:30. For registration information, contact Dr. Mary Curran at mary.curran@gse.rutgers.edu.

Rutgers, The State University of New Jersey (teacher)

STARTALK Rutgers Chinese Language Teacher Program 2012

• Not Provided, NJ

Rutgers, The State University of New Jersey (student)

STARTALK Rutgers Chinese Language Student Program 2012

• Not Provided, NJ

Rutgers/Princeton West-Windsor Plainsboro Teacher and Student Programs (student)

STARTALK Expanding Chinese in the World Language Classroom: The Rutgers/Princeton West-Windsor Plainsboro Regional Districts 2009 Summer Project

The Rutgers University and Princeton/West Windsor-Plainsboro School Districts collaborate to offer Chinese language learning experiences for middle and high school students as well as professional development opportunities for pre-service Chinese language teachers. Middle and high school students attend a standards-based, 2-week Chinese immersion camp at Princeton High School. The camp serves beginner, intermediate, and heritage learners. Camp participants engage in thematic instruction which actively involves them in sports, the arts, a field trip, and more—all in Chinese. Pre-service teachers participate in a methods course at Rutgers University and in a practicum experience at Princeton High School. The teacher program is designed for teacher candidates to connect theory to practice, have opportunities to observe best teaching practice, engage in micro-teaching, reflect upon their experiences, and prepare a long-term professional development plan.

San Diego State University Research Foundation (student)

2009 Persian STARTALK Camp, Grades 1-12

The Language Acquisition Resource Center at San Diego State University will offer a 3-week (July 6-24) full-time Persian STARTALK summer camp for students nationwide (grades 1-12). Our standards- and performance-based curriculum will follow the models offered by the Standards for Foreign Language Learning. Our students will be of varying linguistic and cultural backgrounds and will be grouped appropriately, especially in activities that are demanding linguistically. Since the group will have varying interests in cultural and artistic activities, teachers will tailor lesson plans to appeal to a number of diverse learning styles. Students will be assessed in several ways. We will use Linguafolio, student portfolios, and performance-based evaluations. We will gather performance data from audio and video files, crafts projects, students' interactions, and class discussions. In addition to the 3-week summer camp, students will continue to be instructed by STARTALK teachers twice during the year via on-line modules to maintain their language skills. Prior to this year's camp, teachers received extensive training in instruction and in curriculum and lesson development, and they have created media-rich resources to be used in the class. Materials used in class will be posted to the STARTALK site at http://persianstartalk.sdsu.edu.

San Diego State University Research Foundation (student)

Turkish Language and Culture STARTALK Program

This proposal is developed in collaboration with the faculty from San Diego State University’s (SDSU) Language Acquisition Resource Center (LARC) and the committee members of San Diego Turkish School of the American Turkish Association of Southern California (ATASC). The proposal is to offer an intensive summer language program in Turkish for up to 20 students, grades 1-5. A unique feature of our proposal is that we will ensure the sustainability of our program by offering Turkish language courses for students in grades 1-5 for the following fall and spring through San Diego Turkish School of ATASC. Our summer program will not only focus on teaching language but also will emphasize teaching Turkish culture by bringing in Turkish-speaking community members to teach Turkish history, music, dance, and other expressive forms of Turkish culture. We will have a small student to teacher ratio (20:2) and will use a co-teaching model, meaning that we will have 2 teachers for the classroom with expertise in the Turkish language, history, music, or art. In this way, students will be able to have small group instruction in Turkish based on their level of language proficiency.

San Diego State University Research Foundation (teacher)

STARTALK Persian-Dari-Pashto PROPOSAL: Training Teachers in Technology, Pedagogy, and Assessment

• SDSU-LARC Dari/Pashtu/Persian Teacher Workshop 2010, San Diego, CA

Dari-Persian-Pashto •June 14th – 25th • Residential Program The summer 2010 Dari/Pashto/Persian workshop will begin with a week of synchronous and asynchronous training online, followed by a week of training in residence at San Diego State University. Teachers accepted into this program will participate in 60 hours of sustained instruction and training in a 2-week summer program and additionally will log in 10 hours of sustainment and skill building activities for 6 months following the program through online asynchronous and synchronous communication networking. Teachers participating in the program will attend 6 hours per day of instruction, from Monday through Friday, for two consecutive weeks, with one week of online and social media instruction and one week in face to face onsite interaction and implementation. Teachers will work in teams to design and model teach a one hour lesson targeted to the proficiency and age levels of a specific group of students. Using a broad range of technological tools and software participants will learn to infuse their lessons with media while developing communicative-based lessons infused with culture. Instruction will be modeled in English followed by work in language-specific teams 619-594-1259 • nleonard@projects.sdsu.edu • http://larc.sdsu.edu/startalkteachertraining/

San Diego State University Research Foundation (student)

2010 Persian STARTALK Camp Grades 1-12

• SDSU-Language Acquisitition Resource Center Persian Student Summer Camp, San Diego, CA

The summer 2010 Persian program is open to elementary and middle school students of both Persian heritage and non-heritage backgrounds. Our program follows the National Standards for Foreign Language and focuses on communicative skills development. Students from novice to intermediate advanced novice will focus on listening and speaking skills at an appropriate level of linguistic development, and reading and writing skills Using authentic materials students will develop an appreciation of Persian culture and engage in a wide range of learning activities including songs, games, visual and performing arts. While performing these activities, students will, increase vocabulary, and develop speaking skills required for more formal discussions and tasks Our Persian faculty have traveled to Iran to gather authentic video and still photographs, collected on-line videos in the language, collected authentic games and on the Internet. Students will have access to a Moodle site where they can review instructional materials, submit their work, and explore topics more deeply. Through an agreement with several local school districts and the Iranian School of San Diego, students will be able to apply their hours of study towards required seat time for earning course equivalency credits listed on their transcripts. 619-594-1259 • nleonard@projects.sdsu.edu •http://larc.sdsu.edu/startalk/

San Diego State University Research Foundation (student)

2010 Turkish STARTALK Camp

• SDSU_LARC Turkish Startalk Student Summer Camp 2010, San Diego, CA

The summer 2010 Turkish program is open to elementary and middle school students of both Turkish heritage and non-heritage backgrounds. Our program follows the National Standards for Foreign Language and focuses on communicative skills development. Students from novice to intermediate advanced novice will focus on listening and speaking skills at appropriate levels of linguistic development, and reading and writing skills Using authentic materials students will develop an appreciation of Turkish culture and engage in a wide range of learning activities including songs, games, visual and performing arts. While performing these activities, students will, increase vocabulary, and develop speaking skills required for more formal discussions and tasks Our Turkish faculty have traveled to Turkey to gather authentic video and still photographs, collected on-line videos in the language, collected authentic games and on the Internet. Students will have access to a Moodle site where they can review instructional materials, submit their work, and explore topics more deeply. Through an agreement with several local school districts and the ATASC school, students will be able to apply their hours of study towards required seat time for earning course equivalency credits listed on their transcripts. 619-594-1259 • nleonard@projects.sdsu.edu • 619-594-1259 • nleonard@projects.sdsu.edu • http://startalk.sdsu.edu/

San Diego State University Research Foundation (teacher)

Multilanguage STARTALK Teacher Training

• San Diego State University Language Acquisition Resource Center, San Diego, CA

The summer 2011 Multi-language Teachers workshop will be an on-site training open to Startalk teachers from around the country with preference given to teachers in our 2011 Startalk programs. Teachers accepted into this program will participate in 60 hours of sustained instruction and training in a 2-week summer program and additionally will log in 10 hours of sustainment and skill building activities for 6 months following the program through online asynchronous and synchronous communication networking. Teachers participating in the program will attend 6 hours per day of instruction, from Monday through Friday, for two consecutive weeks. Working in language-specific teams they will design and model teaching a one hour lesson targeted to the proficiency and age levels of a specific group of students. Using a broad range of technological tools and software participants will learn to develop their lessons with media using communicative-based strategies infused with culture. Instruction for this workshop will be offered and modeled in English followed by work in language-specific teams in the afternoons. We are fortunate to have award-winning workshop presenters and experienced language-specific leaders

San Diego State University Research Foundation (student)

2011 Persian STARTALK Camp Grades 1-12

• San Diego State University Language Acquisiton Resource Center, San Diego, CA

The Summer 2011 Persian program is open to elementary and middle school students of Persian heritage and non-heritage backgrounds. Our program follows the National Standards for Foreign Language Education and focuses on communicative skills development. Students at all proficiency levels (novice, intermediate, and advanced) will practice listening, speaking, reading and writing skills at an appropriate level for their linguistic development. Via exposure to authentic materials students will develop an appreciation of Persian culture and engage in a wide range of learning activities including songs, games, visual and performing arts. While performing these activities, students will also increase their vocabulary and develop speaking skills required for more formal discussions and tasks Our Persian faculty have gathered authentic videos and still photographs, and Internet-based resources including digital videos and games in the target languages. Students will have access to a MOODLE site where they can review instructional materials, submit their work, and explore topics more deeply.Through an agreement with several local school districts and the Iranian School of San Diego, students will be able to apply their hours of study towards required seat time for earning course equivalency credits listed on their transcripts.

San Diego State University Research Foundation (student)

Dari-Pashtu Startalk Camp

• San Diego State University Language Acquisition Resource Center, San Diego, CA

The summer 2011 Dari-Pashto program is open to elementary and middle school students of both Dari and Pashto heritage and non-heritage backgrounds. Our program follows the National Standards for Foreign Language Education and focuses on communicative skills development. Students at all proficiency levels (novice, intermediate, and advanced) will practice listening, speaking, reading and writing skills at an appropriate level for their linguistic development. Via exposure to authentic materials students will develop an appreciation of Afghani culture and engage in a wide range of learning activities including songs, games, visual and performing arts. While performing these activities, students will also increase their vocabulary and develop speaking skills required for more formal discussions and tasks Our Dari and Pashtu faculty have gathered authentic videos and still photographs, and Internet-based resources including digital videos and games in the target languages. Students will have access to a MOODLE site where they can review instructional materials, submit their work, and explore topics more deeply.

San Diego State University Research Foundation (student)

2011 Turkish STARTALK Camp Grades 1-10

• San Diego State University Language Acquisition Resource Center, San Diego, CA

The summer 2011 Turkish program is open to elementary and middle school students of both Turkish heritage and non-heritage backgrounds. Our program follows the National Standards for Foreign Language Education and focuses on communicative skills development. Students at all proficiency levels (novice, intermediate, and advanced) will practice listening, speaking, reading and writing skills at an appropriate level for their linguistic development. Via exposure to authentic materials students will develop an appreciation of Turkish culture and engage in a wide range of learning activities including songs, games, visual and performing arts. While performing these activities, students will also increase their vocabulary and develop speaking skills required for more formal discussions and tasks Our Turkish faculty have gathered authentic videos and still photographs, and Internet-based resources including digital videos and games in the target languages. Students will have access to a MOODLE site where they can review instructional materials, submit their work, and explore topics more deeply. Through an agreement with several local school districts and the ATASC San Diego Turkish school, students will be able to apply their hours of study towards required seat time for earning course equivalency credits listed on their transcripts.

San Diego State University Research Foundation (student)

2012 Persian STARTALK Camp Grades 5-16

• La Jolla Country Day School, La Jolla, CA
• San Diego State University, Language Acquisition Resource Center , San Diego, CA

The summer 2012 Persian program is open to 7-16th grade students of both Persian heritage and non-heritage backgrounds. Our program follows the National Standards for Foreign Language Education and focuses on communicative skills development. Students at all proficiency levels (novice, intermediate, and advanced) will practice listening, speaking, reading, and writing skills at an appropriate level for their linguistic development. Via exposure to authentic materials students will develop an appreciation of Iranian culture and engage in a wide range of learning activities including songs, games, visual, and performing arts. While performing these activities, students will also increase their vocabulary and develop speaking skills required for more formal discussions and tasks. Students will have access to a MOODLE site where they can review instructional materials, submit their work, and explore topics more deeply.

San Francisco State University (teacher)

Institute for Innovative Teaching of Chinese

The purpose of this 2-week intensive Chinese teacher language program is to train teachers of Chinese to develop and implement standards-based, technology-infused curriculum and to use the best practices in instructional pedagogy via literacy approach and project-based learning. Teacher participants will also develop skills in integrating technology into language teaching and learning, focusing particularly on second language acquisition, Chinese children’s literature comics and story-telling in the L2 classroom, L2 literacy development, Chinese language curriculum and material design and development, and extending the use of the Chinese language outside the classroom. Three units of course credit (one course) may be earned toward teacher certification or a master's degree.

San Francisco State University (student)

San Francisco Chinese Language Academy for Summer Students (SF-CLASS)

The 5-week intensive Chinese Language Academy, SF-CLASS, will offer standards-based, technology-infused Mandarin summer programs for middle school students in a linguistically (oral and print) and culturally rich environment. Students will utilize a wide variety of highly interesting Chinese reading, oral, and musical material as well as current technological advancements to practice and to create their own Chinese language podcast files, digital storytelling videos, and graphic novels and plays. SF-CLASS will motivate students to learn Chinese, will change students’ perceptions of and attitudes toward the learning of Chinese, and, most importantly, will cultivate independent and lifelong learners of Chinese.

San Francisco State University (student)

San Francisco Chinese Language Academy for Summer Students (SF-CLASS)

• San Francisco State Univeristy, San Francisco, CA

San Francisco Chinese Language Academy for Summer Students, SF-CLASS, will offer elementary and high school students a research based, high interest, and oral and print rich Chinese language program. Students need to make a two-year, year-round commitment to the program. The Academy will provide students an innovative Mandarin Chinese program to develop their overall Chinese proficiency by introducing students to a wide variety of highly interesting Chinese graphic novels children’s literature. The Academy will assist students in developing their Chinese abilities through storytelling, acting, and producing their own Chinese books and plays. SF-CLASS will motivate students to learn Chinese, will change students’ perceptions of and attitudes toward the learning of Chinese, and, most importantly, will cultivate independent and lifelong learners of Chinese.

San Francisco State University (teacher)

STARTALK Teacher Chinese Institute

• San Francisco State University, San Francisco, CA

This 2 week summer teacher training program focuses on: second language acquisition, Chinese children’s literature and story-telling in the L2 classroom, L2 literacy development, Chinese language curriculum and material design and development, and extending the use of the Chinese language outside the classroom. Renowned national and international scholars will be presenting at the institute: Stephen Krashen - Second Language Acquisition/ Alma Flor Ada (Presented by Isabel Campoy) - Authors in the Classroom/ Stephen Cary- Story Telling/ 儲誠志, ChengZhi Chu - 漢字教學法/ 徐素霞, Su-Hsia Hsu - 圖畫書中的畫與話/ 霍玉英, Fok Yuk Ying - 想像的力量：兒歌, 童詩, 童話的教學/ 陳仁富, Ren-fu Chen - Drama Strategies/ 朱自強, Zhu Ziqiang - Chinese & Japanese Children’s Literature and Language Education/ Participants will also have the opportunity to develop curriculum and lesson plans from the knowledge learned, and apply them in the teaching practicum.

San Francisco State University (student)

San Francisco Chinese Language Academy for Summer Students (SFCLASS)

• San Francisco State University, San Francisco, CA

The five-week intensive Chinese Language Academy, SF-CLASS, will offer standards-based, literacy-focused, technology-infused Mandarin summer programs for elementary school students in a linguistic (oral and print), literature and culturally rich environment. Students will utilize high quality Chinese children’s literature, oral and musical material, as well as current technological advancements to develop their spoken Mandarin and Chinese literacy. The Academy will assist students in developing their Chinese abilities through storytelling, acting, and producing their own Chinese books and plays. SF-CLASS will motivate students to learn Chinese, will change students’ perceptions of and attitudes toward the learning of Chinese, and, most importantly, will cultivate independent and lifelong learners of Chinese.

San Francisco State University (student)

STARTALK 2012 Summer Immersion Persian-Dari Language and Culture Program

• SFSU; Persian Studies, San Francisco, CA

The Summer Immersion Persian-Dari Language and Culture Program at San Francisco State University (SFSU), Persian Studies Program, is a four-week intensive course for students from middle school, high school, and college/university. The program is designed to teach novice to lower intermediate levels of the Persian language. The Summer Program is taught in accordance to the guidelines set by the National Standards for Foreign Language Education. In addition to learning the principles of the Persian-Dari language, students will be exposed to the nuances of the Persian culture as practiced in Afghanistan, Iran, Tajikistan, and diasporas. Various vehicles of teaching-learning will be utilized to help students learn the fundamentals of listening, writing, reading, and speaking Persian. The faculty and staff at SFSU’s Persian Studies program are devoted to seeing the Summer Persian-Dari Program Class of 2012 gain a deeper understanding and knowledge of the Persian language and culture in addition to meeting the projected learning outcomes. The program will be conducted over 20 days during the month of July (07/02-07/ 30/2012), Monday through Friday, 10:00AM - 4:00PM. Lunch and refreshments will be provided. Students who have completed the course requirements will earn 5 transferable college units.

Seatte Public Schools (teacher)

Seattle Public Schools Startalk 4

• John Stanford Center for Educational Excellence, Seattle, WA

SPS Startalk 4 will start a new cohort of 10 Chinese teacher candidates on the Washington state alternate route pathway towards teacher certification. This cohort, Cohort 4, will take EDUC 424 Inquiry into Learning I: Diverse Learners (4 cr.) and EDUC 490 Acquisition and Development of Language (2 cr.) in fulfillment of the first 6 credits out of the total required 18. Cohort 3, which started during SPS Startalk 3 last summer, will take the 2nd semester of coursework towards K-12 world language certification: EDUC 450 Inquiry into Teaching and Learning (4 cr.) and EDUC 425 Inquiry into Learning II: Diverse Learners (2 cr.). Cohort 3 will then continue on to the final semester (either fall or spring) during the academic year, on state conditional loans or self-pay their tuition. Nine are speakers of Chinese and one is a speaker of Hindi. Since the inception of Seattle Public Schools Startalk, nine speakers of Chinese have received their Washington state teaching credentials.

Seattle Public Schools (teacher)

Seattle STARTALK 3

Seattle Public Schools (SPS) STARTALK is a nonresidential teacher certification program for fluent speakers of Arabic, Chinese, and Hindi. The district has contracted with a local university to offer coursework leading to a Washington State residency teaching certificate with an endorsement in K-12 world languages. This program, an alternative route to certification, takes two summers of coursework plus one semester of full-time student teaching. To obtain the K-8 elementary endorsement, additional coursework is required. STARTALK funding covers tuition for the classes for two summers. Participants pay for texts and some materials. State conditional loans are available for the student teaching semester or for the third summer of study for the K-8 endorsement. Prospective candidates must have at least a bachelor’s degree and must have taken state-required tests: WEST B, a basic skills test of reading, English, and math; OPI, the oral proficiency interview that tests competency in Arabic, Chinese, or Hindi; and if seeking the K-8 endorsement, WEST E, the K-8 subject competency tests. For more information, contact Betty Lau at belau@seattleschools.org, or visit the SPS Web site at www.seattleschools.org/area/internationaled/resources.xml.

Seattle Public Schools (student)

Seattle Public Schools Startalk Program with Students

• Aki Kurose Middle School Academy, Seattle, WA

Seattle Public Schools (SPS) Startalk 5 offers Chinese, Beginning Arabic and Beginning Hindi summer language camps for elementary school students, grades 3-5 June 28-July 8 with July 4 off. Chinese literacy camp, co-sponsored by an LEA-IHE FLAP grant, is co-locating with Arabic and Hindi camps. Teaching staff from all three language camps are Startalk teacher candidates. The Arabic and Hindi camps are designed for beginning speakers of the languages, while the emphasis of Chinese camp is literacy. Students in literacy camp will learn principles of Chinese writing and create a book by the end of camp. In Arabic camp, students will be introduced to modern standard Arabic and progress through thematic units designed for young, beginning Arabic learners. Hindi camp also focuses on the beginning level for youngsters: greetings, numbers, colors, songs, arts and crafts.

Seattle Public Schools (teacher)

Seattle Public Schools Startalk 5 Teacher Certification Program

• John Stanford Center for Educational Excellence, Seattle, WA

Seattle Public Schools, in conjunction with Pacific Lutheran University, offers coursework leading to Washington state teacher certification using a cohort model July 11-July 29. Cohort 4 (10 people continuing from Summer 2010) will take the next 6 credits required for their teaching certificates. The courses are: EDUC 425 Inquiry into Learning II: Diverse Learners (4 credits) and EDUC 450 Inquiry into Teaching and Learning (2 credits). The new Cohort 5 (12 people) will take the first 6 credits of the alternate route program. The courses are EDUC 424 Inquiry into Learning I: Diverse Learners (4 credits) and EDUC 490 Acquisition and Development of Language (2 credits). Also, 6 people will take the first 2 of 10 credits needed for the elementary endorsement (EDUC 497 Special Projects: Methods and Strategies for Art, Music, Health and Fitness). Another 4 credits will be offered in the fall. Funding for six credits of the elementary endorsement courses is provided through a FLAP LEA-IHE grant. All cohort members will have mini teaching experiences, either in a language camp prior to the start of coursework, or in local heritage programs.

Seattle Public Schools (student)

Seattle Public Schools Startalk 6 Language Camp

• Aki Kurose Middle School Academy, Seattle, WA

Seattle Public Schools language camp features Chinese and Arabic for K-6th graders at Aki Kurose Middle School Academy. Camp dates are July 2-13. Under another grant, Chinese teachers will have taken a K-8 foreign language methodology course earlier in the spring. Students begin their day at 8:30 a.m. and engage in camp activities until 12:30 p.m. Student in Chinese will be divided into learning pods by proficiency, as pre-determined by the teaching staff. The camp theme will be "A Favorite Animal". Priority will be given to students in Chinese project schools: Beacon Hill International School, Muir Elementary, Mercer Middle School, and Aki Kurose MIddle SChool Academy. Arabic camp's theme is "Around the Arabic World." In both camps, students will be immersed in the target languages using thematic and standards based instruction.

Seattle Public Schools (teacher)

Seattle Public Schools Startalk Teacher Certification Program

• John Stanford Center for Educational Excellence, Seattle, WA

Seattle Public Schools Startalk 6 has two cohorts in an aternate route teacher certification program. Cohort 5 is continuing from last summer. Cohort 6 is new and will take three, 2 credit graduate level courses (total: 6 credits) this summer. Currently, the spaces for Chinese teacher candidates is filled, but we are seeking candidates who speak Arabic or Hindi. Classes are held in Seattle at school district headquarters. Teacher candidates in Cohort 6 are also expected to teach in a K-6th language camp July 2-13. Certification classes run July 16-Aug. 3. Startalk 6 pays for all but $200 of the tuition, and there is a stipend for teaching in the language camps. Housing and meals are not covered. However, arrangements have been made with a nearby historic hotel for participants to receive a discounted rate.

Southern California Council of Chinese Schools (teacher)

SCCCS STARTALK CHL Teachers Training Program

• SCCCS STARTALK at Chapman University, Orange, CA

SCCCS STARTALK program is a combination of teacher training program and student program. Teachers will receive intensive training before the program begin. A Chinese Literacy Summer Camp for 6th - 8th grade Chinese heritage learners. There are two sessions of the literacy camp. Each session is one week long. In the Chinese Literacy Camp, students will be resident in the campus of Chapman University in Orange, California for a week. Students will have access to Chinese reading materials such as graphic novels, comic books, children literature, magazine through free voluntary reading. Students will collaborate with peers to publish their own writing in Chinese. Further, students will experience Chinese culture through hands on activities.

Southern California Council of Chinese Schools (student)

SCCCS STARTALK CHL Literacy Camp

• SCCCS STARTALK at Chapman University, Orange, CA

The SCCCS STARTALK program is a Chinese Literacy Summer Camp for 6th - 8th grade Chinese heritage learners. There are two sessions of the literacy camp. Each session is one week long. In the Chinese Literacy Camp, students will be resident in the campus of Chapman University in Orange, California for a week. Students will have access to Chinese reading materials such as graphic novels, comic books, children literature, magazine through free voluntary reading. Students will collaborate with peers to publish their own writing in Chinese. Further, students will experience Chinese culture through hands on activities.

Springfield Public Schools (student)

Elementary Chinese Language and Culture Immersion Program

Springfield Public Schools Elementary Chinese Language and Culture Immersion Program is designed to provide a variety of learning experiences for students entering grades two through six. The students will be immersed in the Chinese language as they participate in our thematically based, age appropriate program. The program will run from June 30 – July 23, 2009 from 8:30a.m. - 12:30p. m. at Boland Elementary School and will include classroom instruction as well as hands-on demonstrations and field trips. The use of technology enhanced activities and the incorporation of the Arts will facilitate the teaching/learning of this ancient language and culture of more than a billion speakers. No prior language study is required.

Springfield Public Schools (student)

Chinese Dragon's Math Maze - Chinese Language and Culture Immersion Program

• Boland Elementary School, Springfield, MA

The 2010 Chinese Dragon’s Math Maze – Chinese Language and Culture Summer Immersion Program proposed by the Springfield Public Schools is designed to follow up the work started in the summer of 2009 and to meet the need for an elementary Chinese language and culture program, while creating interest both within the district and in neighboring communities. Mathematics will be the content and Chinese will be the medium of instruction, key skills for the twenty-first century global economy. We will also expand the pool of students interested in enrolling in our middle school Chinese program. Students will participate in a 4 week, 4 hour per day, Chinese immersion experience from July 1st through July 23, 2010. A total of 70 students, 90% from SPS and 10% from neighboring communities, will participate in the program. They will be grouped by grades and ability in seven classes; teacher student ratio will be 1:10. Teachers will be assisted by a paraprofessional who will support students with special needs. Teacher aides will be advanced level high school or college students of Chinese who will support the immersion model. Professional development will be provided to tachers and assistants.

Springfield Public Schools (student)

Chinese Dragon's Math Maze - Chinese Language and Culture Immersion Program

• Edward P. Boland Elementary School, Springfield, MA

This elementary immersion program is in its 3rd year. There are many returning students and students who have some Chinese language ability, so the program has two levels of proficiency. The program centers around a Chinese Dragon’s Math Maze theme. The program goals and outcomes address both the 5 Cs of language instruction and the 3 modes of communication leading to Chinese proficiency. To support the link to the elementary math standards and outcomes, a district Math Consultant prepares teachers to address district math goals and reviews the requisite math vocabulary and concepts. As a result, the immersion experience reinforces district math concepts and skills while using Chinese. Daily life and social interaction vocabulary and Chinese culture (calligraphy, origami, tangrams, martial arts, song and dance) are also included in the program. Breakfast and Lunch (provided by the district) are also a time for learning with teachers using the time for review and interaction at each grade level.

Springfield Public Schools (student)

Chinese Dragon's Math Maze - Chinese Langauge & Culture Immersion Program

• Edward P. Boland Elementary School, Springfield, MA

The 2012 Chinese Dragon's Math Maze - Chinese Language and Culture Summer Immersion Program proposed by the Springfield Public Schools is designed to follow up on the accomplishments of the of the preceding three StarTalk Chinese Language and Culture Immersion Programs. We hope to contniue to meet the need for an elementary Chinese language and culture program, while creating interest both within the distrcit and in neighboring communities. Mathematics will be the content and Chinese will be the medium of instruction, key skills for participation in the 21st Century global economy. We will also expand the pool of students interested in enrolling in our middle school Chinese program. The camp will take palce at the Edward P. Boland Elementary School as in past summers. Students will particpate in a 10-day, 6 hours per day, Chinese immersion camp from June 20 through July 3, 2012. A total of 80 students, 60% from Springfield Public Schools and 40% from neighboring communities, will particpate. They will be grouped by grades and ability in eight classes; teacher/student ration will be 1:10.

Stanford University - California Foreign Language Project (teacher)

(Invitational only) Stanford University-CFLP: STARTALK Professional Development for Cooperating/Master Teachers of World Languages and Cultures

• Stanford University School of Education, Stanford, CA

The primary goal of this invitational program is to develop a cadre of 21 California master/cooperating teachers of Mandarin with the dispositions, knowledge, and skills needed to create and support a new generation of highly effective World Language educators. The program will invite 21participants including instructional supervisors, methods instructors and potential cooperating/master teachers. The participants will engage in a 40-hour professional development program covering Second Language Acquisition theory, language and culture instructional methods and assessments, credentialing requirements, and coaching techniques. Integral to this process will be the development of a professional learning community that will support them as they return to their schools and take on the responsibility and challenges of guiding a student teacher.

Stanford University-CFLP/PAUSD Student Mandarin Language and Culture Program (student)

Stanford University-CFLP/PAUSD STARTALK Student Mandarin Language and Culture Program

• Stanford University School of Education, Stanford, CA

The 2011 Stanford University/California Foreign Language Project-Palo Alto Unified School District STARTALK project focuses on providing identified students with a Pre-Level I Mandarin language and culture immersion learning experience. The primary outcome for this program is to expose participating students to the phonology, tones, Pinyin alphabet, high frequency Chinese characters (Hanzi), and cultural features of Chinese and prepare them to perform at a higher level when they formally enroll in a Level I Mandarin course during the fall of 2011. In other words, this program will front-load these students with the kind of preparation that will enable them to fully engage in learning Chinese and lead to a more successful academic year. The program is geared to serve 30 incoming 9th grade students who have enrolled in a Level I Mandarin course in the Palo Alto Unified School District or another neighboring school district for the fall of 2011.

Stanford University/California Foreign Language Project-Palo Alto Unified School District (student)

CFLP/PAUSD Manadarin Language and Culture Student Program and Teacher Practicum

• Palo Alto Unified/Stanford University, Palo Alto, CA

The 2012 Stanford University/California Foreign Language Project-Palo Alto Unified School District STARTALK project focuses on providing identified students with a Pre-Level I Mandarin language and culture immersion learning experience. The primary outcome for this program is to expose participating students to the phonology, tones, Pinyin alphabet, highfrequency Chinese characters (Hanzi), and cultural features of Chinese and prepare them to perform at a higher level when they formally enroll in a Level I Mandarin course during the fall of 2012. In other words, this program will front-load these students with the kind of preparation that will enable them to fully engage in learning Chinese and lead to a more successful academic year. The program will employ iPad and apps to fully immerse students in Chinese language and culture. The program proposes first to serve students who have enrolled in a Level I Mandarin course in the Palo Alto Unified School District for the fall of 2012 and then if slots are available it will extend the program to students enrolled in other schools and districts, but still focusing on students who are planning to learn Chinese starting in the fall of 2012 and beyond.

Stanford University/CFLP Mandarin Teacher Program 2010 (teacher)

Stanford University/CFLP Mandarin Teacher Program 2010

• Stanford University School of Education, Stanford, CA

The Stanford University/CFLP Mandarin Teacher Program in 2010 is designed for teachers who have been associated with CFLP sponsored STARTALK programs over the past three years and the only other new participants who will be added are faculty from teacher education programs for the third strand of this program. The three strands for this year's program are as follows: (1) Offering a "student teaching" opportunity for a group of teachers who currently teach heritage students in community schools and have not had the opportunity to teach non-heritage students in a public school setting. (2) Sponsoring an internship experience for a subset of teachers who participated in the 2009 STARTALK Leadership Development Program, where these teachers will collaborate in the planning and delivery of a 40 hour professional development for other teachers of Chinese and other critical languages. This program will take place (3) Engaging another group of participants from the summer of 2009 STARTALK program and Chinese Teacher Education Faculty from different institutions in California and across the nation to develop a professional development program especially designed for Cooperating/Master Teachers who will mentor Mandarin language and culture Student Teachers in the future.

Stanford-CFLP/Palo Alto Unified School District Mandarin Student Program-2010 (student)

Stanford-CFLP/Palo Alto Unified School District Mandarin Student Program

• Stanford University/Palo Alto Unified School District, Stanford, CA

This program is especially designed to continue a learning sequence for students in the Palo Alto Unified School District (PAUSD) and that of other neighboring districts and schools that started in the summer of 2007. This program directly articulates with the students’ regular academic year Mandarin language and culture learning experience and develops the level of linguistic proficiency to succeed in the Advance Placement Chinese Language course. The combination of the STARTALK summer and the academic year programs enables these students to complete five years of Mandarin language and culture learning in their 4-year high school career. The program: (1) provides a standards-based learning experience that immerses students in a rich cultural context that is taught 100% in the target language; (2) articulates its goals and the students learning experiences with their academic-year program so that students can progress and reach higher levels of Mandarin language and culture competency during their overall high school careers; (3) offers a variety of learning activities that integrate technology-based learning with other instructional resources, and (4) employs a variety of assessment strategies focused on having students demonstrate what they know and are able to do with the language and culture in real-world settings.

STARTALK Summer Development Workshop for Teachers (teacher)

Hamilton College (teacher)

• Hamilton College, Clinton, NY

This is a two-week Chinese residential language program which offers development workshops for pre-service and in-service K-16 non-native Chinese language teachers. The program takes place on Hamilton College's campus during the summer. The program's overarching goal is to provide professional development opportunities in language and pedagogy. By the end of the program, participants will improve their Chinese language proficiency, design and deliver standards-based thematic units. They will develop skills needed to properly align curriculum, instruction and assessment; and integrate culture, content, and technology into their teaching practices. Additionally, participants will gain the skills needed to carry out instruction in the target language; use task-based teaching templates to create meaningful lessons and activities for students; and assess students' performance ability in an integrative way. -Improve Chinese language proficiency, design and deliver standards-based thematic units -Develop better teaching, assessment, and lesson planning skills -Integrate culture, content, creativity, and technology into teaching practices.

Strategic Languages Institute (teacher)

STARTALK Cross Cultures Teacher Program

• Chinese Culture Center, El Monte, CA

This workshop will provide experienced heritage teachers with an understanding of effective classroom assessment designs and tasks that target at students’ proficiency levels. Participants will gain information on various types of assessments that they can use for different purposes in a variety of educational settings, including K–12 schools, Chinese language schools, and summer camps. Various assessments using rubrics will be designed to fit in their own teaching plan with the principal of Understanding by Design for the practicum in a 80 hour Chinese Immersion programs during summer. Differentiated assessments will also be emphasized for classroom environment of student mixing in different proficiencies.

Teaching Chinese Resources (teacher)

STARTALK Good Will Program

none provided -

Teaching Chinese Resources (student)

STARTALK Good Will Program

none provided

Teaching Chinese Resources (teacher)

STARTALK Goodwill Teacher program

• Chinese Culture Center, El Monte, CA

The workshop is designed to help heritage language teachers understand the differences between teaching L2 and HL learners, thematic planning, and effective tasks-based teaching strategies that take students’ proficiencies into consideration. Participants will apply the principals of Understanding by Design to implement their own teaching plans and select materials and assessment tools for teaching in Chinese classrooms in a variety of educational settings, including K–12 schools, Chinese language schools, and summer camps. The workshop will also offer participants the know-how and hands-on experience to practice differentiated instruction in 80-hour summer Chinese classroom settings in which both heritage and L2 learners will be mixed.

Teaching Chinese Resources (student)

STARTALK Goodwill Student Program

• Jefferson Middle School, San Gabriel, CA
• McKinley Elementary School, San Gabriel, CA
• Macy Intermediate School, Monterey Park, CA
• Rio Mesa High School, Oxnard, CA
• The Huntington Library and Garden, San Marino, CA
• Don Antonio Lugo High School, Chino, CA
• Richard Henny Dana Middle School, Hawthorne, CA
• St. Luke School, Temple City, CA
• Travis Ranch Middle School, Yorba Linda, CA
• Mission Hills High School, San Marcos, CA
• Twin Oaks Elementary School, San Marcos, CA
• Troy High School, Fullerton, CA
• Firebaugh High School, Lynwood, CA
• Los Alamitos High School, Los Alamitos, CA

The focus of the programs is to provide the students the opportunity to learn basic Chinese language and the culture within a relaxed and welcoming environment. The goal is for students to be able to greet people and handle daily conversation about themselves and their families by the end of the summer. The conversational themes and topics being addressed include age/grade, numbers, dates (years, months, and days), family members, and countries. The cultural topics include calligraphy, festivals, crafts (lantern making, knots, etc.), Chinese games, lion dance and yoyo. The program hopes to inspire the student’s interest to continue learning about the Chinese language and culture. And, the Huntington Library and Gardens program is designated for intermediate level and up students who will be trained to be bilingual docent at the Chinese Garden of the library and be ableto tour the beauful garden at the end of program. The program will be started on June 21st and ended on July 23dr.

Teaching Chinese Resources (teacher)

STARTALK Good Will Teacher Program

• Chinese Culture Center, Saturday Program, El Monte, CA
• Chinese Culture Center, Sunday Program, El Monte, CA

The workshop is designed to help certificated and heritage Chiense language teachers understand the differences between teaching L2 and HL learners, thematic planning, and effective tasks-based teaching strategies that take students’ proficiencies into consideration. Participants will apply the principles of Understanding by Design to implement their own teaching plans and select materials and assessment tools for teaching in Chinese classrooms in a variety of educational settings, including K–12 schools, Chinese language schools, and summer camps. The workshop will also offer participants the know-how and hands-on experience to practice differentiated instruction in 80-hour summer Chinese classroom settings in which both heritage and L2 learners will be mixed.

Teaching Chinese Resources (student)

STARTALK Goodwill Student Program

• McKinley Elementary School, San Gabriel, CA
• Troy High School, Fullerton, CA
• Alternative Education Center, Chino Hills, CA
• Travis Ranch Middle School, Yorba Linda, CA
• Richard Henny Dana Middle School, Hawthorne, CA
• The Huntington Library and Garden, San Marino, CA
• Dean Shively Middle School, El Monte, CA
• Macy Intermediate School, Monterey Park, CA
• Mission Hills High School, San Marcos, CA
• Twin Oaks Elementary School, San Marcos, CA
• Riverview Elementary School, Lakeside, CA
• Firebaugh High School, Lynwood, CA
• Los Alamitos High School, Los Alamitos, CA

The focus of the programs is to provide the students the opportunity to learn basic Chinese language and the culture within a relaxed and welcoming environment. The goal is for students to be able to greet people and handle daily conversation about themselves and their families by the end of the summer. The conversational themes and topics being addressed include age/grade, numbers, dates (years, months, and days), family members, and countries. The cultural topics include calligraphy, festivals, crafts (lantern making, knots, etc.), Chinese games, lion dance and yoyo. The program hopes to inspire the student’s interest to continue learning about the Chinese language and culture. And, the Huntington Library and Gardens program is designated for intermediate level and up students who will be trained to be bilingual docent at the Chinese Garden of the library and be ableto tour the beauful garden at the end of program.

Teaching Chinese Resources (teacher)

STARTALK Sprouting Teacher Program

• Las Vegas Chinese School, Las Vegas, NV

The workshop is designed to help certificated and heritage Chiense language teachers understand the differences between teaching L2 and HL learners, thematic planning, and effective tasks-based teaching strategies that take students’ proficiencies into consideration. Participants will apply the principles of Understanding by Design to implement their own teaching plans and select materials and assessment tools for teaching in Chinese classrooms in a variety of educational settings, including K–12 schools, Chinese language schools, and summer camps.

Teaching Chinese Resources (student)

STARTALK Sprouting Student Program

• Echo Loder Elementary School, Reno, NV

The focus of the programs is to provide the students the opportunity to learn basic Chinese language and the culture within a relaxed and welcoming environment. The goal is for students to be able to greet people and handle daily conversation about themselves and their families by the end of the summer. The conversational themes and topics being addressed include age/grade, numbers, dates (years, months, and days), family members, and countries. The cultural topics include calligraphy, festivals, crafts (lantern making, knots, etc.), Chinese games, lion dance and yoyo. The program hopes to inspire the student’s interest to continue learning about the Chinese language and culture.

Teaching Chinese Resources (teacher)

STARTALK Good Will Teacher Program

• Chinese Culture Center, El Monte, CA

The workshop is designed to help certificated and heritage Chinese language teachers understand the differences between teaching L2 and HL learners, thematic planning, and effective tasks-based teaching strategies that take students’ proficiencies into consideration. Participants will apply the principles of Understanding by Design to implement their own teaching plans and select materials and assessment tools for teaching in Chinese classrooms in a variety of educational settings, including K–12 schools, Chinese language schools, and summer camps. The workshop will also offer participants the know-how and hands-on experience to practice differentiated instruction in 80-hour summer Chinese classroom settings in which both heritage and L2 learners will be mixed.

Teaching Chinese Resources (teacher)

The STARTALK Sprouting Teacher Program

• Las Vegas Chinese School, Las Vegas, NV

The workshop is designed to help certificated and heritage Chiense language teachers understand the differences between teaching L2 and HL learners, thematic planning, and effective tasks-based teaching strategies that take students’ proficiencies into consideration. Participants will apply the principles of Understanding by Design to implement their own teaching plans and select materials and assessment tools for teaching in Chinese classrooms in a variety of educational settings, including K–12 schools, Chinese language schools, and summer camps.

Teaching Chinese Resources (student)

STARTALK Sprouting Student Program

• Kit Carson Enpowered Elementary School, Las Vegas, NV

The focus of the programs is to provide the students the opportunity to learn basic Chinese language and the culture within a relaxed and welcoming environment. The goal is for students to be able to greet people and handle daily conversation about themselves and their families by the end of the summer. The conversational themes and topics being addressed include age/grade, numbers, dates (years, months, and days), family members, and countries. The cultural topics include calligraphy, festivals, crafts (lantern making, knots, etc.), Chinese games, lion dance and yoyo. The program hopes to inspire the student’s interest to continue learning about the Chinese language and culture.

Teaching Chinese Resources (student)

Startalk Goodwill Student program

• Emmaus School, Alhambra, CA
• Macy Intermediate School, Monterey Park, CA
• Troy High School, Fullerton, CA
• Mission Hills High School, San Marcos, CA
• Alvin Dunn elementary school, San Marcos, CA
• Riverview Elementary School, Lakeside, CA
• Fairmont Elementary School, Yorba Linda, CA
• Richard Henny Dana Middle School, Hawthorne, CA
• The Huntington Library and Garden, San Marino, CA
• Dean Shively Middle School, El Monte, CA
• Pioneer Middle School, Tustin, CA
• Cerritos High School, Cerritos, CA

The focus of the programs is to provide the students the opportunity to learn basic Chinese language and the culture within a relaxed and welcoming environment. The goal is for students to be able to greet people and handle daily conversation about themselves and their families by the end of the summer. The conversational themes and topics being addressed include age/grade, numbers, dates (years, months, and days), family members, and countries. The cultural topics include calligraphy, festivals, crafts (lantern making, knots, etc.), Chinese games, lion dance and yo-yo. The program hopes to inspire the student’s interest to continue learning about the Chinese language and culture. And, the Huntington Library and Gardens program is designated for intermediate level and up students who will be trained to be bilingual docent at the Chinese Garden of the library and be able to tour the beautiful garden at the end of program.

The Aldeen Foundation (teacher)

Arabic 4 All Teacher Training

• New Horizon School, Pasadena, CA

Aldeenstartalk teacher training "Arabic 4 All" 2012 will prepare fifteen teachers to meet key technological, pedagogical and reflective practices needed for effective teaching. This workshop is designed to help experienced (at least three years)Arabic language teachers better understand the differences between 2L and HL learners, and learn how to differentiate curriculum and instruction to address the range of skill levels present in HL classes. • Teaching heritage language learners • Instructional planning and strategies for heritage learners • Differentiated instruction for mixed level and mixed HLs/non-HLs • Standards based instruction • Technology use in heritage and non heritage language class After the two weeks of online and one week of face to face training, the training will help strengthening participants’ understanding of the differences between teaching L2 and a heritage language. The Five C’s from the Standards for Foreign Language Learning in the 21st Century is the underlying principle of the curriculum and various approaches and methods in implementing these Standards in the heritage language classroom. Participants will learn how to use differentiated teaching. Attention will be paid to teaching mixed classes: heritage and non-heritage speakers or heritage speakers of various levels of proficiency in the same class.

The Aldeen Foundation (student)

Arabic 4 All: Student Program

• New Horizon School, PAsadena, CA

This intensive Three weeks non residential course is open for high school students who want to develop literacy and a deeper understanding of historical and contemporary Arabic literature and culture. The program welcomes as well students with no previous knowledge of Arabic.... The classroom setting will allow heritage language learners (HLL) and second language (2L) to interact and exchange cultural information during the program. The Arabic 4 All project-based curriculum will allow students to build academic proficiency in Arabic, using culturally relevant themes such as literature, geography, famous figures, historical, scientists and poetry as a vehicle for listening, writing, speaking, and reading tasks. Students will have access to individualized instruction and feedback. The course is equivalent of four college units from Cal State University of world language instruction. Students will have an opportunity daily to interacts, exchange information during lunch time, field trips and enrichment period

The Arabic Language and Culture Institute (student)

The Arabic Language and Culture Institute's Summer STARTALK Program: "Connecting Locally, Connecting Globally"

• JCPS ESL Newcomer Academy, Louisville, KY

Two Programs: Grades 3-5: June 18 - July 2, 2012 (9:30am - 1:30pm) Grades 6-12: July 9 - 28, 2012 (9:30am - 3:30pm) The Arabic Language and Culture Institute’s "Startalk Summer Institute" will provide an exceptional Arabic language learning experience for up to 62 public and private elementary (heritage and non-native), middle and high school students from the Kentuckiana region. During the four (grades 3-5) and six (for grades 6-12) hour-long daily learning sessions, students will participate in intensive language instruction in environments of authentic culture and interactive technology. The program will offer an instructional staff trained in the ACTFL/Startalk Standards for For Foreign Language Learning, and students will benefit from a number of special learning opportunities which have been arranged via relationships held between the Arabic Language and Culture Institute and community partners (Jefferson County Public Schools, The Mohammed Ali Center and Louisville Free Public Libraries). Elementary and middle/high components will run at separate times over period of five weeks from June 18 - July 28, 2012. This program is made FREE by the National Security Agency and the National Foreign Language Center and registration is limited.

The Chinese Summer Immersion Program for Central New York Students (student)

Hamilton College (student)

• Hamilton College, Clinton, NY

The Chinese Summer Immersion Program for Central New York Students is designed as a one-week residential camp program. The program aims to provide a rewarding summer immersion experience for 16 highly motivated students. Program Goals Provide students a language immersion experience on the Hamilton College campus Improve students' linguistic proficiency and cultural competency through an outcome-based curriculum, task-based instruction, authentic cultural experience, and individualized one-on-one online tutoring and peer interaction Develop the interactive distance learning technology to expose students to authentic Chinese language, people, and culture through participatory online learning tools Eligibility Participants must have completed 7th grade and taken at least two years of Chinese language instruction Preference will be given to students who have participated in the BOCES Program

The College Board (teacher)

Chinese Guest Teachers Summer Institute: An Extension of the Chinese Guest Teacher Program

The Chinese Guest Teacher Summer Institute Program offers professional development for newly arriving teachers from China prior to their placement as teachers of Chinese language and culture in elementary and secondary schools across the United States. The primary goal of the GTSI is to increase guest teachers’ understanding of American education and to facilitate their development of pedagogical skills particularly relevant to American classrooms. The program covers topics such as the structure of U.S. K-12 education, K-12 foreign language teaching standards, communication strategies, course design, classroom management, materials development, and more. The program is organized by the College Board in collaboration with partner associations such as the National Council of State Supervisors for Languages (NCSSFL) and the California Foreign Language Project at Stanford University School of Education. For questions, please contact Michaela Kabat at guestteacher@collegeboard.org.

The College Board (teacher)

College Board Chinese Guest Teacher Summer Institute 2012

• UCLA Confucius Institute, Los Angeles, CA

Chinese Guest Teacher Summer Institute: An Extension of the Chinese Guest Teacher Program, organized by College Board in collaboration with NCSSFL and the UCLA Confucius Insitute, hosted by UCLA. The Chinese Guest Teacher Summer Institute offers professional development for newly arriving teachers from China, prior to their placement as visiting teachers of Chinese language and culture in elementary and secondary schools across the United States. The primary goal of the GTSI is to increase guest teachers’ understanding of American education and to facilitate their development of pedagogical skills particularly relevant to American classrooms. The program covers topics such as K-12 foreign language teaching standards, communication strategies, course design, classroom management, materials development, and more. The GTSI is only open to Chinese teachers selected for the College Board Chinese Guest Teacher Program. For questions, please contact guestteacher@collegeboard.org.

The George Washington University (teacher)

STARTALK: Arabic for Teachers of Arabic

• National Capital Language Resource Center, Washington, DC

The George Washington University will hold a one-week, 40 hour, intensive summer institute -- "Arabic for Teachers of Arabic" -- in Washington, DC to be led by Dr. Muhammad Eissa of the University of Chicago. The purpose of this institute is to raise the awareness of Arabic K-12 teachers about the structures, morphology, and cultural content of the Arabic language in the context of teaching Arabic as a second language. By the end of the institute, teachers will have a refreshed, explicit understanding of the most important linguistic features of Arabic, and an understanding of how to teach them in context in a standards-based, communication-oriented classroom. The institute will accommodate 24 teachers and instructors of Arabic, of all grades and levels, native and non-native speakers, and teachers with more and less formal education about the Arabic language.

The George Washington University (teacher)

GWU STARTALK Second Language Instruction for Arabic Teachers: The Essentials

• The George Washington University, Washington, DC

This is a course on methods of teaching foreign/second languages. It is part of GWU’s NCATE-accredited program in preparing foreign language teachers and is a required course in the certification sequence. The course is a blended learning program, which includes: (1) an online section, 15 class hours: June 4 – 22; and (2) an on-campus residential workshop at GWU, 35 class hours: June 25 – 29. 3 graduate credits will be awarded to program participants upon successful completion of the course. The course addresses the National Council on Accreditation of Teacher Education (NCATE)/American Council on the Teaching of Foreign Languages (ACTFL) Standards for Foreign Language Teacher Education Programs by providing Arabic teacher candidates with: (1) An understanding of the development of foreign language teaching methodology; (2) Theory on second language learning and teaching and how it applies to Arabic instruction; (3) Practice with instructional approaches and Arabic materials; and (4) Practice in using and interpreting assessment of student progress. Participants will be required to pay $300 towards tuition. For more information on how to apply for this program, contact Anup P. Mahajan, Executive Director of the National Capital Language Resource Center, at amahajan@gwu.edu

The Ohio State University (teacher)

Chinese Program Enhancement Project

The Office of Sponsored Programs (formerly OSU Research Foundation) is the fiscal and administrative unit for Ohio State University's external grants and contracts. The applicant and potential grantee is the Ohio State University, DUNS: 31-6025986

The Ohio State University (student)

Chinese Immersion Summer Day Camp for Ohio Students (C-Camp)

The Office of Sponsored Programs (formerly OSU Research Foundation) is the fiscal and administrative unit for Ohio State University's external grants and contracts. The applicant and potential grantee is the Ohio State University, DUNS: 31-6025986

The Ohio State University (teacher)

Chinese Program Enhancement Project (C-PEP)

• C-PEP for Teachers, Columbus, OH

This is a continuation of a successful Startalk Teacher program in 2008 and 2009 and aims to continue to improve the instructional quality of Chinese programs in the state of Ohio. This year's C-PEP will focus on differenciated classroom management and performance assessment. Twelve teachers will be selected to participate in C-PEP, through which each may optionally receive one graduate credit. The training is on the implementation of standards-based curriculum and instructions, using the performed culture approach. C-PEP will consist of three phases. Phase One, in early June, prior to the start of the sister student program, Chinese Immersion Summer Day Camp ("C-Camp"), is a three-day intensive program in Columbus, OH in preparation for the C-Camp. In Phase Two takes place during the two-week C-Camp at four Ohio locations. The teachers receive on-the-job training from their personal trainers as they implement testing and assessment and differenciated classes. Phase Three will take place in August. The trainees and the trainers will gather in Columbus for a day to debrief, reflect, and prepare for the teachers' preparation for the school year.

The Ohio State University (student)

Chinese Immersion Summer Day Camps for Ohio Students

• Gahanna Middle School South, Gahanna, OH
• Polaris Career Center, Cleveland, OH
• Sycamore High School, Cincinnati, OH
• Miami Valley School, Dayton, OH

The Chinese Immersion Summer Day Camp for Ohio Students is a collaborative project proposed by the Ohio State University to operate in four metropolitan areas of Ohio: Columbus, Cincinnati, Cleveland, and Dayton. The goal is to provide Chinese immersion experience to a large number of students (expected to enroll 90 at four sites) with limited prior exposure to Chinese language in four Ohio locations. There will be 12 specially trained teachers of Chinese (most of whom have Ohio license to teach Chinese) and more support staff to work for the camps. These teachers will have gone through a three-day intensive training by the Chinese Program Enhancement Project. The 12 peer mentors (heritage speakers) will not only help the learners, but also be motivated to become potential teachers of Chinese in the future. All camp learners will have the opportunity to use the rudimentary Chinese they have studied in real contexts, and to enhance their chances of success in their continued study of Chinese.

The Pennsylvania State University (student)

Penn State STARTALK Arabic Academy

Integrated into Penn State’s well-established Summer Intensive Language Institute, the Penn State STARTALK Arabic Academy offers scholarships for underserved high school and college students to study Arabic in an intensive, innovative, 4-week summer program and to earn 4 Penn State college credits. In addition to rigorous language classes (4 hours, Monday-Friday mornings), the Arabic Academy is distinguished by: • Afternoon "Immersion" programming, designed to meet students’ learning needs and foster a sense of community through enjoyable activities and simulations of “living the language and its culture.” • An introduction to the diversity of spoken Arabic dialects via a “Journey Through the Dialects” module that uses Web broadcasts and targeted dialogues to sample the range of colloquial Arabic and its cultures. • Authentic peer-to-peer interaction with young people who come from, or have lived in, the Arabic-speaking world. Arabic-speaking Penn State students serve as Academy interns, and STARTALK students will interact via email, SKYPE, or similar technological means with students in Tunisia who are learning English. High school students need to be within commuting distance of Penn State’s University Park campus, as housing is not provided. College students (priority given to Pennsylvania residents) may make their own housing arrangements.

The Pennsylvania State University (student)

STARTALK Arabic Academy at Penn State: A College Credit Program for High School and College Students to Learn Arabic

• Penn State University, University Park, PA

The STARTALK Arabic Academy at Penn State's University Park Campus, now in its fourth year, is an ambitious, intensive summer language program for 20 high school and college students to begin their study of Arabic while earning university credits. This 4-week program, which is taught by an experienced, multinational team of instructors, provides students with four and a half hours of classes Monday through Friday mornings; opportunities to practice the language, learn more about the culture, and relax over lunchtime; and afternoon immersion sessions Monday through Thursday. As in previous years, we plan to use Skype or similar technology for interactions with students in Tunisia. Our student-centered, communicative approach is designed to enable beginners to enjoy using Modern Standard Arabic in class from the start. Our curriculum includes many activities focused on a theme that reflects authentic and diverse situations in the Arabic-speaking world, while providing a realistic context for developing students' speaking, listening, reading, writing, and cultural skills. For Summer 2012, our theme will be "Let's Open a Restaurant!" Upon successful completion of the program, students will earn Penn State university credits (4 credits of Arabic 001). Students receive scholarships that pay most (usually 75%-90%) of the tuition cost.

The Pennsylvania State University (teacher)

STARTALK Arabic Academy at Penn State: A Professional Development Program for Teachers

• Penn State University, University Park, PA

This partly residential, partly online professional development program for teachers of Arabic – at middle school, high school, and college levels – welcomes new teachers, graduate students planning careers to include teaching Arabic, teachers of other subjects who are preparing to offer Arabic, and experienced teachers of Arabic seeking to learn and share current methodologies. This blended learning program includes (1) on-line preparation, May 23-June 20; (2) an on-campus residential workshop at Penn State, June 23-30; and (3) on-line follow up, July 6-20. The on-campus workshop runs parallel with our STARTALK elementary Arabic program for high school and college students. The teacher program provides practice in innovative teaching methods for Modern Standard Arabic, focusing on helping teachers remain in the target language (using little or no English) in the classroom. Participants earn university credits upon completion. Tuition and fees for two credits will be paid by the Academy. Participants may enroll for a third credit, not paid by the Academy. For the residential workshop, we have allocated $700 per teacher-participant as needed for housing, meals, etc.; campus housing should be available, and participants who prefer to make their own housing arrangements will receive a comparable amount for food and lodging.

The Pennsylvania State University (University Park Campus) (student)

STARTALK Arabic Academy at Penn State

• The Pennsylvania State University, University Park, PA

The STARTALK Arabic Academy provides a unique opportunity for high school and college students to study Arabic in a four-week, intensive, innovative program. Upon successful completion of the program, students receive 4 Penn State college credits. The program is designed for beginners, who will take Penn State’s first college course in Arabic (ARAB 001). Scholarships will cover most or nearly all the cost of tuition. The Arabic Academy is integrated into Penn State's well-established Summer Language Institute and will be held on the university's main campus in the rural geographic center of Pennsylvania. During this four-week program (June 14-July 9), students will have four hours of classroom instruction in Modern Standard Arabic, Monday through Friday, along with several special program components: • a multinational instructional team, which will give students exposure to several Arabic dialects and to diverse cultures in various parts of the Arabic-speaking world; • Afternoon Immersion sessions, which include projects, games, events, and other activities in which Arabic will be used; • daily interactions with Penn State students who speak Arabic (international students or U.S. students returned from study abroad); and • international conversation-partnerships, via SKYPE or similar technologies, with students in Tunisia who are learning English.

The Regent of the University of California (teacher)

The 2010 Startalk Berkeley K-14 Bridge: Improving Teacher Effectiveness in Foreign Language (Mandarin) Classrooms

• Institute of East Asian Studies, Berkeley, CA

This program will bring together K-14 Mandarin teachers to discuss their teaching practices, meet colleagues, and develop contacts for future collaboration during the school year. It will provide a good example for K-14 articulation to bring standards-based Chinese language and culture instruction to K-14 classroom. Furthermore, the participants will have the opportunity to attend a 2-day conference on Chinese Language Pedagogy with scholars and educators engaged in improving Chinese language education worldwide. The participants will learn to integrate theories and practices for teaching Chinese language and culture effectively. Each participant will receive a $400 stipend, 4 professional units from UC Berkeley Extension and a Certificate of Completion. This program is a condensed version of the Teaching Chinese as a Heritage/Foreign Language Certificate Program. Participants can enroll in the Certificate Program after the summer program to pursue the Teaching Chinese Certificate awarded by UC Berkeley Extension. Graduates from this Teaching Chinese Certificate Program who successfully completed a 4-year teacher training program overseas will have the chance to receive the preliminary Single Subject Credential in Chinese (State teacher licensure). Therefore, the 2010 Berkeley STARTALK Teacher Program is a sample of the Certificate Program that can lead to California teacher certification.

The Regents of the University of California (teacher)

The Berkeley K-16 Bridge: Improving Teacher Effectiveness in Foreign Language (Mandarin) Classroom

STARTALK 2009 Berkeley Teacher Program will provide enrichment training for Mandarin teachers from 4-year universities, 2-year community colleges, K-12 public and private schools, and heritage schools. This program will provide a model for K-16 articulation to support burgeoning state and national efforts to bring effective Chinese language instruction to K-16 classrooms in an articulated and organized fashion, and to ensure that K-12 programs fuse effectively with offerings at the collegiate level. The emphasis will be placed on teachers from the nine Bay Area counties who are currently teaching Mandarin as well as teachers who will be starting new programs in the fall of 2009. This program includes a 10-day, hands-on workshop and a 2-day international conference on Chinese language pedagogy. The curriculum contents will include the following: ACTFL, California, and CLASS Standards; Sample Chinese Curriculum Guide Review; Planning Standards-Based Thematic Unit; Designing Standards-Based Lesson with Backward Design; Selecting and Evaluating Teaching Materials; Mandarin Proficiency Assessment Tools Including Computer-Based Assessment; Distance Learning; Using Films to Teach Language and Culture; and Participating in the Second International Conference on Chinese Language Pedagogy. Each participant will receive a $500 stipend and a certificate upon completion of the 84-hour program.

The Regents of the University of California (teacher)

The Berkeley STARTALK K-12 Bridge: Improving Mandarin Teaching Effectiveness

• Not Provided, CA

The School District of Philadelphia (student)

STARTALK Philadelphia Summer Academy in Mandarin Chinese

• STARTALK Philadelphia Summer Empowerment Academy in Mandarin Chinese, Philadelphia, PA

The STARTALK Philadelphia Summer Empowerment Academy in Mandarin Chinese will enhance and strengthen the district’s Chinese language program, which boasts nearly 2,000 students at the Pre-K through 12 levels, by developing students’ oral proficiency and cultural competence, thus moving students closer to superior language proficiency. The program will provide 110 student contact hours in a four-week immersion program that will culminate in a cultural performance that demonstrates student learning. The program will be offered free of charge to up to 75 students entering or currently enrolled in Philadelphia public high schools that offer Chinese language.

The School District of Philadelphia (student)

STARTALK Philadelphia Summer Academy in Modern Standard Arabic

• STARTALK Philadelphia Summer Empowerment Academy in Modern Standard Arabic, Philadelphia, PA

STARTALK Philadelphia Summer Empowerment Academy in Modern Standard Arabic is a four-week language immersion program offered to 75 students entering or currently enrolled in the district’s Arabic world language program, which currently enrolls 450 students at the high school level. The program aims to increase the numbers of students who reach superior level proficiency in Arabic language through an intensive 110-hour curriculum. Another goal of the program is to reinforce the language learning through music and theatre techniques provided by national (Joseph Tayoun) and international (Simon Shaheen) musicians; and by the internationally acclaimed playwright, Samuel Ghali. The program will primarily serve students at the junior novice level of proficiency. The program will culminate in a staged performance to demonstrate fluency in the language and knowledge of Arabic arts and cultures.

The Trustees of Indiana University (student)

Swahili language and culture for Indiana high schools

• Swahili language and culture for Indiana high schools, Bloomington, IN

The main goal of the STARTALK Swahili student program is to introduce Swahili to Bloomington High schools, initially, as a nonresidential program. In the future we would like to offer it as a residential program and make it available to all Indiana high schools.The program will integrate the 5Cs of the National Foreign language Standards with a focus on the C of Communication and the C of Cultures. This will be a four week program with each week focusing on a particular cultural theme such as greetings, extended family, traditional clothes, food, and story telling. The first week will focus on greetings, introductions and talking about family members. The second week, students will learn about different kinds of food, ingredients required, and how to shop and bargain for them at the market. Week three will introduce students to the art of story telling using children’s stories and folktales. The last week of the four week program will concentrate on clothing with a focus on different uses of the traditional cloth, the kanga, and its sayings for indirect communication. This intensive program will be the equivalent of one semester of Swahili and students will get foreign language credits.

The Trustees of Indiana University (student)

STARTALK-SIPHUR 2010

• India studies House (WH), Bloomington, IN

STARTALK-SIPHUR 2010, targeted for high school students and a few college students, is a three-week summer intensive language program that runs from June 21 to July 9. This summer language program is a combined program of Hindi and Urdu, thus students can learn two languages by acquiring both scripts of Hindi and Urdu and also obtain a large vocabulary by being exposed to Hindi and Urdu words. Our program will consist of four components: morning in-class instruction, afternoon extracurricular activities, evening culture classes, and Saturday field-trips. The major instructional goals of our program are for the participants to acquire linguistic and cultural competence to communicate successfully using all three modes, and obtain other learning skills and strategies through learning a new language. They will also develop insight into their native language and culture and begin to compare their native language and culture to the language and culture of the target country. Students will broaden their knowledge and perspectives as curricular contents will be drawn from various disciplines. Students will become life-long learners by using the language with their relatives in the target countries or with local Indian/Pakistani community members, and hopefully continue to use it throughout their lives.

The Trustees of Indiana University (teacher)

STARTALK-HUTEP 2011 (Hindi Urdu Teacher Education Program)

• Bloomington, IN

STARTALK-HUTEP (Hindi Urdu Teacher Education Program) 2011 is a five day long teacher program that runs from June 20 to June 24. It is targeted at instructors who will be teaching at the STARTALK-SIPHUR 2011 and teachers at Indian/Pakistani community schools. The program consists of morning and afternoon sessions in addition to evening study sessions. The program is designed for the participants to receive systematic training in language pedagogy and second language education so that they can be well prepared for language teaching in their workplaces. By the end of the program, they will be well equipped with skills that will enable them to design curriculum and lesson plans, and carry out best teaching practices in instruction and assessment. They will also be familiar with standards-based instruction that integrates language, culture, content, and technology. This is a free program and all the participants will receive a certificate upon completion of the program.

The United States Military Academy (teacher)

STARTALK 2012: USMA Chinese Teacher Training Program (CTTP)

• West Point, NY

This program will focus on lesson planning, instruction, and classroom management for 20 participants from different educational backgrounds (college, K-12, and heritage schools), who will experience two weeks of training in a residential setting at West Point. At the end of 13 days and 104 instructional hours, the participants will be able to understand major issues relevant to Chinese language teaching, such as the strategies involved in listening and speaking, literacy, culture, and classroom management; they will learn how to effectively execute lesson planning and enhance instructional strategies for students at different grades and school settings; they will acquire skills in assessment by incorporating the ACTFL Standards with the STARTALK's three modes of communication; and finally, they will receive formal OPI training. The training will take a hands-on approach to learning and application of the learned principles, and four post-CTTP sessions will be offered to ensure the application of these principles by participants in their teaching throughout the subsequent academic year.

The University of Iowa (student)

STARTALK: Summer Intensive Chinese Program for Iowa Junior and Senior High School Students

• The University of Iowa, Iowa City, IA

The University of Iowa offers two summer Chinese classes: a residential class targeting junior high school students statewide and a day class enrolling senior high school students from the Iowa City Community School District (ICCSD) and surrounding areas. The residential class (non-credit) offered by the Confucius Institute through the Belin Blank Center of the University of Iowa, is a two-week total immersion class with 10 contact hours per day plus one weekend (from July 5-16). The day class offered by the Department of Asian and Slavic Languages and Literatures at the University of Iowa, is a four-week intensive program with 4 contact hours per day plus two weekends (from July 6-30). Students in the day class will receive 3 college credits or dual credits (via Post Secondary Enrollment Option). The theme for the summer program is “An Educational Tour in China – A virtual visit of Chinese Cities and Educational Institutes.” The major curriculum goals for this program is to have students learn and experience the Chinese language, culture, customs, and history through a theme-based virtual environment, communicative-based teaching methods, hand-on activities, culture workshops, contextualized performance, and field trips.

The University of Iowa (teacher)

Bridging the Gap through Standards and Technology: STARTALK Program for Russian Teachers

• The University of Iowa, Iowa City, IA

Our eight-week program “Bridging the Gap through Standards and Technology: STARTALK Program for Russian Teachers” is intended for teachers of Russian in high schools and colleges who face the challenge of teaching online and who want to stay up-to-date on standards of teaching Russian as a foreign language in the U.S. and Russia. The first goal of our program is to elaborate a set of methodological guidelines for Russian teaching in the U.S. that combines the best foreign language teaching practices promoted by the National Standards for Foreign Language Education with the requirements of the Test of Russian as a Foreign Language (TORFL). Our second goal is to train the participants in using various technological tools to create innovative standards-driven language learning objects to bridge the digital gap between the teachers and their students. Our third goal is to help our participants embrace distance learning environments to keep Russian programs stronger and more competitive in the face of budget cuts. The program starts with a three-day intensive on-site workshop at the University of Iowa on August 8, 2012, continues in a self-paced distance learning mode for seven weeks, and ends with a capstone online conference on September 29, 2012.

The University of Massachusetts Boston (student)

STARTALK Student Mandarin Summer Camp

none provided

The University of Mississippi (student)

Mississippi Chinese STARTALK 3

Mississippi STARTALK is a program funded by the Federal government to provide high school students with intensive instruction in Chinese on the University of Mississippi campus in Oxford during the second summer session (June 25-July 23). In addition to studying Chinese inside and outside of the classroom, students will participate in a cultural program introducing them to China, its people, and its culture. Students will receive STARTALK scholarships that cover the cost of their instruction and books, and provide them with housing and meals on the Ole Miss campus. All students who complete the program they will receive college credits in Mandarin Chinese. Additionally, students will also be eligible to continue their study of Chinese during the 2009-10 academic year through a special course of study offered to them by the STARTALK program.

The University of Mississippi (student)

Mississippi StarTalk 6

• University of Mississippi, University (Oxford), MS

Mississippi StarTalk 6 is a program funded by the Federal government to provide high school students with intensive instruction in Chinese on the Ole Miss campus in Oxford during the Second Summer Session (June 28- July 27) of 2012. The program is for beginners. In addition to studying Chinese inside and outside of the classroom, students will participate in a cultural program introducing them to China, its people, and its culture. Students will receive full or partial StarTalk scholarships that cover the cost of their instruction and books, and provide them with housing and meals on the Ole Miss campus. All students who complete the program will receive college credit in Mandarin Chinese. Additionally, students will also be eligible to continue their study of Chinese during the 2012-13 academic year through a special course of study offered to them by the StarTalk Program.

The University of Montana (student)

Montana Arabic Summer Institute for Students

The University of Montana (UM) proposes to host a second Montana Arabic Summer Institute (MASI) for high school students. The target students of this four-week non-residential institute will be rising junior and senior high school students from seven schools in Missoula and surrounding areas. The goal is for 30 students to develop basic knowledge and competence to enroll and excel in undergraduate Arabic courses after graduation. The objective is for the students to acquire the communication skills of a novice-mid/novice-high speaker based on ACTFL’s levels of proficiency. Each week will offer four hours of classroom instruction for four days, and outside activities on the fifth day. Classroom instruction will integrate the four language skills and cover Arabic letters and sounds, basic grammar, days of the week, vocabulary, practice writing, etc. Outside activities will comprise cultural events and field trips to gain a more authentic understanding of Arab culture. Students get five college credits upon completion. A seasoned team of veterans will return for MASI 2009. It includes Dr. Mehrdad Kia, the Principal Investigator and Program Director; Mr. Samir Bitar, Outreach Coordinator and Lead Instructor; Dr. Khaled Huthaily, Curriculum Developer and Lead Instructor; and Mr. Brian Lofink, the Program Manager.

The University of Montana (student)

STARTALK: Montana Arabic Summer Institute

• The University of Montana, Missoula, MT

The Central and Southwest Asia Program at The University of Montana will offer its third STARTALK Montana Arabic Summer Institute (STARTALK MASI 2010) to rising junior and senior high school students in Missoula and the surrounding rural area school districts. In response to students' demands, STARTALK MASI 2010 will have two levels: Level 1 for new students, and Level 2 for students who participated in STARTALK MASI 2008 or 2009. Upon graduation from STARTALK MASI 2010, students receive 5 college credtis. STARTALK MASI helps students to develop linguistic competence and cultural knowledge to obtain functional conversational skills in Arabic, and allow them to experience Arabic cuisine, music, dance, poetry, dress, customs, traditions, and body language through carefully planned cultural and extra curricular activities. Potential students and their parents/guardians may contact Dr. Khaled Huthaily, Program Direcotr, at khaled.huthaily@umontana.edu, or Mr. Samir Bitar, Program Outreach Coordinator, at samir.bitar@umontana.edu.

The University of Montana (student)

Montana Arabic Summer Institute

• MASI 2011, Missoula, MT

The Central and Southwest Asian Studies Center (CSWA) at The University of Montana (UM) will host its fourth intensive and non-residential Montana Arabic Summer Institute (MASI) for high school students. The institute will run from June 20 to July 15, 2011, offering 75 contact hours over a period of four weeks. MASI 2011 will have two levels: Level 1 is for students with no previous knowledge of the Arabic language, and Level 2 is for high school students who are at the novice-mid proficiency level. The target population will be rising juniors and seniors from seven high schools in Missoula and the surrounding areas. The goal is for 36 students (24 in Level 1, and 12 in Level 2) to develop linguistic competence and cultural knowledge as a base from which they can excel in Arabic studies at the college-level. Classroom instruction integrates the four language skills in a communicative approach. Learning outcomes will be assessed via conversations, homework, quizzes, a final exam culminating in an Arabic oral presentation, and local OPIs. Indicators of success will consist of active classroom participation, conversations related to daily interactions, making comparisons, and awareness of cultural perceptions and patterns.

The University of Montana (student)

Montana Arabic Summer Institute

• The University of Montana, Missoula, MT

The Central and Southwest Asian Studies Center at The University of Montana will host its fifth intensive and non-residential Montana Arabic Summer Institute (MASI) for high school students. The institute will run from June 18 to July 13, 2012, offering 75 contact hours over a period of four weeks. MASI 2012 will have two levels: Level 1 is for students with no previous knowledge of the Arabic language, and Level 2 is for high school students who are at the novice-mid proficiency level. The target population will be rising juniors and seniors from seven high schools in Missoula and the surrounding areas. The goal is for 30 students to develop linguistic competence and cultural knowledge as a base from which they can excel in Arabic studies at the college-level. Classroom instruction integrates the four language skills in a communicative approach. The introduction and production of Arabic integrates the use of technology in the classroom and beyond. Learning outcomes will be assessed via conversations, homework, quizzes, a final exam culminating in an Arabic oral presentation, and local OPIs. Indicators of success will consist of active classroom participation, conversations related to daily interactions, making comparisons, and awareness of cultural perceptions and patterns.

The University of Pennsylvania (student)

Penn STARTALK Intensive Urdu Student Program

The South Asia Center at the University of Pennsylvania will host a STARTALK Urdu student program this July in Philadelphia. The University of Pennsylvania annually hosts several summer programs for high school students on its campus. The South Asia Center at Penn is nationally recognized as a leader in the teaching of South Asian languages. This non-residential, three-week program (M-F, 9-4 p.m.) will provide an opportunity for 20 high school students from the Greater Philadelphia area to learn Urdu through a thematic, standards-based curriculum which will focus on the urban centers where Urdu communities and cultures developed. No prior knowledge of the Urdu is required. The unique traditions, cuisines, clothing, and styles of Urdu spoken in cities such as Delhi, Lucknow, Hyderabad, Lahore, and Karachi will be introduced to students through activities, field trips, guest speakers, films, and activities. Students will have opportunities to: interact with Urdu speakers and heritage communities in the local area, prepare multi-media projects using Urdu, learn about Perso-Arabic writing systems, and gain or develop Urdu communicative abilities.

The University of Pennsylvania (student)

Penn STARTALK Intensive Hindi Student Program

The Penn STARTALK Intensive Hindi Student Program will be held on Penn campus in Philadelphia on week days from July 6 to July 24, 2009, from 9 a.m. to 4 p.m. It is a non-residential program for high school students entering grades 9 through 12 as of September 2009. Prior knowledge or exposure to Hindi is not a prerequisite for eligibility to this program, which offers the participants an opportunity to partake of Penn’s quality programs. Participants will be placed in separate tracks depending on the level of their proficiency. The students will receive personal tutorials if needed. The students will engage in a wide range of fun activities (e.g., art, films, cuisne, music, dance, field trips, etc.) to practice their language skills. Experienced Penn faculty will follow a standards-based thematic curriculum that will bring about a deep connection with the culture and the community. Each student will be granted a scholarship of $500 to be applied to the $800 tuition; the final cost to each student will be $300. A limited number of need-based scholarships are available. For more information, please visit: http://www.southasiacenter.upenn.edu/documents/Events08-9/STARTALK/HindiStudent-mainpage.html Or contact Dr. Surendra Gambhir at sgambhir@sas.upenn.edu

The University of Pennsylvania (teacher)

Penn STARTALK Teacher Training Institute for Hindi & Urdu

The Penn STARTALK Teacher Training Institute for Hindi & Urdu is a two-week (July 13-24) intensive residential program for all current or potential teachers of Hindi and Urdu at community, school, or college levels. Participants will learn theory and best-teaching practices aligned with the national standards. Topics will include curriculum design, lesson plan, performance-based assessment, oral proficiency interview, authentic materials, differentiated learning, and Hindi structures. Expert Penn faculty and visiting professors will impart knowledge through lecture demonstrations and workshops. The training will be learner-centered with lots of hands-on practice. A special feature of this institute is that participants will have a chance to observe live classes of Hindi & Urdu taught by master teachers of Penn’s concurrent STARTALK Hindi & Urdu student programs. Participants will receive a stipend of $1,000 upon the successful completion of the program. There is no tuition fee, and participants can get free accommodation on Penn campus. Everyone will receive a certificate of attendance for MOPI training from the American Council on the Teaching of Foreign Languages (ACTFL), in addition to a certificate of program attendance from the University of Pennsylvania. For more information, please go to: http://www.southasiacenter.upenn.edu/documents/Events08-09/STARTALK/Teacher-mainpage.html Or contact Dr. Vijay Gambhir at vgambhir@sas.upenn.edu

The University of Pennsylvania (student)

Penn STARTALK Intensive Urdu Student Program

• Penn STARTALK Intensive Urdu Student Program, Philadelphia, PA

The Penn STARTALK Intensive Urdu Student Program will be held on Penn campus in Philadelphia on week days from July 7 to July 27, 2010, from 9 a.m. to 4 p.m. It is a non-residential program for high school students entering grades 9 through 12 as of September 2010. Prior knowledge or exposure to Urdu is not a prerequisite for eligibility to this program, which offers the participants 105 hours of formal instruction in Urdu and opportunities to explore language and culture of Urdu-speaking communities. Participants will be placed in separate tracks depending on the level of their proficiency. The students will engage in a wide range of activities (e.g., films, cuisine, music, field trips, etc.) to practice their language skills. Experienced Penn faculty will follow a standards-based thematic curriculum. Each student will be granted a scholarship of $500 to be applied to the $800 tuition; the final cost to each student will be $300. A limited number of need-based scholarships are available. For more information, please visit: http://www.southasiacenter.upenn.edu/documents/Events09-10/STARTALK/STARTALKUrdustudentprogram.htm or contact program director Rubab Qureshi at rubab@sas.upenn.edu.

The University of Pennsylvania (student)

Penn STARTALK Intensive Hindi Student Program

• Penn STARTALK Intensive Hindi Student Program, Philadelphia, PA

The Penn STARTALK Intensive Hindi Student Program will be held on Penn campus in Philadelphia on week days from July 7 to July 27, 2010, from 9 a.m. to 4 p.m. It is a non-residential program for high school students entering grades 9 through 12 as of September 2010. Prior knowledge or exposure to Hindi is not a prerequisite for eligibility to this program, which offers the participants an opportunity to partake of Penn’s quality programs. Participants will be placed in separate tracks depending on the level of their proficiency. The students will receive personal tutorials if needed. The students will engage in a wide range of fun activities (e.g., art, films, cuisine, music, dance, field trips, etc.) to practice their language skills. Experienced Penn faculty will follow a standards-based thematic curriculum that will bring about a deep connection with the culture and the community. There is no cost for this program; each student will be granted a scholarship of $800 to be applied to the $800 tuition. For more information, please visit: http://www.southasiacenter.upenn.edu/documents/Events08-09/STARTALK/HindiStudent-mainpage.html or contact program director Dr. Shaheen Parveen at shaheenp@sas.upenn.edu.

The University of Pennsylvania (teacher)

Penn STARTALK Teacher Training Institute for Hindi & Urdu

• University of Pennsylvania, Philadelphia, PA

The Penn STARTALK Teacher Training Institute for Hindi & Urdu is an introductory level two-week (July 12-23) intensive residential program for all current and potential teachers of Hindi and Urdu at community, school and college levels. Participants will learn theory and best-teaching practices aligned with the national standards for foreign language learning. Topics will include curriculum design, lesson plan, performance-based assessment, Oral Proficiency Interview, authentic materials, differentiated learning, learner strategies, and Hindi-Urdu specific pedagogy. Expert Penn faculty and visiting professors will impart knowledge through lecture demonstrations and workshops. The training will be learner-centered with lots of hands-on practice. Special features of this institute include daily language-specific meetings with Hindi & Urdu specialists and occasional observation of live Penn’s concurrent STARTALK Hindi & Urdu classes. Participants will receive a stipend of $1,000 upon the successful completion of the program requirement. There is no tuition fee and participants can get free accommodation on the beautiful Penn campus. Every participant will receive a certificate of attendance for OPI Familiarization workshop from ACTFL in addition to a certificate of program attendance from the University of Pennsylvania. Teachers will have the option of earning a graduate CU. Applications are being accepted now. Seats are limited!

The University of Pennsylvania (student)

Penn STARTALK Intensive Hindi Student Program

• University of pennsylvania, Pennsylvania, PA

The program will enhance students’ communication skills in foreign/heritage language for personal enrichment and highlight the need for learning Hindi as a necessary medium to understand the culture of Hindi-speaking communities around the world. The curriculum will focus primarily on Communication and Culture but will also include Connections, Comparisons and Communities through discussions and classroom activities. The focus will be on developing students’ oral-aural skills and raising their cross-cultural awareness about products, practices, and perspectives of diverse Hindi- speaking cultures. The learners will explore the facts and facets of India’s history, geography, day to day life, and celebrations through the use of authentic texts, videos and audios. Classes will meet six hours per day. The classes and activities will be conducted exclusively in Hindi for immersing the students in the target language and culture. There will be many opportunities through the three modes of communication for using their target language. With learner-centered, handson activities, the students will learn the Devanagari script, everyday use and domain related new vocabulary, improve their interpretive skills, and enhance their fluency in oral communication.

The University of Pennsylvania (student)

Univ. of Penn Startalk Intensive Urdu Program

• Univ. of Pennsylvania, Philadelphia, PA

UPenn's Startalk Intensive Urdu Student Summer Program is held on The University of Pennsylvania’s campus in Philadelphia, PA. This non-residential program for high school students entering grades 9 through 12 meets on week days starting July 11 through July 29, 2011, from 9 a.m. to 4 p.m. Prior knowledge or exposure to Urdu is not a prerequisite for this program, which offers participants 105 hours of formal instruction in Urdu and opportunities to explore the language and culture of Pakistan. Students will engage in a wide range of activities (e.g., creating short films, cuisine, music, field trips, etc.) to practice their language skills. Experienced Penn faculty follow a standards-based thematic curriculum and experts in the fields of Art History, Health, History, Politics, and Literature will introduce students to Pakistan’s rich history, culture, and the country’s unique place in the world today. Small class sizes (10:1) ensure that students are given individualized attention. Regular Penn credit costs $3,500. Startalk students will only pay $1,200 and receive credit for the course and an official Univ. of Penn. transcript. For more information, please visit:

The University of Pennsylvania (student)

Penn STARTALK Intensive Urdu Student Program

• University of Pennsylvania, Philadelphia, PA

University of Pennsylvania's Startalk Intensive Urdu Student Program is a credit bearing program for high school and undergraduate students. The program runs June 29 through July 20, 2012, classes meet monday through friday from 9 a.m. to 4 p.m. Prior knowledge of Urdu is not a prerequisite for this program, which offers participants 105 hours of formal instruction in Urdu. Students will engage in a wide range of activities (for example creating short videos, role plays, art, music and food workshops, games etc) to practice their language skills. Experienced Penn faculty follow a standards-based thematic curriculum and experts in the fields of Art, History, Music, Cuisine, Health, Politics, and Literature will introduce students to Pakistan’s rich history, culture, and the country’s unique place in the world today. Small class sizes (10:1) ensure that students are given individualized attention. Regular Penn credit costs $3,350. Startalk students will only pay $1,350 and receive credit for the course and an official Univ. of Penn. transcript. For more information or to apply online, please visit: http://www.southasiacenter.upenn.edu./startalk/urdu/ or e mail startalk-urdu@sas.upenn.edu

The University of Pennsylvania (student)

Penn STARTALK Intensive Hindi Student Program

• University of Pennsylvania, Philadelphia, PA

The Program is a three-week language and culture intensive experience for both heritage and non-heritage participants. Prior knowledge of Hindi is not required.. The umbrella theme of the program is “A Travel to India” which will in turn cover three cities Delhi, Haridwar, Lucknow, as subthemes. The students will learn basic Hindi language skills in the context of Indian culture in India and abroad. The program will provide real life experience with Hindi and Hindi language speaking communities. The participants will converse with native speakers of Hindi in India on Skype. The participants will learn to greet, thank, compliment, introduce themselves and others, and to ask and respond to simple questions. They will also learn about cultural products and practices through exposure to buildings, monuments, artifacts, rituals, etc. These goals will be accomplished through a number of fun activities such as shopping, sports, yoga, songs, dances and music. Daily snacks will be provided, and during the lunch hour the students will watch a Hindi movie. To prevent the participants from relapse into illiteracy and from not using the language, post program, our program will have some on-line meetings using adobe connect and face to face meeting after the program in.

The University of Texas at Arlington (student)

2012 UTA Student Program

• Thomas Marsh Middle School, Dallas, TX
• K P Polk Elementary School, Dallas, TX
• Parish Episcopal School, Dallas, TX
• Old Union Elementary School, South Lake, TX
• Prairie Vista Middle School, Fort Worth, TX

UTA STARTALK Student Program, proposed by Department of Modern Language at the University of Texas-Arlington, provides four-week summer courses, 80-hour instruction, in June 2012. The Program aims at raising the awareness of and stimulating students’ interest in learning Chinese language and culture. The Program will collaborate with 4 school districts in DFW area to recruit 140 2nd-12th graders for 10 classes. Dr. Neal Liang, section head of the Chinese Program at The University of Texas at Arlington, will administer the Student Program. Dr. Meng Yeh at Rice University will be the lead instructor to develop the student curriculum. UTA STARTALK Student Program provides the thematic-based curriculum, My Space Your Space, for middle and high school student. The students are guided to explore the characteristics of their own space, as well as compare their spaces with those of Chinese young people in the sphere of personal preferences, school life, daily routines, and family structure. Our World, a story-based curriculum for 2nd-4th graders, leads the younger learners to acquire Chinese through exciting adventurous stories. All of the students will have hands-on cultural experience, learning lion dance, making art crafts, practicing martial arts, and writing calligraphy with skillful teachers from the local community.

The University of Texas at El Paso (student)

STARTALK: UTEP

• STARTALK@UTEP, El Paso, TX
• STARTALK@UTEP, El Paso, TX

STARTALK@UTEP is a four week “Study Abroad Here” summer language program designed to introduce 40 high school Juniors and Seniors to the Arabic Language. Selected students will participate in 96 hours of language instruction. Summer language acquisition will be maintained and expanded during the subsequent school year, though participation in monthly language and cultural experiences. Upon completion of the program students will have developed a novice/mid-novice level of Arabic meeting the relevant ACTFL language acquisition standards in the four skills for learning a second language by addressing the pivotal five C’s for learning a foreign language.

The University of Vermont (student)

StarTalk in Vermont: Building Teacher Capacities, Generating Student Interest

• University of Vermont, Burlington, VT

This combined program provides opportunities for teachers and students to learn the Chinese language together. Held on the campus of the University of Vermont, the teacher program begins on July 24 and finishes on August 7, 2012, and the dates for the student program are July 27 to August 3. The teacher program aims at upgrading teachers' knowledge and expertise for teaching the Chinese language. Participants study in-depth content on Chinese culture and the Chinese language from renowned scholars to expand their knowledge base. They examine the latest methodology for Chinese language instruction and practice them when they teach in the student program. The student program aims at generating student interest in learning the Chinese language. Participants learn the language at the beginning level with the teachers through various fun activities such as games, handicrafts, mini dramas. Both programs are open to Vermont schools and the schools in New York, New Hampshire, and Massachusetts that are close to the Vermont boarder. The teacher program enroll Chinese language instructors only. The student program enroll beginners only. Applications are to be available at the Principal's Office and the Guidance Department of each school in mid-April.

Troy University (student)

Troy-STARTALK Student Program (Chinese)

• Troy-STARTALK Summer Camp, Troy, AL

Troy University offers a fun and challenging two-week intensive Chinese language camp for highly motivated high school students. Students will live and study with experienced Chinese language teachers and bilingual camp counsellors from Confucius Institute and College of Education of Troy University. All students pledge to speak only Chinese from 9 a.m.-5 p.m. each day. Students study in small classes of 15 students each morning and engage in fun hands-on activities each afternoon designed to build language skills while introducing China’s rich cultural diversity. Students will try their hands at Chinese paper folding, Chinese cooking, Dragon Dance, Tai Chi, traditional dances, and games. Each student participant will receive a netbook to help stay in touch with their language partners after the program concludes. The program is open to high school students with at least one year of Chinese language or the equivalent (other languages). All expenses during the two-week residential program are covered after the students arrive at Troy University. Troy’s gorgeous campus offers beautiful walking trails and a picturesque lake for students to enjoy outside of class.

Troy University (teacher)

Troy-STARTALK Teacher Program (Chinese)

• Troy-STARTALK Teacher Professional Development, Troy, AL

The program will recruit 25 teachers from K-12 schools in the Alabama region including surrounding areas. Participants will include in-service and pre-service K-12 teachers of the Chinese language. This teacher professional development program is designed to solve the problem of a shortage of qualified and professionally trained Chinese language teachers in Alabama and surrounding areas. The teachers, either beginning level or experienced or both, will be enrolled in this program, which will benefit them in their teaching of the Chinese language regarding classroom management, selection and evaluation of teaching resources, and current second language acquisition practice and theory. This program will last two weeks, including two Saturdays, for a total of 15 days, or 100 instructional hours.

Trustees of Indiana University (student)

Swahili Language and Culture for Indiana High Schools

• Indiana University - Department of Linguistics, Bloomington, IN

We will have two sections. Section I for students who will be studying Swahili for the first time and section II for continuing students who participated in summer 2010 program The program will integrate the 5Cs of the National Foreign language Standards with a focus on the C of Communication and the C of Cultures. For Swahili I, this 4 week program will focus on cultural themes like greetings, extended family, traditional celebrations, clothes, food, and transportation. The first week will focus on greetings, introductions and talking about family members. The second week, students will learn about different kinds of food, ingredients, and how to shop and bargain for them at the market. Week three will introduce students to traditional celebrations and clothes focusing on different uses of the traditional cloth, the kanga, and its sayings for indirect communication. The last week of the program will concentrate on traveling – means of transportation and planning a trip to the game park. Songs, riddles, and story-telling will be integrated. Swahili II will review Swahili I materials and some of the topics will be spiraled to reinforce intermediate level skills. Topics like a visiting a doctor and occupations will be added

UCLA Center for World Languages (student)

Persian for Persians

This intensive six week course is for high school students who speak Persian at home and want to develop literacy and a deeper understanding of historical and contemporary Persian culture. The project-based curriculum will allow students to build academic proficiency in Persian, using culturally relevant themes as a vehicle for listening, writing, speaking, and reading tasks. Students will have access to individualized instruction and feedback. The course is the equivalent of one year of high school world language instruction. This class meets a need in language instruction for one of Los Angeles ’s largest language groups. The largest number of Iranians outside of Iran — an estimated 330,000 — have made their home in Southern California . This population remains committed to preserving its language and culture. However, Persian language is not taught in any Los Angeles-area school districts. A survey of college-level heritage language learners, conducted by the National Heritage Language Resource Center , indicates that most heritage learners of Persian have had minimal or no schooling in Persian.

UCLA Center for World Languages (student)

Hindi for Heritage Speakers of Hindi

This intensive six week course is for high school students who speak Hindi at home and want to develop literacy and a deeper understanding of historical and contemporary South Asian culture. The project-based curriculum will allow students to build academic proficiency in Hindi, using culturally relevant themes as a vehicle for listening, writing, speaking, and reading tasks. Projects will focus on developing academic skills in a content-based curriculum designed to impart cultural literacy. Students will have access to individualized instruction and feedback. The course is the equivalent of 1 year of high school world language study. This class meets a need for Hindi speakers, who have been underserved by world language instruction. A sizable Hindi speaking population lives in Los Angeles County and is committed to preserving its language and culture. However, survey data shows that most heritage learners of Hindi have had minimal or no schooling in the language, and that their reading and writing skills are often rudimentary or nonexistent. Their skill set is typical of many groups of heritage speakers, and their pedagogical needs are different from those of foreign language students. Their development in their home language must be nurtured by literacy.

UCLA Center for World Languages (teacher)

Heritage Language Teacher Workshop

In today’s “foreign” language classes, teachers are faced with many students who are heritage language speakers. For these students, the target language is not foreign, but rather a home language whose development was interrupted by a switch to English. A typical heritage learner has grown up hearing the language and begins classroom instruction with measurable oral and aural proficiency but with few literacy skills. This workshop is designed to help language teachers better understand the differences between L2 and HL learners, and learn how to differentiate curriculum to address the range of skill levels present in HL classes. Participants will explore ways to design their own curriculum and select materials and assessment tools. They will learn how to start where the students are and involve them as ACTIVE participants in the learning process. The workshop will include information on how to research a heritage language community and create a community-based program. A grasp of demographic data will give teachers an advantage in teaching and promoting heritage language instruction in their own departments, institutions, and districts. The goal for the workshop is to develop a cohort of language teachers who will be leaders and mentors in heritage language instruction.

UCLA Center for World Languages (student)

Persian for Persian Speakers

• UCLA Center for World Languages, Los Angeles, CA

This intensive six week course is for high school students who speak Persian at home and want to develop literacy and a deeper understanding of historical and contemporary Persian culture. The project-based curriculum will allow students to build academic proficiency in Persian, using culturally relevant themes as a vehicle for listening, writing, speaking, and reading tasks. Students will have access to individualized instruction and feedback. The course is the equivalent of one year of high school world language instruction. This class meets a need in language instruction for one of Los Angeles ’s largest language groups. The largest number of Iranians outside of Iran — an estimated 330,000 — have made their home in Southern California . This population remains committed to preserving its language and culture. However, Persian language is not taught in any Los Angeles-area school districts. A survey of college-level heritage language learners, conducted by the National Heritage Language Resource Center , indicates that most heritage learners of Persian have had minimal or no schooling in Persian.

UCLA Center for World Languages (teacher)

Heritage Language Teacher Workshop

• UCLA Center for World Languages, Los Angeles, CA

In today’s “foreign” language classes, teachers are faced with many students who are heritage language speakers. For these students, the target language is not foreign, but rather a home language whose development was interrupted by a switch to English. A typical heritage learner has grown up hearing the language and begins classroom instruction with measurable oral and aural proficiency but with few literacy skills. This workshop is designed to help language teachers better understand the differences between L2 and HL learners, and learn how to differentiate curriculum to address the range of skill levels present in HL classes. Participants will explore ways to design their own curriculum and select materials and assessment tools. They will learn how to start where the students are and involve them as ACTIVE participants in the learning process. The workshop will include information on how to research a heritage language community and create a community-based program. A grasp of demographic data will give teachers an advantage in teaching and promoting heritage language instruction in their own departments, institutions, and districts. The goal for the workshop is to develop a cohort of language teachers who will be leaders and mentors in heritage language instruction.

UCLA Center for World Languages (student)

Startalk: Hindi for High School Heritage Students

• UCLA, Los Angeles, CA

This intensive five week course is for high school students who speak Hindi at home and want to develop or strengthen their literacy and a gain deeper understanding of historical and contemporary Indian culture. The project-based curriculum will allow students to build academic proficiency in Hindi, using culturally relevant themes as a vehicle for listening, writing, speaking, and reading tasks. Students will have access to individualized instruction and feedback. Dates: June 28 - July 28, 2011 (5 weeks) Time: Tuesday, Wednesday, and Thursday, 9-12:30 + after lunch discussion sections. Fee: $150

UCLA Center for World Languages (student)

Startalk: Arabic and Persian for High School Heritage Students

• UCLA, Los Angeles, CA

These intensive five week courses are for high school students who speak Persian or Arabic at home and want to develop or strengthen their literacy and gain a deeper understanding of historical and contemporary Persian or Arab cultures. The project-based curriculum will allow students to build academic proficiency in the target languages, using culturally relevant themes as a vehicle for listening, writing, speaking, and reading tasks. Students will have access to individualized instruction and feedback. Dates: June 28 - July 28, 2011 (5 weeks) Time: Tuesday, Wednesday, and Thursday, 9-12:30 + after lunch discussion sections. Fee: $150

UCLA Center for World Languages (student)

Startalk: Russian Classes for High School Students: 1) Russian for Russian Speakers and Introductory Russian for Non-heritage Speakers

• UCLA, Los Angeles, CA

We are offering two distinct courses for high school Russian learners: 1) Russian for Russian Speakers. In this course, students who speak Russian at home will expand their vocabulary and develop or strengthen their literacy skills while connecting with the vibrant Russian speaking community in Los Angeles. 2) Introductory Russian. This course is for any high school student with a desire to learn Russian in a communicative immersion environment. Dates: June 28 - July 28, 2011 (5 weeks) Time: Tuesday, Wednesday, and Thursday, 9-12:30 + after lunch discussion sections. Fee: $150 Note: Only high school students will be allowed to enroll.

UCLA Center for World Languages (teacher)

Startalk: Heritage Language Teacher Workshop

• UCLA, Los Angeles, CA

Workshop Dates: July 17-22, 2011 Application deadline: May 1, 2011 FREE, with limited travel stipends available This workshop is designed to help language teachers face the challenge of teaching heritage language students. It will prepare them to understand the differences between teaching L2 and HL learners, the issues involved in heritage language teaching, and how to address them. Participants will explore ways to design their own curriculum and select materials and assessment tools. They will learn how to involve students as ACTIVE participants in the learning process. The five Cs recommendations from the National Standards will be implemented throughout the workshop. The workshop will include information on how to research a heritage language community and create a community-based program. A grasp of demographic data will give teachers an advantage in both teaching and promoting heritage language instruction in their own departments, institutions, and districts. The workshop will address these issues to better prepare teachers for the classroom. The workshop hopes to develop a cohort of language teachers who will be leaders and mentors in the field of heritage language instruction.

UCLA Center for World Languages (student)

STARTALK: UCLA Russian Summer High School Program for Beginners & Heritage Speakers

• UCLA Center for World Languages, Los Angeles, CA

We are offering two distinct courses for high school Russian learners: 1) Russian for Russian Speakers. This intensive five week course is for high school students who speak or hear Russian at home and want to develop their oral and literacy skills as well as gain a deeper understanding of historical and contemporary Russian culture. 2) Introductory Russian. This course is for any high school student with a desire to learn Russian in a communicative immersion environment. Both courses will offer the opportunity to develop new friendships and interests and take advantage of the local Russian community in Los Angeles. Incoming freshmen and graduating seniors are accepted. Dates: June 26 - July 26, 2012(5 weeks) Time: Tuesday, Wednesday, and Thursday, 9-1:00 Fee: $150 Note: Only high school students will be allowed to enroll.

UCLA Center for World Languages (student)

STARTALK: UCLA Persian Summer High School Program for Heritage Speakers

• UCLA Center for World Languages, Los Angeles, CA

This intensive five week course is for high school students who speak or hear Persian at home and want to develop or strengthen their oral skills and literacy and gain a deeper understanding of historical and contemporary Persian culture. The project-based curriculum will allow students to build proficiency in Persian, using culturally relevant themes as a vehicle for listening, writing, speaking, and reading tasks. Students will have access to individualized instruction and feedback. The course will also offer the opportunity to develop new friendships and interests. The course will take advantage of the local Persian community in Los Angeles. Incoming freshmen and graduating seniors are accepted. Dates: June 26 - July 26, 2012 (5 weeks) Time: Tuesday, Wednesday, and Thursday, 9-1:00 Fee: $150

UCLA Center for World Languages (teacher)

STARTALK: UCLA Heritage Language Teacher Workshop

• UCLA Center for World Languages, Los Angeles, CA

Workshop Dates: July 16-20, 2011 Application deadline: April 15, 2012 FREE, with limited travel stipends available This workshop is designed to help language teachers face the challenge of teaching heritage language students. It will prepare them to understand the differences between teaching L2 and HL learners, the issues involved in heritage language teaching, and how to address them. Participants will explore ways to design their own curriculum and select materials and assessment tools. They will learn how to involve students as ACTIVE participants in the learning process. The five Cs recommendations from the National Standards will be implemented throughout the workshop. The workshop will include information on how to research a heritage language community and create a community-based program. A grasp of demographic data will give teachers an advantage in both teaching and promoting heritage language instruction in their own departments, institutions, and districts. The workshop will address these issues to better prepare teachers for the classroom. The workshop hopes to develop a cohort of language teachers who will be leaders and mentors in the field of heritage language instruction.

University of California, Berkeley (teacher)

The Berkeley STARTALK K-12 Bridge: Improving Mandarin Teaching Effectiveness

• Berkeley, CA

The 2012 STARTALK Berkeley Summer Institute for Chinese Language Teachers will be held from July 9 to July 27 (no class on Sundays, July 15 and 22). The admitted participants will receive full scholarship for the 9 professional units from UC Berkeley Extension and a certificate upon completion of the 136-hour program. This 17-day (9am-5pm each day) or 136 instructional hours of professional development offers the following three of the five required courses toward the Teaching Chinese Certificate Program (cosponsored by UC Berkeley Extension): • Linguistics for Chinese Language Teachers (3 units) • Methods and Materials for Teaching Chinese I (3 units) • Methods and Materials for Teaching Chinese II (3 units) At the end of the 17 days (9AM-5PM each day) or 136 instructional hours of professional development, the teacher participants will become acquainted with Standards-based instruction and backward design, unit and lesson planning that integrate language, culture, and content, target language instruction, Chinese linguistics and pedagogical grammar, as well as theories and methods of second/Chinese language acquisition. After the 17-day workshop, the participants will participate in a conference as a follow-up activity to reinforce their learning.

University of Colorado Program for Teaching East Asia (teacher)

The Middle Kingdom in Middle School: A STARTALK Program on Pedagogy and Practices for Building an Integrated Chinese Language-Culture Course of Study

• University of Colorado - Boulder, Boulder, CO

The University of Colorado Program for Teaching East Asia, in collaboration with faculty of CU’s ALTEC language technology center and Department of Asian Languages and Civilizations, presents a STARTALK eight-day residential summer workshop for Chinese language teachers teaching in middle school settings around the United States. The program will focus on Chinese language acquisition pedagogy and related issues, including standards-based instruction, assessment, and curriculum development. A secondary focus of the workshop is on effective language instruction at the middle-school level, with attention to guided instruction in developing integrated, team-taught units in collaboration with other disciplines, and effective strategies for institutionalizing Chinese language within the middle school setting. Guest speakers will provide expertise on articulation issues, hands-on culture activities, and case studies of successful Chinese language-culture programs embedded in the middle school curriculum. Each participant will be expected to complete three workshop products: (1) a draft plan for working with teachers of other disciplines in the teacher’s own school building, (2) a draft for a cross-disciplinary team-taught unit on Chinese language-culture to be implemented in the 2010-2011 school year, and (3) a brief review of curriculum materials. All major costs of attendance are underwritten through funding from STARTALK.

University of Colorado Program for Teaching East Asia (teacher)

“The Middle Kingdom in Middle School: A STARTALK Program on Building a Sustainable Chinese Language Program in the Middle Years”

• University of Colorado, Boulder, CO

This blended program will consist of a one-week residential institute (July 8-14), two pre-institute online modules, and one post-institute online module. The program’s primary focus is building and sustaining a successful Chinese language program through (1) sound pedagogy and practices, (2) effective learning technology, (3) collaborative interdisciplinary work, and (4) strong teacher advocacy and school community communication. Instructors and guest speakers will provide expertise on current trends in pedagogy and practices, learning technology, articulation issues, collaborative work across disciplines, and development of successful Chinese language-culture programs embedded in the middle school program. Participants will gain a thorough understanding of issues middle school instructors face through presentations, interactive workshops, resource sharing, reflective writing, and the creation of a draft action plan for both curricular change and Chinese language advocacy within their schools/districts. Enrollment is limited to 20 Chinese language teachers already working in a middle school setting. All major costs of institute attendance are underwritten by STARTALK.

University of Florida (teacher)

Florida STARTALK for Teachers of Chinese, Grades 6-12

The University of Florida will hold an intensive 10-day training program for up to 25 secondary school teachers of Chinese. This residential program on the university campus is open to currently practicing teachers and prospective teachers from anywhere in the United States. Participants will earn a total of 4 credits in Foreign Language Teaching Methods and Chinese Pedagogy. Both courses (EDG 6905 & CHI 4930) meet the Florida State Board of Education requirements for certification in the teaching of foreign languages, and may be used for in-service credit or for degree credit. STARTALK pays 75% of the tuition and covers lodging, lunches, and miscellaneous supplies. Accepted applicants will pay the remainder of the tuition cost through a registration fee of $250. They may apply to be reimbursed for travel and textbook expenses up to $225. For more information, contact: Pat Bartlett Outreach Coordinator Asian Studies patbart@ufl.edu (352) 392-2464

University of Florida (teacher)

Florida Summer 2010 Workshop for Teachers of Chinese, Grades 6-12

• http://www.clas.ufl.edu/asian/startalk.shtml, Gainesville, FL

Faculty of the University of Florida will hold a "blended" training program this summer for secondary-school teachers of Chinese and those who intend soon to enter the profession. Online readings and discussion (July 1-10) are designed to prepare participants for the Florida Workshop's residential 12 days at the Gainesville campus (July 11-23). Experienced faculty offer: "Teaching Chinese in the Target Language" (CHI 4905, 3 cr.) and "Classroom Management and Assessment for Foreign Languages" (EDG 6905, 2 cr.). While developing micro-teaching exercises for their classrooms, participants will benefit from peer-review as well as intensive one-on-one coaching. Methods of integrating culture with language instruction are also featured in the program. Most Florida schools accept UF's teacher-training programs for in-service points or will credit them toward academic degrees. Since regulations vary, prospective participants should check with their school district or degree adviser before applying. Teachers from all states are welcome. Startalk funding covers tuition, lodging, lunches and some basic supplies. Upon acceptance, a registration fee of $400 is due. Participants may be reimbursed for up to $200 of their travel and textbook cost. For more information, contact Ms. Pat Bartlett, Outreach and Training Coordinator, Asian Studies Program (see below).

University of Florida (teacher)

StarTalk2011 Florida Workshop for Teachers of Chinese, Grades 6-12

• Norman Hall, Gainesville, FL

UF- StarTalk program, located in Gainesville, Florida (UF-Campus), is geared to the needs of practicing or near-future teachers of Chinese in public and private schools throughout the United States. Participants will be registered for two UF courses: EDG 6905 “Assessment for Foreign Language Learning/Teaching Practicum ” (3 graduate credits), and CHI 4905, “Curriculum and Materials Development “(3 undergraduate credits). These courses can also count for in-service hours. The program will have three segments: an online segment (July 1-10) precedes the residential program (July 11-22), followed with one week long teaching practicum (July 25-29). For the residential and practicum segments, participants will live in on-campus housing and attend classes from 9 am to 3 pm and cultural activities in the evening. Over the 12 days of the residential program, participants will spend two weeks (July 11-22), 80 hours, with experienced faculty who specialize in language pedagogy, applied linguistics, standards-based assessment, and classroom management, learning varieties of assessment tools for foreign language classrooms, and develop curriculum and materials that fit into current classroom. The teaching practicum (July25-29) in a Chinese language and culture immersion youth camp enables the participants to apply what they have learned this summer to real classroom teaching.

University of Florida (teacher)

StarTalk2012 Florida Workshop for Teachers of Chinese, Grades K-12

• University of Florida, College of Education, Gainesville, FL

Chinese is the most rapidly expanding foreign language taught in Florida. A recent survey distributed by our faculty to public and private schools across the state found that most Chinese programs began as recently as 2006 and offer one to two years of instruction (http:// plaza/ufl.edu/cshen, "useful links"). While teachers are overwhelmingly native speakers, most are not certified and have little or no training in the teaching profession. Despite the recession, the forty-eight schools that we previously identified have grown to some sixty schools in Florida now offering Chinese. Addressing the ongoing demand for training, and building upon our StarTalk experiences during the summer of 2009-2011, the "Florida Workshop for Teachers of Chinese, Grades K-12" (June 25-July 20) of 2012 provides a blended pedagogical workshop with new courses for K-12 Chinese language teachers: "Cooperative Learning, Classroom Management, and Assessment for Foreign Language Learners" (3 credits) and "Differentiated Teaching Approaches for Diverse Learners" (3 credits) with a week-long practicum during which participants present lessons that they develop to actual students (30) of ages 5-17 from low income backgrounds.

University of Hawaii (teacher)

STARTALK-CI Hawaii Chinese Teacher Training Institute

• University of Hawaii at Manoa, Honolulu, HI

The Hawaii Chinese Teacher Training Institute combines major support from STARTALK with supplemental support from the Confucius Institute at the University of Hawaii. A team of four experienced, innovative lead instructors, nationally recruited within the US, will work with 12 teacher trainees, both pre- and inservice, from all across the U.S. and Hawaii. Four faculty from the Confucius Institute will provide support, and additional self-funded international instructors may participate as well. The Teacher Institute begins 3 days before and then runs concurrently with the STARTALK-CI Chinese Language Camp, a residential program for 28 US students learning Chinese. Presentations, discussions, model classes, hands-on teaching modules and reflection sessions will allow teacher trainees to gain familiarity and confidence with all aspects of teaching and learning for the information age. We will focus on instructional techniques that promote communication, task-completion, problem solving, critical thinking, confidence to seek out, assess, and organize information as necessary, and insight into Chinese as well as US culture. The Institute will also take full advantage of Hawaii's glorious environment through a structured series of weekend "language-learning" excursions to the historic Honolulu Chinatown, hiking on Diamond Head, Bellows Beach, a guided exploration of Pearl Harbor, and more.

University of Hawaii (student)

STARTALK-CI Hawaii Chinese Language Camp

• Not Provided, HI

University of Hawaii at Manoa (teacher)

2009 Hawaii Chinese Language Teacher Training Institute

Fifteen in- or pre-service Chinese language teachers will work with five highly experienced lead instructors to focus on the principles and practice of standards- and task-based, learner-centered instruction in Chinese. We will begin with a three-day immersion session on principles. However, the heart of the institute will constitute of three weeks of beginning and intermediate level instruction for 30 high school learners of Chinese. During the first week, the lead instructors will demonstrate a range of experimental and effective teaching approaches, using an exciting and brand-new suite of materials in draft format (Encounters: Global Chinese Language And Culture from Yale University Press and the China International Publishing Group). In the second week, lead instructors will work with teacher-trainees to design and teach task-based, learner-centered modules in each of the four skills. And in the third week, teacher-trainees will teach by themselves, with much support from all other Institute participants. Introspection, reflection, constructive feedback, and experimentation are highly encouraged.

University of Hawaii at Manoa (student)

University of Hawaii 2009 Chinese Immersion Sports Camp

This intensive three-week sports camp begins every weekday at 8 a.m. and ends at 5 p.m. During that time, students will participate in 4 language classes, 1 language session in the multi-media lab, 1 ping-pong class, and 1 martial arts class. The language classes will be led by five energetic lead instructors selected from all over the United States with 15 motivated teacher-trainees assisting. Classes will be activities-based; through a range of media, students will be learning and immediately using Chinese to communicate and complete tasks. The sports classes will be conducted by national championship-level athletes from China. On weekends, participants will explore Hawaii's natural and social environments and gain some understanding of the role of China and Chinese culture in U.S. society.

University of Hawaii at Manoa (teacher)

STARTALK University of Hawaii Chinese Language Teacher Training Institute

• University of Hawaii at Manoa, Honolulu, HI

STARTALK-Hawaii will recruit 20 talented preservice and inservice teachers of Chinese to spend 24 days in Honolulu, HI, immersed in a program to change how they teach Chinese to secondary school learners. The STARTALK-Hawaii Teacher Training Institute will run concurrently with the STARTALK-Hawaii Chinese Language Sports Camp for 28 students, ages 12 to 17, led by three highly experienced master teachers of Chinese language. For the first three days of the Institute, teacher trainees will be immersed in theory, through live lectures, videotaped presentations, demonstration classes, experiential classes that they take themselves, and feedback sessions. Following that, the Sports Camp will begin, and for the first week, trainees will watch and analyze model lessons taught by the lead instructors. They may participate in teaching sample lessons if they choose. Beginning the second week, they will be expected to teach lessons themselves, and by the end of the camp, each trainee will have the opportunity to teach at least twice, if not multiple times, both to their colleagues in test-runs, and to the students (with all their colleagues watching and helping). All lessons are followed by critique and feedback sessions. Some will be videotaped.

University of Hawaii at Manoa (student)

STARTALK University of Hawaii Chinese Language Sports Camp

• University of Hawaii at Manoa, Honolulu, HI

The 2010 STARTALK Chinese Language Sports Camp will enroll 28 students between the ages of 12 and 17 with limited or no previous exposure to Chinese. SInce the Sports Camp will run concurrently with a Teacher Training Institute for current and future career Chinese language instructors, the ratio of students to faculty is approximately 1:1. Through an integrated program of task-based classroom instruction, culturally appropriate sports classes (table tennis and martial arts) conducted in the target language, experiential activities (including in the media lab), and field trips around multi-ethnic Honolulu, students will be exposed to an energized and energizing program in beginning Mandarin Chinese that will not only teach them language basics in all four skills, but will motivate them to seek out language learning and language-using opportunities long after camp is over.

University of Hawaii at Manoa (teacher)

STARTALK-CI Hawaii Chinese Teacher Training Institute

• University of Hawaii at Manoa, Honolulu, HI

This 3.5 week residential institute is held concurrently with a student camp. Participants will discuss principles, observe innovative lead teachers instructing at the camp, and participate in friendly feedback sessions focused on the degree to which principles have been implemented. During the feedback sessions, suggestions for improvement are solicited. Beginning with the second week of the camp, perhaps even earlier, participants are expected to take over teaching responsibilities in teams, to implement some of the approaches discussed in a supportive environment. Evening activities include cultural events, lesson planning, student tutorials, and bonding excursions for the teachers. There is heavy use of media in the institute. For video of previous camps, see <http://confuciusinstitutehawaii.org/programs/summer-programs/media/>.

University of Hawaii at Manoa (student)

STARTALK-CI Hawaii Chinese Language Camp

• University of Hawaii at Manoa, Honolulu, HI

This 3-week residential camp is held concurrently with a residential teacher-training institute. Lead instructors will coordinate classes and provide key instruction, and will be assisted by up to 20 additional Chinese language instructors. The focus in camp is on learning through experience, so students will engage in a range of activities, including classroom instruction, free voluntary reading, media-assisted lessons, learning through arts and culture, and learning through outdoors activities including martial arts. The spectacular natural setting of Hawaii will be incorporated: week-end excursions and a half-day beach retreat round out the academics. For video of previous camps, see <http://confuciusinstitutehawaii.org/programs/summer-programs/media/>.

University of Houston (teacher)

STARTALK Texas Teacher Program at the University of Houston

• The STARTALK Texas Teacher Program at the University of Houston, Houston, TX

Thanks to the STARTALK grant, the National Security Language Initiative, the Chinese Studies Program at the University of Houston will offer scholarships to community college, secondary and heritage school teachers of Chinese to enroll in a graduate course, CHNS 6371: Teaching Chinese as a second language (July 9-20 and two follow-up sessions). Applicants who successfully complete the entire program will receive the scholarship that covers tuition & fees, instructional materials, and part of the housing cost for non-local participants. Awards ($400) are also available for participants who develop a quality program project and are willing to share with the public. The program is designed to appeal to different learners. Through presentations, observations, hands-on activities, and collaborative learning, participants construct their knowledge in a learner-centered environment, and develop their capacity to become master teachers. Participants will 1) conceptualize the National Standards; apply the standards to theme-/content-based curriculum design and learner-centered instruction, 2) study SLA theories via examination of critical issues such as learning processes, comprehensible input, interactive learning, and task-based instruction, 3) examine Pedagogical Grammar such as tones, sentence structures, pragmatics and culture, and 4) use the national standards and teaching principles to develop theme-based curriculum and student-centered instructional projects.

University of Kansas Center for Research, Inc- Confucius Institute (student)

STARTALK 2012: C2-Chinese Connect

• Lawrence High School, Lawrence, KS
• Hutchinson High School, Hutchinson, KS
• Independence High School, Independence, KS
• Washburn Rural High School, Topeka, KS
• Maize High School, Maize, KS
• Lincoln College Preparatory Academy, Kansas City, MO
• Gravette High School, Gravette, AR
• Sioux Falls School District, Sioux Falls, SD

In this innovative, intensive Chinese program, high school students spend eight days attending Chinese class by videoconferencing in their home districts, then participate in two full days and one evening of culminating activities in Overland Park (for Kansas, Missouri, and Arkansas students) or in Sioux Falls, South Dakota (Sioux Falls students). The high school student-focused curriculum allows beginning students of Chinese to learn to express identity in terms of individual preferences in music, sports, movies, style, personality. The culminating activities are highlighted by a student film festival, opening with a red carpet event and followed by a "STARTALK Academy" awards banquet. Student teams produce Chinese films with FLIP cameras and compete for best picture, best comedy, best drama, and other prizes. Students also try out sidewalk calligraphy, traditional calligraphy, and traditional Chinese musical instruments, and interact with native speaker peers.

University of Kansas Center for Research, Inc. (student)

STARTALK: Chinese Jump! 2009: Confucius Institute Chinese Summer Language Institutes

Chinese Jump! 2009 Summer Language Program at the Confucius Institute at the University of Kansas is designed to give high school students an opportunity to jump into the study of Mandarin. Selected students must intend to enroll in Mandarin I during the 2009-10 school year. Preference will be given to students attending a school district offering Chinese via IDL technology through the Confucius Institute. There will be three two-week sessions, June 26-July 11, July 6-18 and July 20-August 1. Students will receive Chinese language instruction for 3.5 hours per day on nine weekdays from instructors certified by the KSDE as K-12 teachers of Chinese and provided by the Confucius Institute in an IDL classroom or via face-to-face instruction depending on their location. As the culmination of each two-week session, students will participate in a three-day field trip to the Confucius Institute in Overland Park, KS which will include a visit to an art museum, calligraphy and Chinese music workshops, interaction with young adult native speakers, face-to-face interaction with Chinese instructors and individual assessments of learning. Contact Chinese Jump! Administrative Coordinator Director Nancy Hope at nfhope@ku.edu or 785-864-3918 for information or an application. Additional information at www.confucius.ku.edu/startalk.shtml.

University of Kansas Center for Research, Inc. (student)

STARTALK 2010--C2--Chinese Connect

• Confucius Institute at the University of Kansas, Overland Park, KS
• Independence High School, Independence, KS
• Chanute High School, Chanute, KS
• Maize High School, Maize, KS
• Seaman High School, Topeka, KS
• Lawrence Freestate High School, Lawrence, KS
• Gravette High School, Gravette, AR
• Washburn Rural High School, Topeka, KS
• Sioux Falls School District, Sioux Falls, SD

STARTALK 2010--C2--Chinese Connect: Confucius Institute Chinese Summer Language Institutes will expand access to Chinese language and strengthen high school Chinese language programs in Kansas and South Dakota. C2--Chinese Connect includes three summer sessions that will give 60 high school students in our region two-week intensive immersion programs in Chinese language and culture by IDL ( videoconferencing). Two of the two-week sessions will be for Kansas schools, and the third session will be delivered to Sioux Falls, South Dakota. STARTALK students will be able to move from the summer program to academic year Chinese classes in their home districts in the fall. The Institutes will give rising ninth- and tenth-graders, primarily from rural areas, the opportunity to develop beginning Chinese language skills and cultural competency. Students will participate in IDL Chinese class for four hours per day for eight days, followed by a two-day, intensive "camp" experience, which will include face-to-face instruction, cultural workshops, face-to-face interaction with peer-age native speakers, individualized assessments, and culminating activities shaped by the students. The students will create videos based on their own scripts and plan and participate in a STARTALK party that includes interacting with posters based on social networking pages.

University of Kansas Center for Research, Inc. (student)

STARTALK 2011:C2-Chinese Connect

• Washburn Rural High School, Topeka, KS
• Lawrence High School, Lawrence, KS
• Maize High School, Maize, KS
• Gravette High School, Gravette, AR
• Sioux Falls School District, Sioux Falls, SD
• Chanute High School, Chanute, KS
• Confucius Institute University of Kansas, Overland Park, KS

C2-Chinese Connect Summer Language Institutes are designed to give high school students a fun jumpstart on learning Chinese. In this program, beginning students will explore identity through likes and dislikes, express preferences in music, sports, activities, and other areas and create student videos based upon program themes. The students will stage a film festival at the end of the two week program, with a red carpet intro, "STARTALK Academy" awards, and an after festival party planned and shaped by the students. In each session, students participate in instructional activities via videoconferencing connected to their home school sites for the first eight days, followed by two full days of "camp" experiences with the instructors for assessments, the film festival, and other culminating activities. The program is designed primarily for rising ninth and tenth graders who will be enrolled in beginning high school Chinese language classes in the Fall semester. Three Two-week Sessions: 1: June 6-17 (Kansas schools); 2: June13-24 (Kansas, Arkansas, and KC Missouri schools); 3: June 20-July 1 (Sioux Falls only)

University of Kentucky (teacher)

StarTalk Kentucky: Chinese Certification and Advancement

• University of Kentucky/Fayette County Schools, Lexington, KY

The initial components of the program run a total of 7 weeks beginning June 7th and ending July 25th. From June 7-18, classes meet weekdays from 8:30am to 4:30pm. From June 21 to July 2, participants will take part as practicum experience in a children's summer program in Chinese language organized by Fayette County Public Schools. Participants will teach Chinese language to these children K-8 under the supervision of master teachers. Afternoons will be spent in workshop and lesson preparation. The remainder of July participants will complete an online education course. By the program's end, participants will have prepared for and taken the Praxis Principles of Teaching and Learning Exam. Participants receive a total of 180 contact hours by the end of the program. Successful participants receive nine semester hours of graduate credit. Six of the semester hours focus on teaching methodologies for world language teachers. Topics are suitable for elementary, middle, and secondary school students.

University of Kentucky (teacher)

Startalk Kentucky: Chinese Certification and Advancement

• University of Kentucky, Lexington, KY

The Asia Center at the University of Kentucky (UK), through the Startalk KY program, will prepare ten teachers of Chinese for certification at the post-baccalaureate level. The Startalk KY teacher program will include 180 hours of instruction and practice teaching over 8 weeks in June-July 2011 and is articulated into the UK Masters of Arts in Teaching World Languages (MATWL) and its newly instituted Chinese certification curriculum. Startalk KY is designed for two groups of prospective teachers: 1) current teachers who are not yet certified in Chinese language will enroll in a lateral entry program that leads to certification at the end of the summer and 2) individuals who are not yet teachers who will participate in Startalk KY to complete the first third of a one-year Masters of Teaching World Languages with initial certification. Inclusion of a distance learning component will extend this opportunity to participants beyond the central Kentucky area.

University of Kentucky (teacher)

Startalk Kentucky: Chinese Certification and Advancement

• University of Kentucky, Lexington, KY

The STARTALK KY program will provide ten teachers of Chinese with training and experience for rank advancement. We anticipate teachers who have participated in the STARTALK program in the past and gained initial certification through the Teacher program and now wish to improve their abilities and to secure progression in the instructional system. As demand for Chinese language instruction K-20 has increased rapidly throughout the state of Kentucky, finding sufficient numbers of highly qualified, certified teachers is a limiting factor in building programs to meet this demand. The STARTALK KY teacher program will include 120 hours of instruction and practice teaching over 4 weeks in June 2012 and is articulated into the UK Masters of Arts in Teaching World Languages (MATWL) and its Chinese certification curriculum. Startalk KY is designed for current teachers including 1) those who are not yet certified in Chinese language who will enroll in a lateral entry program that leads to certification and 2) certified teachers who wish to improve their teaching and research skills, leading to promotion in rank of certification. Rank advancement is important for these teachers to become teacher trainers and supervisors for incoming Chinese teachers throughout the state of Kentucky.

University of Massachusetts Boston (teacher)

Summer Institutes for Teachers of Chinese Language

Our STARTALK program for Teachers of Chinese Language will offer two summer institutes: • Summer Institute I focuses on Chinese culture of geography, philosophy, political systems, inventions/discoveries, modern history from 1840-1949, and the Rise of China and its impact on the world. A group of top scholars from Harvard and other universities will give lectures in the morning. Lead teachers will offer workshops and hands-on activities to show how to transform academic knowledge into classroom skills in the afternoon. • Summer Institute II concentrates on American school culture and methodology. A group of linguistics specialists, school administrators, and lead teachers will teach the National Standards of Foreign Language Education, foreign language acquisition, thematic and backward design, classroom management, LinguaFolio, and the STARTALK template. Moreover, participants have the opportunity to observe in the student Mandarin summer camp and practice. You can obtain 3 graduate credits from UMass Boston’s Applied Linguistics Department and 45 PDPs from each summer institute. We offer free dorms for participants who live 50 miles away from Bentley University, Waltham. Our program of 2008 was recognized as “an outstanding model” by STARTALK Central (from the STARTALK Central visit report).

University of Massachusetts Boston (teacher)

STARTALK Summer Institutes for Teachers

• Bentley University, Waltham, MA

UMass Boston-STARTALK Summer Institute for Teachers of Chinese is in three parts on the campus of Bentley University, Waltham MA: •Summer Institute I: Integrating Culture into the Language Curriculum •Summer Institute II: Methods and Materials in Foreign Language Instruction •Summer Institute III: Practicum/Field Experience for Teaching Mandarin

University of Massachusetts Boston (student)

STARTALK Mandarin Summer Camp

• Bentley University, Waltham, MA

UMass Boston’s STARTALK Student Mandarin Summer Camp offers both residential and non-residential Chinese programs at four levels: novice, intermediate I, Intermediate II and Advanced I. The program is located at Bentley University, Massachusetts and runs from July 12 to 30. This year the theme of the language curricula is "FAMILY". With each language class sharing one theme across the board, the vocabulary, dialogue topics, camp-wide projects and activities are interconnected to facilitate students speaking Chinese to each other. The themes around which camp-wide projects revolve are: The Forbidden City, Ceremonial Drumming and we will conduct an "Oral History" project where students in the camp will interview the many, native-speakers we have on campus.

University of Massachusetts Boston (student)

STARTALK Mandarin Summer Camp

• Bentley University, Waltham, MA

The UMASS-STARTALK Mandarin Language Summer Camp is offered to students in grades 6-12 from Massachusetts. This 3-week, intensive program is led by experienced Chinese language instructors and held at Bentley University, Waltham, MA. The 2011 camp-wide theme focuses the language curriculum around “Global Responsibilities: Good Citizenship for a Healthy World.” With each language class sharing one theme across the board, the vocabulary, dialogue topics, camp-wide projects and activities are interconnected to facilitate students speaking Chinese to each other. Additional classroom-connected activities are Kung Fu-Martial Arts sessions and working in a video production studio. The whole camp will all attend an environmental day at a national wildlife refuge. Each class will produce environmentally-themed video productions in Mandarin! The program is designed to help students develop the basic skills in listening, speaking, reading and writing. There are five levels of Chinese Language classes and each with a sub-theme: Novice Part 1 “My World”, Novice Part 2 “Nature’s Wonders”, Intermediate Part 1 "Greener Life”, Intermediate Chinese, Part 2 "Earth Today", Advanced Part 1 "Earth Tomorrow".

University of Massachusetts Boston (teacher)

STARTALK Summer Institute for Teachers of Chinese Language

• Bentley University, Waltham, MA

China Program Center at UMass Boston will offer three STARTALK Summer Institute courses to current Chinese language instructors or education students preparing to become language instructors. The institutional goals include: Familiarizing participants with the National Standards for Foreign Language Education, and methods of foreign language acquisition. Promoting understanding of school culture and effective classroom practices. Modeling student-centered learning and applying it to the teaching of Chinese. Developing curriculum units for classrooms based the National Standards for Foreign Language Education and proven STARTALK methods. Summer Institute I: Teaching Mandarin as a Foreign Language: Strategy and Methodology hosts a guest instructor from the Beijing Language and Culture University to focus on basics issues of language, linguistics and grammar as they apply to lesson planning. Participants will develop activities in phonetics, semantics and acquisition assessments for use in classrooms. Summer Institute II: An Approach to MTEL Success focuses on Massachusetts Test for Educational Licensure preparation. Participants will become familiar with the writing patterns, contents, and materials of MA State exams. Summer Institute III: Field Experience for Mandarin Teachers consists of 13 days at the STARTALK Camp for Students Grades 6-12 to observe classes and take on teaching responsibilities under a master teacher.

University of Massachusetts Boston (teacher)

UMass Boston Summer Institutes for Teachers of Chinese

• Not Provided, MA

University of Massachusetts Boston (student)

UMass STARTALK Mandarin Summer Camp for students 6-12

• Not Provided, MA

University of Minnesota (teacher)

STARTALK Cultural Integration in Proficiency-oriented Mandarin Instruction Institute

• University of Minnesota, Minneapolis, MN

STARTALK Cultural Integration in Proficiency-Oriented Mandarin Instruction Institute (CIPOMI) 文化语言嵌入教法中文教师暑期培训 The focus of this summer institute is to understand the nature of culture, culture learning, and the interrelatedness of language and culture for improving Chinese language teaching. CIPOMI is an exciting two-week program for Chinese teachers that will help teachers to learn techniques to address these challenges. Teachers will learn the best methods to integrate culture and language instruction to achieve cultural learning in the classroom. CIPOMI will use the proficiency-oriented principles of language teaching which are aligned with national standards. Teachers will learn to design curriculum and instruction specifically for proficiency outcomes by balancing the three components of proficiency (content, function,accuracy) with the three components of culture learning (practices, perspectives, products). Some Course Objectives include: • Explore theories and research about culture and culture learning; • Create objectives for culture learning, aligned to the national standards; • Examine curricular models for integrating language and culture; • Explore traditional and alternative methods of assessing language and culture learning; • Create curriculum that has the potential to achieve proficiency through culture as core content. Participating teachers have the option of taking for course for credit and may earn 2 graduate credits.

University of Mississippi (student)

Mississippi StarTalk 4

• University of Mississippi, University, MS

Mississippi StarTalk is a program funded by the Federal government to provide high school students with intensive instruction in Chinese on the Ole Miss campus in Oxford during the Second Summer Session (July 1 - July 30). In addition to studying Chinese inside and outside of the classroom, students will participate in a cultural program introducing them to China, its people, and its culture. Students will receive StarTalk scholarships that cover the cost of their instruction and books, and provide them with housing and meals on the Ole Miss campus. All students who complete the program will receive college credit in Mandarin Chinese. Additionally, students will also be eligible to continue their study of Chinese during the 2010-11 academic year through a special course of study offered to them by the StarTalk Program.

University of Mississippi (student)

Mississippi Chinese StarTalk 5

• The University of Mississippi, University, MS

Mississippi StarTalk is a program funded by the Federal government to provide high school students with intensive instruction in Chinese on the Ole Miss campus in Oxford during the Second Summer Session (June 29- July 29). In addition to studying Chinese inside and outside of the classroom, students will participate in a cultural program introducing them to China, its people, and its culture. Students will receive StarTalk scholarships that cover the cost of their instruction and books, and provide them with housing and meals on the Ole Miss campus. All students who complete the program will receive college credit in Mandarin Chinese. Additionally, students will also be eligible to continue their study of Chinese during the 2011-12 academic year through a special course of study offered to them by the StarTalk Program.

University of Nebraska-Lincoln (student)

STARTALK Critical Language Summer Camp: Chinese and Russian at the University of Nebraska-Lincoln

• University of Nebraska - Lincoln, Lincoln, NE

The STARTALK Critical Language Summer Camp will provide learning opportunities for 32 Nebraska high school students (9th to 12th grade) with little or no experience in Chinese or Russian. The camp goals are to: 1) promote awareness of Chinese and Russian as critical languages, 2) provide students a survival level of proficiency in their targeted language, and 3) inspire interest in UNL’s national security curriculum, continued language studies, and the Intelligence Community Scholar program.

University of New Hampshire (student)

STARTALK Chinese Wildcat Camp at UNH

• University of New Hampshire, Durham, NH

The University of New Hampshire’s 2010 STARTALK Chinese Language Summer Camp is a four-week non-residential program sponsored by the Department of Languages, Literatures, and Cultures. Native-born Chinese teachers with experience teaching at the elementary and university levels will teach 40 students in grades 5-12 who have minimum or no Chinese language preparation. Students will develop basic Mandarin Chinese language skills (listening, speaking, reading, and writing) with a focus on every day communication skills. In addition to intensive language lessons, students will participate in daily cultural activities to reinforce language learning and to foster an appreciation of Chinese culture. Such activities will include Chinese calligraphy, paper cutting, kite making and flying, Sichuan opera, dragon dancing, martial arts, Chinese music such as the pipa, and erhu, ping-pong, Chinese cooking, and a field trip to a local site of Chinese culture. This year the program will focus on living and learning in Sichuan province, which is the largest and most important province in Southwest China. Sichuan is famous for its pandas, its teahouses, and its spicy food.

University of New Hampshire (student)

UNH STARTALK Chinese Camp

• University of New Hampshire, Durham, NH

The University of New Hampshire’s STARTALK Chinese Language Summer Camp is a non-residential program sponsored by the Department of Literatures, Languages, and Cultures. Experienced language teachers lead the camp's cultural and linguistic activities. Thirty students, in grades 5 through 10, will be divided into two groups (novice and intermediate) according to their Chinese language preparation. Participants develop basic Mandarin language skills (listening, speaking, reading, and writing) with a focus on every day communication. In addition to intensive language lessons, daily cultural activities that reinforce language learning and an appreciation for Chinese culture. The program opens each morning with Tai chi chuan on the lawn for the physical and mental health benefits of this ancient form of Chinese martial arts. The camp's cultural focus is the Sichuan province, which is famous for its pandas, its teahouses, its spicy food. Activities include Chinese calligraphy, paper cutting, kite making and flying, Sichuan opera, dragon dancing, martial arts, Chinese music such as the pipa, and erhu, ping-pong, Chinese cooking, and a field trip to a local site of Chinese culture. Lunch, catered daily by a local Chinese restaurant, is included as part of the program.

University of New Hampshire (student)

UNH Startalk Chinese Camp

• UNH Startalk Chinese Camp, Durham, NH, NH

The University of New Hampshire’s 2012 STARTALK Chinese Language Summer Camp is a non-residential program sponsored by the Department of Literatures, Languages, and Cultures. Experienced language teachers will lead the camp's cultural and linguistic activities. Thirty students, in grades 5 (upcoming 6th grade) through 11 (upcoming 12th), will be divided into two groups (novice and intermediate) according to their Chinese language preparation. Students will develop basic Mandarin Chinese language skills (listening, speaking, reading, and writing) with a focus on simple and healthful Chinese cooking. In addition to intensive language/cooking lessons, students will participate in daily cultural activities that will reinforce language learning and a greater appreciation of Chinese cooking. This year the program will open each morning with 30 minutes of martial arts on the lawn for the physical and mental health benefits of this ancient form of Chinese martial arts. The camp will focus on healthful Chinese cooking. Other cultural activities may include Chinese calligraphy, paper cutting, kite making and flying, martial arts, Chinese music such as the pipa, and erhu, ping-pong, and a field trip to Boston's Chinatown to do grocery shopping. Students will need to cook their own lunch most of the time through guided instructions.

University of New Mexico (student)

University of New Mexico Summer Institute in Arabic and Chinese for High School Students

By the end of this month-long Institute, to take place June 8 to July 3, 2009, 34 high school students (17 for each language) from the Albuquerque metropolitan region will have covered the curriculum of a first year semester course in Arabic or Chinese at the University of New Mexico. Through a cooperative agreement with the secondary schools in the region, these students will earn 3 UNM credit hours, as well as corresponding high school credits. The course emphasizes the three communicative areas of interpersonal, interpretive and presentational skills in both written and oral forms, as well as a cultural theme that is used to meaningfully integrate the linguistic material. Classes are taught by regular UNM faculty assisted by teaching assistants. Classes meet every day for three hours. Participants also connect with community resources to enhance the articulation between the real-world and academic forms of learning. Two cultural excursions per week are scheduled. The Institutes are open to both heritage and non-heritage students. The learning objective for the month-long program is for students to achieve a mid-Novice level in their respective languages, and to gain significant information about Chinese and Arabic speaking cultures.

University of New Mexico (student)

University of New Mexico Summer Institute in Arabic and Chinese for High School Students

• University of New Mexico, Albuquerque, NM

At the end of this month-long Institute, to take place June 7 to July 2 2010, 17 students in Arabic and 17 students in Chinese will cover the curriculum of a first year semester course in either of these languages at the University of New Mexico. The program is open to high school students 16 years of age or older, including first year university students. Thanks to a cooperative agreement, high school students will earn 3 UNM credit hours, as well as corresponding high school credits if they complete the course with a minimum of a C+. College students will earn just UNM credit. The course will emphasize the three communicative areas of interpersonal, interpretive and presentational skills in both written and oral forms, as well as a cultural theme that will be used to meaningfully integrate the linguistic material. Classes will be taught by regular UNM faculty and/or teaching assistants and will meet every morning for three hours. In the afternoons, participants will connect with community resources to enhance the articulation between the real-world and academic forms of learning. Two cultural excursions or on-campus activities per week are scheduled. The Institutes are open to both heritage and non-heritage students.

University of New Mexico (student)

University of New Mexico Startalk Summer Institutes in Arabic and Chinese

• University of New Mexico/main campus, Albuquerque, NM

The University of New Mexico will offer programs in Chinese or Arabic during the summer of 2011. The dates for this year's Startalk programs are June 6 to July 1, 2011, and classes will meet on the UNM campus from 9:20 to 12:30 Monday thru Friday for 4 weeks. There will be additional afternoon cultural activities two afternoons a week, both on and off campus. Learning activities will focus on communication in the target language and cultural literacy. Current high school students and 2011 high school graduates who are eligible for UNM's dual credit program, through which they receive concurrent high school and 3 hrs. of UNM credit, are invited to apply. Both Startalk courses satisfy UNM core requirements in the foreign language area. Application deadline is April 29, 2011. For further information, please see the FAQ's at http://www.unm.edu/~fll/fll_startalk.html You may also call 505 277-4771 or e-mail fll@unm.edu.

University of Oklahoma (student)

Startalk Summer Camp 2011 - Journey to the West

• University of Oklahoma-Tulsa, Tulsa, OK
• University of Oklahoma-Norman, Norman, OK

The University of Oklahoma’s StarTalk Chinese summer camp is offered to students of Chinese as a two-week integrated enrichment program intended to 1. Develop new language skills while protecting against summer loss, 2. Enrich understandings of Chinese culture through interdisciplinary (thematic) learning and 3. Build a network for learners of Chinese in a fun and nurturing camp environment. It is offered as a “sequel” to last year’s successful StarTalk camp and intends to present students with multiple enrichment experiences designed around participants’ interests and abilities. These experiences (Chinese arts, music, tai ji, games) will be woven into studies and readings of the Monkey King stories. Camp is offered to K-6th grade students (in Norman) and 6th-12th grade students (in Tulsa) on their respective OU campuses; instruction will be offered by visiting Chinese and resident teachers and is open to students of various proficiency levels of Chinese. Camp times/dates are 9:00-3:00, June 27-July 9 (July 4 is a holiday). Weekend travel to Branson to see Chinese acrobats, a culminating performance event for students on both campuses, and a followup demonstration of Peking Opera are planned. Tuition ($200) covers t-shirt and lunches; travel to Branson is an added charge but is optional.

University of Oklahoma Confucius Institute (student)

Startalk summer camp--Journey to the West

• University of Oklahoma - Tulsa campus, Tulsa, OK

University of Oklahoma : STARTALK Summer Camp – Journey to the West is intended for 7th to 12th grade students from Jenks Public Schools and students from the greater Tulsa area in Oklahoma. This camp targets students with novice proficiency in Chinese who are interested in further developing their basic skills and enriching their understanding of Chinese language and culture. Throughout the two weeks non-residential camp, students will receive Chinese language instruction in the morning and enjoy fun hands-on activities in the afternoon. All lessons and activities revolve around the Journey to the West story, also known as Monkey King. Classes will meet on the OU-Schusterman campus in Tulsa from 9:00 am to 3:00 pm from July 19 to July 30. There will be a field trip to Branson, MO to watch the spectacular Shanghai Circus on Saturday, July 24, 2010. Extra-curricula activities includes Tai-Chi, calligraphy, Chinese painting, traditional Chinese art & crafts, Chinese chess and music. Our goals are to demonstrate to students that both Chinese language and culture are enjoyable and for them to understand Chinese folk stories, mythology, value system, and humor.

University of Pennsylvania (teacher)

Professional Curriculum and Material Development Workshop for Teachers of Persian

The summer STARTALK 2009 Persian Teacher's Workshop for Professional Curriculum and Materials Development at the University of Pennsylvania. (June 4th-7th) This workshop is intended to bring together new, experienced and prospective teachers of Persian in order to foster collaboration among them in North America, and to design a curriculum for all levels of language learning. There will be a subsequent online commitment by the participants for the development of materials throughout the six-week period following the workshop. In order to apply for participation, please send a letter of interest to the program director Dr. Pardis Minuchehr at the University of Pennsylvania per email. The email is: pardis@sas.upenn.edu.

University of Pennsylvania (student)

STARTALK Penn High School Chinese Academy Program

The Penn High School Chinese Academy program will take place from July 6 to August 14 on the campus of the University of Pennsylvania. The six-week, non-residential program consists of language instruction, lectures on Chinese culture by Penn Professors, one-on-one practice sessions, dance and martial arts practice, and field trips to Franklin museum and Chinatown. Students are in class Monday through Friday from 9 a.m. to noon and 1 p.m. to 2 p.m. All accepted students will receive a $1000 STARTALK scholarship to cover part of the $1876 Penn tuition. The final cost to each student will be $876. Other Curriculum Highlights: Beginning Chinese I and II Student teacher ratio is 4:1 Language lab instruction in writing and Website-navigation Theme-based curriculum Language table every Wednesday with teachers to practice the language The program has places for 30 high school students. Application deadline is May 30.

University of Pennsylvania (student)

STARTALK Penn High School Chinese Academy Program

• STARTALK Penn High School Chiense Academy, Philadelphia, PA

The program goal is to provide education in Chinese language and culture to thirty motivated high school students in a six-week, intensive, non-residential summer program on the campus of University of Pennsylvania. The curriculum offers: (1) Two tracks in Intensive Beginning Chinese I and II. (2) Language instruction Monday through Friday (3) Lectures on Chinese culture and philosophy on Wednesdays (4) One-on-one practice sessions with language teachers (5) Language lab instruction in writing and website navigation and (6) After-school filed trips and dance and martial arts demonstrations. Each accepted student will be granted a STARTALK scholarship to be applied to the Penn tuition.

University of Pennsylvania (teacher)

STARTALK PERSIAN TEACHERS DEVELOPMENT

• University of Pennsylvania, Philadelphia, PA

In the course of the Persian language “Professional Development” workshop at Penn, new and experienced teachers of Persian will receive over 60 hours of training in teaching Persian as a second language. The main goal of this workshop is to acquaint teachers of Persian with standards-based foreign language learning methodology, as outlined in the “National Standards for Foreign Language Learning in the 21st Century.” Another main aspect of this workshop, constitutes of sessions with multi-media technology, which demonstrates how technology can be most effectively integrated into Persian language teaching. The hands-on activity sessions enable participants to incorporate technology into their standanards-based instructional material design, in order to maximize student learning. By the end of the two weeks residential program, our participants gain a better grasp of the national standards for foreign language learning, and an improved knowledge of current pedagogical and methodological approaches in teaching a foreign language, and effective methods to teach Persian language, using authentic print and multi-media material.

University of Pennsylvania (teacher)

STARTALK Excellence in Leadership Summer Institute

• University of Pennsylvania | PLC, Philadelphia, PA

The Penn Center for Foreign Language Teaching and Learning with Technology (PLC) hosts the first STARTALK Excellence in Leadership Summer Institute at the University of Pennsylvania, Philadelphia. The program of the Summer Institute is designed to provide the participants with • a morning lecture series focusing on curricular design, articulation, performance assessment and teaching through technology • an afternoon workshop series designing standard-based curricula, thematic units addressing the three modes of communication within the four modalities and materials for performance assessment • a technology workshop focusing on distance learning within the National Standard Paradigm • a platform for networking with fellow participants during and after the program. For each of the languages, the Summer Institute invites no more than five participants each. These participants must hold positions as principals, supervisors of world language and/or language program directors who wish to implement curricular changes and gain leadership know-how in an effort to strengthen, expand and solidify their respective programs. These leaders become STARTALK multiplicators who in turn will promote and implement programmatic and curricular changes. Each participant must have partaken in a previous STARTALK program and be currently in a position to engage in succinct field building opportunities.

University of Pennsylvania (student)

STARTALK Penn High School Chinese Academy

• University of Pennsylvania, Philadelphia, PA

The goal of the program is to provide education in Chinese language and culture to twenty-five motivated high school students on the University of Pennsylvania campus. This six-week, intensive, non-residential program offers two tracks in Intensive Beginning Chinese I and II. Accepted students will be given a STARTALK scholarship to be applied to their Penn tuition. Each student will gain a solid linguistic training in Chinese as well as sophisticated understanding of Chinese culture and current events. Total instructional hours are 115. There will be three hours of language instruction every morning, including a lecture, a speaking practice session and a language lab that includes listening, reading and writing. On Wednesday afternoons, students will participate in authentic Chinese cultural activities by learning Chinese folk dance, calligraphy and martial arts, as well as taking field trips to Chinatown and the Philadelphia Museum of Art.

University of Pennsylvania (teacher)

STARTALK Penn High School Chinese Academy--PD

• University of Pennsylvania, Philadelphia, PA

The PHSCA professional development program, in a workshop and seminar form, serves to expose ten certified teachers to lecturers given by Penn Department of East Asian Languages and Civilizations faculty, on how to teach Chinese arts, philosophy, film, children's literature, and myths and legends. After the workshop, we will use materials created by the participants to build an online Chinese Culture Resource website with videos, PPTs, teaching points and cultural resources for interested teachers. The total number of instructional hours is 30, from July 5th to July 9th. After the workshop, participants are required to observe Chinese teaching and interact with the students and teachers of the Penn High School Chinese Academy for a self-selected week. The program goal is to build a path for experienced Chinese language teachers to become excellent teachers.Grantee teachers will receive Act 48 credits and $500 for the completion of the one-week workshop, one-week observation, and the submission of a theme-based lesson plan.

University of Pennsylvania (teacher)

Curriculum Design for Persian Language Teaching

• University of Pennsylvania, Philadelphia, PA

In the course of this workshop, Persian language teachers will collaborate to define a novice and intermediate level curriculum according to national and international performance guidelines. They will discuss the curriculum scope, propose an articulated sequence, and outline benchmarks that will aid in designing instructional model units. For more information please contact: Dr. Pardis Minuchehr

University of Pennsylvania (teacher)

Excellence In Leadership Summer Institute

• Excellence in Leadership Summer Institute, Philadelphia, PA

The Penn Center for Foreign Language Teaching and Learning with Technology (PLC) will host the second STARTALK Excellence in Leadership Summer Institute at the University of Pennsylvania, Philadelphia. The program of the Summer Institute is designed for Leader-Teachers to – gain leadership know-how – strengthen existing programs – expand and solidify programs – discuss current pedagogical trends in language education – promote and implement curricular changes – endorse lasting efficacy of robust learning outcomes – practice pedagogically-sound applications of technology – engage in succinct field building opportunities For each of the languages (Chinese, Hindi, Urdu, Dari, Swahili and Turkish), the Summer Institute invites no more than five participants each. These participants must hold positions as principals, supervisors of world language and/or language program directors who wish to implement curricular changes and gain leadership know-how in an effort to strengthen, expand and solidify their respective programs. These leaders become STARTALK multiplicators who in turn will promote and implement programmatic and curricular changes.

University of Pennsylvania (student)

Startalk Penn High School Chinese Academy

• University of Pennsylvania, Philadelphia, PA

Penn High High School Chinese Academy offers curriculum tracks in Intensive Beginning Chinese I and II, from July 2nd to August 10, on the campus of University of Pennsylvania. Classes will be held 9am to 2pm Monday through Thursday and 9am to 12 noon on Friday. Lectures on Chinese culture, literature, history by Dr. Paul Goldin will be held every Wednesday morning, followed by culture activities including Chinese painting, martial arts, Chinese movie and field trip to Philadelphia Chinatown. The objectives of the program is to allow students acquire foundation of Chinese language and history of culture. Each student will be granted a Startalk scholarship of $1200 to be applied to the $2000 tuition. The final cost to each student will be $800.

University of South Florida (student)

USF STARTALK Summer Chinese Intensive Language Learning Program

• University of South Florida, Tampa, FL

The SCILL immersion camp, to be conducted just prior to the beginning of fall classes from August 5-19, 2001, is a two-week program that engages learners in activities embedded in a Chinese cultural and linguistic environment for all but one hour of each day. Fifty high school students (rising 8th graders to recent graduates) will be recruited for an intensive immersion experience on the USF campus that engages them in 75 hours of instruction. Through performance-based instruction scaffolded with explicit coaching on how to efficiently learn Chinese as a non-native, camp instruction will help at least half of the participants move up one proficiency level when they return to their home schools. All participants will perform at proficiency levels significantly higher than their peers who do not attend the camp. Students will be in structured learning environments seven hours daily and will use the target language six of those seven hours including during cultural activity periods between more rigorous language learning classes. During one class period daily, student learning is scaffolded with English language instruction on grammar, usage, sociocultural background information, and how to learn Chinese efficiently and effectively as an American learner.

University of South Florida (teacher)

USF STARTALK Chinese Language Teacher Training Institute

• University of South Florida, Tampa, FL

SCILL Teacher Training is an intensive professional development workshop for K-16 Chinese teachers. The program consists of a core three-week intensive hands-on training program that combines with a pre-program on-line seminar and a post-program professional mentoring module that are geared to provide up to twenty in-service K-12 Chinese language teachers the opportunity to enhance their teaching skills and a mechanism to jumpstart them on their path to teaching certification in Florida. SCILL provides participants four modules of training in cutting edge foreign language teaching methodologies and effective practical classroom techniques for teaching Chinese to American learners at the K-12 level. The four modules are designed to provide a balance of pedagogical theory, first-hand observation, hands-on teaching experience, and close individualized mentoring. The primary goals of the program are to enhance the practical teaching skills of Chinese language teacher participants, to create a formal support network for Chinese language teachers in the state of Florida that can be utilized to share resources, best practices, and curriculum building work, and to give potential teachers a start towards state certification. SCILL runs July 18 to November 12 and consists of 95 instructional hours.

University of South Florida (teacher)

USF Startalk Chinese Academy

• University of South Florida, Tampa, FL

The USF Startalk Chinese Academy Teacher Training and Mentorship Program is an intensive professional development institute for K-16 Chinese language teachers. The program has a core three-week hands-on training program that combines with pre- and post-program professional mentoring activities to provide fifteen in-service K-16 Chinese language teachers and individuals interested in teaching Chinese at the K-16 level in Florida the opportunity to enhance their teaching skills and a mechanism to jump start them on their path to teaching certification in the state of Florida. Participants earn 3 USF graduate credits in Chinese Pedagogy. Tuition for Florida residents is subsidized. Lunches, housing for the on-site dates (July 14-27), learning materials, and certificates of completion are provided. Eligibility: Teachers of Chinese who are teaching or plan to teach Chinese in Florida schools within the next year and who are US citizens or legal residents. Time and Place: Pre-program on-line seminar July 11-13, on-site workshop and hands-on training July 14-27 (9:00 AM-4:00 PM, USF Tampa Campus), on-going mentorship program August 1-December 1

University of South Florida (student)

USF Startalk Summer Chinese Academy

• University of South Florida, Tampa, FL

The USF Startalk Chinese Academy is a two-week intensive Chinese language immersion experience designed for non-native learners of Chinese. Instruction is offered at three proficiency levels: beginner, novice high, and intermediate. Participants earn 3 USF undergraduate credits in Chinese. Tuition for Florida residents is subsidized. Lunches, T-shirts, learning materials, and certificates of completion are provided. Eligibility: 45 select rising 8th graders to 12th graders who are both residents of the state of Florida and committed to learning Chinese language will be awarded Academy positions. Time and Place: July 19-August 3, 2012 (9:00 AM-4:00 PM) on the USF Tampa Campus

University of Virginia (teacher)

Virginia STARTALK Chinese Teacher Academy

Virginia STARTALK Chinese Teacher Academy (VSCTA) is a 3-week residential program that trains novice and continuing Chinese language teachers to enhance their expertise in teaching Chinese as a foreign language toward Chinese teacher certification or professional development. The program integrates a balance of theories and practice into the curriculum through a well-structured and sequenced supervised practicum based on a multi-reflective approach. By completing the 5-credit graduate course, teachers are able to keep abreast of new developments in second language acquisition theories and practice in general and in Chinese language acquisition and pedagogy in particular. Through a mid-program practicum, participants will also create standards-based curricula and materials, deliver effective instruction, and implement authentic performance-based assessment and instructional technology in a learner-centered, highly communicative and interactive environment conducive to productive learning. Participants' competence in teaching Chinese as a foreign language culminates in the completion of an E-portfolio that documents their extensive learning experiences in launching or advancing their career.

University of Virginia (teacher)

Virginia STARTALK Chinese Teacher Academy

• Virginia STARTALK Chinese Teacher Academy, Charlottesville, VA

Built upon its proven success and excellence in the past two years, the 2010 Virginia STARTALK Chinese Teacher Academy (VSCTA) will continue to provide opportunities for prospective and in-service teachers to enhance their career through both Chinese teaching certifications and professional development. The three-week residential program will be conducted at the University of Virginia from June 28 to July 16, 2010. Upon successful completion of VSCTA, trainees will earn up to five credits in "Teaching Chinese as a Foreign Language." The course aims to integrate theory and practice through a well-sequenced participant-centered curriculum in both regular and virtual classes. Teachers will keep abreast of new developments in second language acquisition and Chinese pedagogy in the first week, and fulfill practicum requirements and complete E-Portfolios in the remaining two weeks. Specifically, they will create standards-based curricula and materials, deliver effective instruction in alignment with research-supported best practices, and implement authentic performance-based assessment and instructional technology in a learner-centered, highly communicative and interactive class. Participants’ competence in teaching Chinese as a foreign language will culminate in the completion of the E-Portfolio that documents their extensive learning and experiences toward their career in teaching Chinese as a foreign language.

University of Virginia (teacher)

Virginia STARTALK Chinese Teacher Academy

• University of Virginia, Charlottesville, VA

Built upon its proven success and excellence in the past three years, the Virginia STARTALK Chinese Teacher Academy (VSCTA) will continue to train novice and experienced teachers in teaching Chinese as a Foreign Language and provide opportunities for career advancement. The three-week residential program will be conducted in Charlottesville at the University of Virginia (UVa), the hometown of the third US president, Thomas Jefferson, from June 20 to July 8, 2011. During the program, the scholarship and stipend awardees will receive intensive training and gain practicum experience, create standards-based curriculum and authentic tasks, learn to incorporate technology into teaching, and create a comprehensive teaching E-portfolio that highlights their achievement and learning outcomes. Those who successfully complete the program will earn up to five graduate credits in teaching Chinese as a foreign language. Please go to http://xrl.us/UVaStartalk2011 to complete the online application by the deadline March 31st, 2011. Scholarship will be awarded based on rolling admission. For further information about the program, please visit http://www.virginia.edu/startalk. Further inquiries should be directed to uva-startalk@virginia.edu.

University of Virginia (teacher)

Virginia STARTALK Chinese Teacher Academy

• University of Virginia, Charlottesville, VA

Built upon proven excellence and success in the past four years, the Department of East Asian Languages, Literatures and Cultures at the University of Virginia is pleased to announce its fifth annual teacher program in the Hometown of the third US president, Thomas Jefferson. The program offers a 5-credit graduate level course that integrates a balance of theories and practice into the curriculum through a well-structured and supervised practicum. Upon the completion of the program, teachers will be able to keep abreast of new developments in second language acquisition theories and practices in general and Chinese language pedagogy in particular. Through the practicum, they will create standards-based curricula and materials, deliver effective instruction, incorporate culturally enriched authentic materials to create pedagogic and authentic tasks, and implement performance-based assessment and instructional technology in a learner-centered and highly communicative environment. Teacher participants' competence in teaching Chinese as a foreign language culminates in the completion of an E-portfolio that documents their extensive learning experiences in launching or advancing their career. Recruited teachers will receive a $3,000 scholarship and $350 stipend. Please go to http://tinyurl.com/UVaStartalk2012 to complete online application by the deadline, April 6, 2012. Scholarships are awarded based on rolling admission.

University of Washington (teacher)

Preparing Russian Teachers for the 21st Century

• University of Washington Language Learning Center, Seattle, WA

The STARTALK Teacher Program, Preparing Russian Teachers for the 21st Century, aims to enroll ten or more teachers who are working toward obtaining a P-12 World Language Endorsement in Russian for teaching Russian language in Washington K-12 public schools. The program is designed to teach them the content knowledge needed to pass the Washington Educator Skills Test - Endorsement (WEST-E) for World Languages and the pedagogical experience to prepare them for the Performance-Based Pedagogical Assessment (PPA). Participating teachers may receive scholarship assistance to complete the required assessments (WEST-E and ACTFL OPIc and WPT for Russian). The program includes an intensive first week for teachers alone followed by one to four weeks of practicum experience working with students in the STARTALK Russian Student program, where they will be observing and reflecting on the Student Program each day and presenting lessons related to the Drama and the STEM (Science, Technology, Engineering, Math) topics included in the Student Program. Teachers will receive 5 credits for EDC&I 495 from the University of Washington College of Education, and they could earn an additional 3-5 credits in RUSS 499 from the University of Washington Slavic Department.

University of Washington (student)

Russian in the 21st Century: Language, Drama, and STEM

• University of Washington Language Learning Center, Seattle, WA

The STARTALK Student Program, Russian in the 21st Century: Language, Drama, and STEM (Science, Technology, Engineering, Math), aims to enroll 20-25 high school and college Russian heritage students in a four-week intensive language program meeting five hours a day for a total of 100 instructional hours. Students will be introduced to language self-assessment and goal setting through LinguaFolio Online and language learning through social networking via LiveMocha. They will be able to earn five UW credits by enrolling in RUSS 499 and also have an opportunity to complete the ACTFL OPIc (Oral Proficiency Interview computer-based) and WPT (Writing Proficiency Test). High school students may be able to use these results to receive high school credit for proficiency from their home districts. All students will receive placement results for future study of Russian at the UW. Several powerful components will be woven into this program, including content-based learning in the Arts (Drama) as well as STEM (Science, Technology, Engineering, and Mathematics), through a partnership with the Museum of Flight. In addition, Russian-speaking professionals at Microsoft, Boeing, the UW, and a local Russian newspaper printing company will share their disciplines in Russian with the students.

University of Washington (teacher)

Preparing Russian Teachers for the 21st Century

• University of Washington Language Learning Center, Seattle, WA

The STARTALK Teacher Program, "Preparing Russian Teachers for the 21st Century," aims to enroll ten or more teachers who are currently teaching Russian in the community or who would like to work toward obtaining a P-12 World Language Endorsement in Russian for teaching Russian language in Washington K-12 public schools. The program is designed to teach them STARTALK best practices in language teaching and curriculum development, as well as the content knowledge needed to pass the Washington Educator Skills Test – Endorsement (WEST-E) for World Languages and the pedagogical experience that would prepare them for the Performance-Based Pedagogical Assessment (PPA) for those teachers for whom it is required for state endorsement, and to provide scholarship assistance to complete the required assessments (WEST-E and ACTFL OPI and WPT). The 50-hour program includes two intensive weeks of instruction and classroom observations and practicum experience working with high school level students in the STARTALK Russian Student program and college students in the UW’s Intensive Russian summer program. Teachers will have an opportunity to develop lesson plans and practice teaching during the Student Program over the summer or in their own community-based language programs.

University of Washington (student)

Russian in the Sky and in Outer Space

• University of Washington Language Learning Center, Seattle, WA

The STARTALK Student Program, “Russian in the Sky and in Outer Space," aims to enroll 20 high school and college Russian heritage students in a four-week intensive language program meeting five hours a day for a total of 100 instructional hours. Students will be able to earn five UW credits by enrolling in RUSS 499 and also have an opportunity to complete the ACTFL OPIc (Oral Proficiency Interview computer-based) and WPT (Writing Proficiency Test). High school students may be able to use these results in order to receive high school credit for proficiency, and all students will receive placement results for future study of Russian at the UW. The main proficiency goal is to increase students’ proficiency by approximately one sub-level, e.g., Intermediate Low to Intermediate Mid or Intermediate Mid to Intermediate High, in Interpretive Reading, Presentational Speaking, and Presentational Writing. For the Interpersonal Mode, students will increase their linguistic accuracy and sensitivity to cultural norms, e.g., social register and extended linguistic forms not typically encountered in intimate family speech.

University of Wyoming (student)

Wyoming High School Chinese STARTALK Institute

• University of Wyoming, Laramie, WY

The 2010 summer Wyoming High School Chinese STARTALK Institute will bring 20 Wyoming high school students to the campus of the University of Wyoming in Laramie for a free, 2-week residential immersion program (July 11-24) in beginning Chinese. Five required monthly follow-on sessions (3 hours each) - delivered via video conferencing - will be held during the fall 2010 semester. Students will participate in Chinese language classes as well as hands-on cultural activities; such as Chinese calligraphy, traditional arts and crafts, tai chi chuan and martial arts, and the lion dance. Field trips to regional centers of Chinese and Chinese-American culture will also be offered. Accommodations (men's and women's) are in the UW residence halls. Bilingual chaperones will stay with participants in the halls. Meals will be provided at Washakie Center, the UW student cafeteria, or by the group during field trips away from campus. A formal program will be held on campus at the end of the residential camp to showcase student learning and completed creative projects.

University of Wyoming (student)

Wyoming High School STARTALK Arabic Institute

• University of Wyoming, Laramie, WY

The Wyoming High School STARTALK Arabic Institute is a two-week residential program on the University of Wyoming campus in Laramie that will introduce Wyoming high school students to the Arabic language and the cultures of Arabic speakers across the Middle East and North Africa. Through our unifying theme, "Sounds and Strings of Arabia", we will immerse students in Arabic music as a way to engage language and culture in an integrated whole. Students will be introduced to both traditional and contemporary Arabic songs that lend themselves to further exploration of language structure, vocabulary, and cultural elements, including kinship ties, value systems, numbers, foods, clothing, calligraphy, love and friendship. Our aim is to spark interest in, appreciation for, and enjoyment of Modern Standard Arabic and the cultures that speak it, while bringing our student participants to the novice-mid (or higher) level of proficiency in listening, speaking, reading and writing. Student learning and engagement will be enhanced through the use of iPod Touch technology, enabling student-created video productions and the use of vodcasts for practice and self-study. Monthly follow-on sessions will be held through the fall 2011 semester via the Wyoming Equality Network, a videoconferencing network connecting all secondary schools in Wyoming.

Unverity of California, Los Angeles (student)

Arabic and Hindi Heritage Heritage Language Class for High School Students

• UCLA Center for World Languages, Los Angeles, CA

These intensive five week courses are for high school students who speak Hindi or Arabic at home and want to develop literacy and a deeper understanding of historical and contemporary South Asian culture. The project-based curriculum will allow students to build academic proficiency in Hindi and Arabic, using culturally relevant themes as a vehicle for listening, writing, speaking, and reading tasks. Projects will focus on developing academic skills in a content-based curriculum designed to impart cultural literacy. Students will have access to individualized instruction and feedback. The course is the equivalent of 1 year of high school world language study. This class meets a need for Hindi and Arabic speakers, who have been underserved by world language instruction. Sizable Hindi and Arabic speaking populations live in Los Angeles County and are committed to preserving language and culture. However, survey data shows that most heritage learners of Hindi or Arabic have had minimal in the language, and that their reading and writing skills are rudimentary or nonexistent. Their skill set is typical of many groups of heritage speakers, and their pedagogical needs are different from those of foreign language students. Their development in their home language must be nurtured by literacy.

US Naval Academy and Anne Arundel Community College (fiscal responsibility) (student)

USNA/AACC STARTALK: Launch into Arabic 2012 at the US Naval Academy

• US Naval Academy, Annapolis, MD

This intensive four-week summer program learning experience in Arabic for rising 11th and 12th graders, recent graduates, and college age students from among midshipmen from the U.S. Naval Academy and students from Anne Arundel Community College. This non-residential program meets 6 hours a day for 20 days over four weeks, and focuses on developing and expanding students' communicative competence and cultural understanding. Students must provide their own transportation to and from the Academy. There will be three concurrent levels: one for complete novices, one for students who have had one prior STARTALK experience learning Arabic, and one for students with two previous STARTALK experiences, or a previous course in Arabic. Students and teachers will exclusively use Arabic for the duration of the program, helping students at all levels move their language competence to a higher level, in which they will be able to negotiate a new set of tasks and situations in the target language. Contact Janet Paulovich at jmpaulovich@aacc.edu or (410)777-1192 for an application.

Utah State Office of Education (teacher)

USOE China Kids Professional Development

• Utah China Kids, Salt Lake City, UT

The Utah State Office of Education (USOE) China Kids STARTALK Teacher Training Program 2010 outlines a series of professional development activities and resources for first and second grade teachers of Chinese dual immersion programs. Teachers participating in the USOE China Kids STARTALK Teacher Training Program 2010 will benefit from professional development training through workshops, seminars, intensive planning retreats, and teaching practicums offered throughout the summer of 2010. They will receive instruction on best practices in immersion education from national experts, they will work together to develop structured curriculum maps, thematic units, and detailed lesson plans, and they will implement the lessons learned through teaching practicums intended as part of the proposed USOE China Kids first and second grade STARTALK programs, ‘Little Chinese Characters’, and ‘Chinese Checkers.’ Advanced video and website technology will aid the investigation, assessment and dissemination of best practices used throughout the USOE China Kids STARTALK program as teachers meet following the STARTALK first and second grade programs to discuss and share their experiences in the classroom.

Utah State Office of Education (student)

China Kids

• Uintah Elementary, Ogden, UT
• Calvin Smith Elementary, Taylorsville, UT
• Cascade Elementary, Orem, UT
• Draper Elementary, Draper, UT
• East Lake Elementary, South Jordan, UT
• Foothills Elementary, Riverton, UT
• Lone Peak Elementary, Sandy, UT
• Monte Vista Elemenary, Souh Jordan, UT
• Ridgecrest Elementary, Salt Lake City, UT
• Southland Elementary, Riverton, UT
• Spring Lane Elementary, Salt Lake City, UT
• Stewart Elementary, Centerville, UT
• Syracuse Elementary, Syracuse, UT
• Wasatch Elementary, Provo, UT

The Utah State Office of Education (USOE) China Kids StarTalk Program 2010 is a two week summer student program for incoming first and second grade Utah Chinese immersion students. Fourteen Utah elementary schools will host first graders during Little Chinese Characters and six Utah elementary schools will host second graders during the USOE StarTalk program Chinese Checkers. First graders participating in the Little Chinese Characters StarTalk program will join their first grade Chinese teachers for a fun week of learning about and becoming their favorite characters from famous fables. Students will learn important concepts about the Chinese language, how to become an effective member of a Chinese immersion classroom, and how to work independently, with their teacher, and with each other. Second graders participating in the Chinese Checkers StarTalk program will spend the week checking their science and math skills. Students will spend a fun week learning about famous Chinese inventions and trying out their own experiments. Second grade math skills will integrate throughout the week as students earn incentive dollars that they can use in the culminating activity – a Chinese market. Students will add, subtract and multiply as they negotiate for their favorite items.

Utah State Office of Education (teacher)

Utah State Office of Education STARTALK Teacher Training Program

• Utah State Office of Education, Salt Lake City, UT
• Uintah Elementary, Ogden, UT
• Syracuse Elementary, Syracuse, UT
• Stewart Elementary, Centerville, UT
• Muir Elementary, Bountiful, UT
• Spring Lane Elementary, Salt Lake City, UT
• Calvin Smith Elementary, Taylorsville, UT
• Foothills Elementary, West Jordan, UT
• East Lake Elementary, Riverton, UT
• Monte Vista Elementary, West Jordan, UT
• Southland Elementary, Riverton, UT
• Ridgecrest Elementary, Salt Lake City, UT
• Lone Peak Elementary, Sandy, UT
• Draper Elementary, Draper, UT
• Cascade Elementary, Orem, UT
• Wasatch Elementary, Provo, UT
• Sage Creek Elementary, Springville, UT

The USOE STARTALK teacher training program will create a dynamic learning environment in support of the Utah Chinese dual immersion educational community and will implement curriculum that supports the training, hands-on and experiential training activities, and differentiated curriculum needs of its diverse population of 44 K-3 Chinese dual immersion teachers through a series of planned components beginning June 20, 2011 and ending August 12, 2011, totaling 90 hours of instruction.The first planned component, the STARTALK Retreat, will be an intensive five day symposium that will provide training for all participant populations in various increments of time commitment (5 days teachers, 2 days facilitators/trainers, and 1 day for administrators and supporting personnel). The Distance component will be conducted through the month of July and will include curriculum development and assessment projects to be completed by the teachers under the guidance and direction of their facilitator/trainers. The last component is the proposed STARTALK student program where teachers, facilitators/trainers, and administrators will implement lessons learned throughout the summer: at the retreat, the distance component in July, and through other state sponsored professional development activities planned for the summer 2011.

Utah State Office of Education (student)

Southern Utah STARTALK Student Program

• Sage Creek Elementary, Springville, UT
• Wasatch Elementary, Provo, UT
• Cascade Elementary, Orem, UT
• Ridgecrest Elementary, Salt Lake City, UT
• Lone Peak Elementary, Sandy, UT
• Draper Elementary, Draper, UT
• Southland Elementary, Riverton, UT
• Monte Vista Elementary, South Jordan, UT
• Foothills Elementary, Riverton, UT
• East Lake Elementary, South Jordan, UT
• Muir Elementary, Bountiful, UT
• Heritage Elementary, Bountiful, UT
• Jennie Stewart Elementary, Centerville, UT
• Syracuse Elementary, Syracuse, UT

Welcome to Utah’s China Kids STARTALK Program! The Utah China Kids 2011 STARTALK program will launch Chinese language and cultural study in select Utah Chinese immersion elementary schools and provide summertime Chinese learning opportunities for kindergarten through third grade students. This program will begin and improve students’ Chinese language skills as they enter a full Chinese immersion classroom environment and help them become aware of the influence of China in their own Utah community. Utah China Kids STARTALK students will learn from the 2011 theme, Marco Polo – Discovering China. K-1st grade students will make comparisons between Marco Polo’s impressions of China and the ones they will draw for themselves by focusing on the questions, “What is the same and what is different?” Second grade students will look at the discoveries Marco Polo made and ask questions like, “Where did spaghetti really come from?” Third grade students will look at changes in western trade after Marco Polo’s travels to China and prepare a short audio-visual presentation, in Chinese, about trade with China in their own community. An online/DVD learning component will help students prepare for STARTALK as they learn about Marco Polo’s travels to China before the program begins.

Utah State Office of Education (teacher)

USOE STARTALK Chinese Immersion Teacher Training Program

• Not Provided, UT

Chinese Literacy: June 11 -14, 2012 The main goal of this STARTALK program is to bring together experienced Chinese immersion teachers to discuss critical questions about Chinese literacy. Participating teachers will prepare for the retreat by answering topic-related literacy questions before they arrive at the conference, providing the framework for discussion throughout the retreat. There will be four interactive strands of discussion/activities happening simultaneously, each supporting the other to help teachers develop, revise and refine their opinions about the best instructional methods used to teach Chinese literacy. Dual Immersion Teaching Strategies: June 18-21 The main goal of this STARTALK program is to positively impact teacher effectiveness using comprehensible input to deliver content-based instruction in an immersion setting. The program will result in each teacher working through a cycle of 4 increasingly refined lessons, each filmed and used as a vehicle for small group critique, self reflection, peer/self assessment, and expert feedback; serving as an electronic portfolio demonstrating individual progress toward improved effectiveness. Administrative Training: June 8 This program focuses on leadership considerations for beginning and sustaining an immersion program. Highlighting the practical applications of program implementation, this leadership training investigates imbedding dual immersion programs into established schools' cultures.

Utah State Office of Education (teacher)

Vamos para o Brasil

• Lakeview Elementary School, Provo, UT
• Parkside Elementary School, Murray, UT
• Rocky Mountain Elementary School, Lindon, UT
• Utah State Office of Education, Salt Lake City, UT

The 2012 Utah State Office of Education STARTALK Portuguese teacher-training program will create a dynamic learning environment for teachers, teachers’ aids, facilitators/trainers, and administrators in support of the opening of six Portuguese Dual Language Immersion classrooms in three Utah elementary schools in the fall of 2012. Beginning June 11, 2012 and ending August 31, 2012 and totaling 90 hours of instruction, the program will implement curriculum that supports the training, hands-on and experiential training activities, and differentiated curriculum needs of its population of Portuguese Dual Language Immersion teachers. The first planned component, the STARTALK retreat, will be an intensive five day symposium that will provide training for all participant populations: teachers, facilitators/trainers, and administrators. The second component, a distance component will be carried out through the month of July and will include curriculum development and assessment projects to be completed by the teachers under the guidance and direction of their facilitator/trainer. The third component will be the Annual Utah Dual Immersion Institute (AUDII), which will be held August 6-10, 2012. The last component is the proposed STARTALK student programs; where teachers, facilitators/trainers, and administrators will implement lessons learned at the retreat, through distance learning and at the AUDII.

Utah State Office of Education (student)

Vamos para o Brasil

• Lakeview Elementary School, Provo, UT
• Parkside Elementary School, Murray, UT
• Rocky Mountain Elementary School, Lindon, UT

The 2012 Utah State Office of Education (USOE) Portuguese STARTALK student program is designed to serve as the first step in the opening of six Portuguese Dual Language Immersion classrooms in three elementary schools in Utah during the fall of 2012. This program will provide a rich language-learning experience for 150 first-grade Portuguese Dual Language Immersion students as they look at the influence of Portuguese and Brazilian culture in their own community through study of the theme, “Vamos para o Brasil: Rio and the Amazon Rainforest.” The program will feature blended learning with 15 hours of a preliminary distance-learning curriculum in July and 25 hours in a full immersion classroom in mid-August. Speaking and listening goals at the completion of the program include demonstrating comprehension of common classroom commands and topic-related questions; appropriately answering questions with limited responses; and beginning to formulate simple sentences from learned vocabulary. All students will participate in a capstone project where they will demonstrate their acquired language and cultural skills in oral and visual presentations appropriate to their grade.

Verona Area International School (teacher)

Startalk K-12 Chinese Language Teachers Summer Institute

• Verona Area International School, Fitchburg, WI

The STARTALK Build Your Dragon Boat Camp will provide continuity of Chinese language learning and retention for VAIS students in grades 1-3 during summer break, as well as offer other district students the chance to learn a new language. In a dynamic and fun setting that will interweave cultural insights, hands-on work, and the chance to refresh math, science, and artistic skills, student participants will learn about the history of dragons in China and the Dragon Boat Festival while designing and building small-scale dragon boats of their own. The camp will be a full-day, 2-week, full-immersion summer camp conducted entirely in Chinese.

Verona Area International School (student)

STARTALK Build Your Dragon Boat Summer Camp

• Stoner Prairie Elementary School, Fitchburg, WI

The STARTALK Build Your Dragon Boat Camp will provide continuity of Chinese language learning and retention for VAIS students in grades 1-3 during summer break, as well as offer other district students the chance to learn a new language. In a dynamic and fun setting that will interweave cultural insights, hands-on work, and the chance to refresh math, science, and artistic skills, student participants will learn about the history of dragons in China and the Dragon Boat Festival while designing and building small-scale dragon boats of their own. The camp will be a full-day, 2-week, full-immersion summer camp conducted entirely in Chinese.

Virginia Beach City Public Schools (student)

Virginia Beach STARTALK Elementary Chinese Academy (VBSECA)‎

The STARTALK Summer Academy will increase opportunities for language-learning in ‎elementary schools; set a model for other elementary schools to offer languages; focus ‎attention on Mandarin Chinese, prompting expansion and an increase in enrollment at the ‎secondary level; promote community awareness of the need to begin languages ‎in ‎elementary school; and remind stakeholders of the necessity to learn a critical needs ‎language such as Mandarin Chinese. The fifth-graders who will attend the Academy will ‎be encouraged to continue their language study in an after-school program. ‎ Forty-five students will be selected on a first-come, first-served basis. However, students ‎recommended to attend summer school are not eligible. There are no fees required, and ‎bus service will be provided.‎

Virginia Beach City Public Schools (student)

Virginia Beach STARTALK Elementary Chinese Summer Academy

• Trantwood Elementary School, Virginia Beach, VA

The 2010 Virginia Beach STARTALK Elementary Chinese Summer Academy (VBSECSA) will provide 60 rising fifth graders with opportunities for language use as well as cultural insights and adventures. They will be selected on a first-come, first-served basis from all areas of the city. These children will achieve realistic proficiency goals as well as experience Tai Chi, Chinese dance, songs and art. Classes will begin on June 28, 2010 and end on July 22, 2010 and will meet from 8:00 a.m. to 12:30 p.m. There will be no fees required, and ‎bus service will be provided.‎

Virginia Beach City Public Schools (student)

2011 STARTALK Elementary Chinese Summer Academy for Fifth Graders

• Trantwood Elementary School, Virginia Beach, VA

The 2011 Virginia Beach STARTALK Elementary Chinese Summer Academy (VBSECSA) will provide 60 rising fifth graders with opportunities for language use as well as cultural insights and adventures. They will be selected by lottery from all areas of the city. These children will achieve realistic proficiency goals as well as experience Chinese songs, calligraphy, and painting. Classes will meet from 8:00 a.m. to 12:00 p.m. from June 27, 2011 to July 21, 2011 with no classes on Fridays. The Academy will be free, and ‎bus service will be provided.‎

Virginia Beach City Public Schools (student)

Virginia Beach 2012 STARTALK Elementary Chinese Summer Academy for Fifth Graders

• Christopher Farms Elementary School, Virginia Beach, VA

Virginia Commonwealth University (student)

Virginia STARTALK Chinese Academy

The Virginia STARTALK Chinese Academy is integrated into the 2009 "Global Village" of the Virginia Governor's Foreign Language Academies (VGFLA) sponsored by the Virginia Department of Education. Sharing campus facilities and participating in several joint activities with the VGFLA, the three-week residential Chinese program for current Virginia tenth- and eleventh-grade foreign language students is housed on the campus of Virginia Commonwealth University in Richmond from June 28, 2008, through July 19, 2009. The academy accepts beginners as well as students with prior study of Chinese (Mandarin). The program runs concurrently and in collaboration with the University of Virginia STARTALK Chinese Teachers Seminar.

Virginia Commonwealth University (student)

Virginia STARTALK Arabic Academy

The Virginia STARTALK Arabic Academy is integrated into the 2009 "Global Village" of the Virginia Governor's Foreign Language Academies (VGFLA) sponsored by the Virginia Department of Education. Sharing campus facilities and participating in several joint activities with the VGFLA, the three-week residential Arabic program for current Virginia tenth- and eleventh-grade foreign language students is housed on the campus of Virginia Commonwealth University in Richmond from June 28, 2008, through July 19, 2009. The academy accepts beginners as well as students with prior study of Arabic.

Virginia Commonwealth University (student)

2010 Virginia STARTALK Arabic Academy

• Virginia Commonwealth University, Richmond, VA

The Virginia STARTALK Arabic Academy runs concurrently with the Virginia Governor's Foreign Language Academies. The application process for 2010 is complete. Participation is limited to Virginia students who applied for admission through their schools before the January 2010 deadline. Students interested in next year's program should consult the web site below in October 2010 for application information.

Virginia Commonwealth University (student)

2010 Virginia STARTALK Chinese Academy

• Virginia Commonwealth University, Richmond, VA

The Virginia STARTALK Chinese Academy runs concurrently with the Virginia Governor's Foreign Language Academies. The application process for 2010 is complete. Participation is limited to Virginia students who applied for admission through their schools before the January 2010 deadline. Students interested in next year's program should consult the web site below in October 2010 for application information.

Virginia Commonwealth University (student)

2011 VCU STARTALK Russian Academy

• Virginia Commonwealth University, Richmond, VA

The VCU STARTALK Russian Academy, a 21-day residential program for Virginia high-school students, is modeled along the lines of the Virginia Department of Education's Governor's Foreign Language Academy, which has offered summer residential programs in French, German, Spanish, Latin, Japanese, and Russian for Virginia's most motivated foreign language students since 1987. The Russian Academy incorporates 4-5 hours of formal daily instruction, plus an additional 6-8 hours daily of activities that promote active use and exposure to Russian. The curriculum is designed to meet the benchmarks for Modern Foreign Language Level I of the Virginia Foreign Language Standards of Learning (SOL), adjusted slightly for the skills of reading and writing to accommodate the non-Roman alphabet. The program runs concurrently with the VCU STARTALK Arabic and Chinese Academies. The application process for 2011 is complete. Participation is limited to Virginia students who applied for admission through their schools before the January 21, 2011 deadline. Students interested in next year's program should consult the web site below in October 2011 for application information.

Virginia Commonwealth University (student)

2011 VCU STARTALK Arabic Academy

• Virginia Commonwealth University, Richmond, VA

The VCU STARTALK Arabic Academy, a 21-day residential program for Virginia high-school students, is modeled along the lines of the Virginia Department of Education's Governor's Foreign Language Academy, which has offered summer residential programs in French, German, Spanish, Latin, Japanese, and Russian for Virginia's most motivated foreign language students since 1987. The Arabic Academy incorporates 4-5 hours of formal daily instruction, plus an additional 6-8 hours daily of activities that promote active use and exposure to Arabic. The curriculum is designed to meet the benchmarks for Modern Foreign Language Level I of the Virginia Foreign Language Standards of Learning (SOL), adjusted slightly for the skills of reading and writing to accommodate the non-Roman alphabet. The program runs concurrently with the VCU STARTALK Chinese and Russian Academies. The application process for 2011 is complete. Participation is limited to Virginia students who applied for admission through their schools before the January 21, 2011 deadline. Students interested in next year's program should consult the web site below in October 2011 for application information.

Virginia Commonwealth University (student)

2011 VCU STARTALK Chinese Academy

• Virginia Commonwealth University, Richmond, VA

The VCU STARTALK Chinese Academy, a 21-day residential program for Virginia high-school students, is modeled along the lines of the Virginia Department of Education's Governor's Foreign Language Academy, which has offered summer residential programs in French, German, Spanish, Latin, Japanese, and Russian for Virginia's most motivated foreign language students since 1987. The Chinese Academy incorporates 4-5 hours of formal daily instruction, plus an additional 6-8 hours daily of activities that promote active use and exposure to Chinese. The curriculum is designed to meet the benchmarks for Modern Foreign Language Level I of the Virginia Foreign Language Standards of Learning (SOL), adjusted slightly for the skills of reading and writing to accommodate the non-Roman alphabet. The program runs concurrently with the VCU STARTALK Arabic and Russian Academies. The application process for 2011 is complete. Participation is limited to Virginia students who applied for admission through their schools before the January 21, 2011 deadline. Students interested in next year's program should consult the web site below in October 2011 for application information.

Virginia Commonwealth University (student)

2012 VCU STARTALK Chinese Academy

• Virginia Commonwealth University, Richmond, VA

The VCU STARTALK Chinese Academy, a 21-day residential program for Virginia high-school students, is modeled along the lines of the Virginia Department of Education's Governor's Foreign Language Academy, which has offered summer residential programs in French, German, Spanish, Latin, Japanese, and Russian for Virginia's most motivated foreign language students since 1987. The Chinese Academy incorporates 4-5 hours of formal daily instruction, plus an additional 6-8 hours daily of activities that promote active use and exposure to Chinese. The curriculum is designed to meet the benchmarks for Modern Foreign Language Level I of the Virginia Foreign Language Standards of Learning (SOL), adjusted slightly for the skills of reading and writing to accommodate the non-Roman alphabet. The program runs concurrently with the VCU STARTALK Arabic, Portuguese, and Russian Academies. The application process for 2012 is complete. Participation is limited to Virginia students who applied for admission through their schools before the January 20, 2012 deadline.

Virginia Commonwealth University (student)

2012 VCU STARTALK Arabic Academy

• Virginia Commonwealth University, Richmond, VA

The VCU STARTALK Arabic Academy, a 21-day residential program for Virginia high-school students, is modeled along the lines of the Virginia Department of Education's Governor's Foreign Language Academy, which has offered summer residential programs in French, German, Spanish, Latin, Japanese, and Russian for Virginia's most motivated foreign language students since 1987. The Arabic Academy incorporates 4-5 hours of formal daily instruction, plus an additional 6-8 hours daily of activities that promote active use and exposure to Arabic. The curriculum is designed to meet the benchmarks for Modern Foreign Language Level I of the Virginia Foreign Language Standards of Learning (SOL), adjusted slightly for the skills of reading and writing to accommodate the non-Roman alphabet. The program runs concurrently with the VCU STARTALK Chinese, Russian, and Portuguese Academies. The application process for 2012 is complete. Participation is limited to Virginia students who applied for admission through their schools before the January 20, 2012 deadline.

Virginia Commonwealth University (student)

2012 VCU STARTALK Portuguese Academy

• Virginia Commonwealth University, Richmond, VA

The VCU STARTALK Portuguese Academy, a 21-day residential program for Virginia high-school students, is modeled along the lines of the Virginia Department of Education's Governor's Foreign Language Academy, which has offered summer residential programs in French, German, Spanish, Latin, Japanese, and Russian for Virginia's most motivated foreign language students since 1987. The Portuguese Academy incorporates 4-5 hours of formal daily instruction, plus an additional 6-8 hours daily of activities that promote active use and exposure to Portuguese. The curriculum is designed to meet the benchmarks for Modern Foreign Language Level I of the Virginia Foreign Language Standards of Learning (SOL). The program runs concurrently with the VCU STARTALK Arabic, Chinese, and Russian Academies. The application process for 2012 is near completion. Participation is limited to Virginia students completing their sophomore or junior year, most of whom applied for admission through their schools before the initial January 20, 2012 deadline. Since we still have several openings, we will continue to accept applications until all slots are filled. Interested students should consult the website below for information about the program and contact the program director as soon as possible, if interested.

Virginia Commonwealth University (student)

2012 VCU STARTALK Russian Academy

• Virginia Commomwealth University, Richmond, VA

The VCU STARTALK Russian Academy, a 21-day residential program for Virginia high-school students, is modeled along the lines of the Virginia Department of Education's Governor's Foreign Language Academy, which has offered summer residential programs in French, German, Spanish, Latin, Japanese, and Russian for Virginia's most motivated foreign language students since 1987. The Russian Academy incorporates 4-5 hours of formal daily instruction, plus an additional 6-8 hours daily of activities that promote active use and exposure to Russian. The curriculum is designed to meet the benchmarks for Modern Foreign Language Level I of the Virginia Foreign Language Standards of Learning (SOL), adjusted slightly for the skills of reading and writing to accommodate the non-Roman alphabet. The program runs concurrently with the VCU STARTALK Arabic, Chinese, and Portuguese Academies. The application process for 2012 is complete. Participation is limited to Virginia students who applied for admission through their schools before the January 20, 2012 deadline.

Washington-Saratoga-Warren-Hamilton-Essex Board of Cooperative Educational Services (student)

StarTalk Summer Language Immersion and Culture (SSLIC) Program

The StarTalk Summer Language Immersion and Culture (SSLIC) Program offers both elementary and secondary students the opportunity to explore Chinese language and culture in an activities-based program. Cooking, tai chi, calligraphy, watercolor painting, ribbon dancing, and puppetry are among the SSLIC activities. Technology-supported activities are also incorporated to reinforce learning. Community connections are developed via peer tutors from the heritage community and online exchanges with students in China. Secondary students also participate in a trip to Chinatown. The SSLIC Program, which is non-residential, is offered at two sites in New York: Saratoga Springs (elementary) and Queensbury (secondary). During the 2009-2010 school year, follow up activities will include an online course and after-school program.

Washington-Saratoga-Warren-Hamilton-Essex Board of Cooperative Educational Services (student)

WSWHE BOCES StarTalk Summer Language Immersion and Culture (SSLIC) Program

• Lake Avenue Elementary School, Saratoga Springs, NY

The WSWHE BOCES StarTalk Summer Language Immersion and Culture (SSLIC) Program stems from a regional initiative that first offered Chinese in 2007. This initiative has received support from StarTalk since 2008. SSLIC offers K-12 students in Upstate New York equitable access to Chinese instruction designed around best practices. Highlights of the SSLIC Program, which integrates instruction in language and culture in an immersion environment, include an online exchange with students in China, interactions with peer tutors from the Albany Chinese Community Center, participation in a service learning project, a trip to Chinatown in New York City, and cultural workshops such as tai chi, cooking, painting, and table tennis. The SSLIC Program incorporates the latest technology to empower the learner and enhance the educational experience. The primary objective of the SSLIC Program is to increase each student's interest in learning Chinese. For students that choose to continue learning Chinese, WSWHE BOCES offers a three-year extracurricular (after-school, online and summer) program, providing similar opportunities to those offered in traditional school day programs. In 2010, this program became part of the Hanban-Asia Society Confucius Classroom Network, which offers further opportunities to students, including the possibility of visiting China.

Washington-Saratoga-Warren-Hamilton-Essex Board of Cooperative Educational Services (WSWHE BOCES) (student)

StarTalk Summer Language Immersion and Culture (SSLIC) Program

• Lake Avenue Elementary School, Saratoga Springs, NY

The WSWHE BOCES StarTalk Summer Language Immersion and Culture (SSLIC) Program is a regional initiative that began offering Chinese in 2007, receiving support from StarTalk in 2008 and 2009. This program offers K-12 students in Upstate New York equitable access to Chinese instruction designed around best practices. The SSLIC Program is offered to a diverse group of K-12 students from the WSWHE BOCES 31 component districts and the Albany Chinese Community Center. The primary objective of the SSLIC Program is to increase each student's commitment to learning Chinese. In addition, the language proficiency and cultural understanding of each participant are expected to increase at the rate described by the program goals and consistent with the student's age and initial proficiency. Highlights of the SSLIC Program, which integrates instruction in language and culture in an immersion environment, include a trip to Chinatown, an e-mail/PowerPoint exchange with classrooms in China, online Skype tutors, a service learning project, professional cultural performances and workshops, an art exchange, content-based instruction, and fun cultural activities. Technology plays a crucial role in supporting the integration of language and culture. During the 2010-2011 school year, after-school and online courses will also be offered.

West Virginia Department of Education (student)

STARTALK: WVDE Language Leaper Summer Camp

• Cheat Lake Elementary, Morgantown, WV

The West Virginia Department of Education in partnership with Monongalia County Schools present the WVDE Language Leaper Immersion Summer Camp Program for elementary students. Monongalia County School elementary students in grades K-5 will have the opportunity to engage in a two-week thematic and content-based summer camp experience in Morgantown, West Virginia. Students will develop initial Chinese language proficiency as they engage with program instructors and the newly developed media-enhanced West Virginia Elementary Language Leaper curriculum. Learners will travel aboard the Language Leaper spaceship and will explore Chinese language and culture within the experience of contextualized content-based learning. Students will document their initial accomplishments and language proficiency and will have the opportunity to continue their learning in the fall through formal Chinese classes in Monongalia County Public Schools.

West Virginia Department of Education (student)

STARTALK: WVDE Language Leaper Summer Camp

• Cheat Lake Elementary School, Morgantown, WV

The West Virginia Department of Education, in partnership with Monongalia County Schools, will offer the WVDE Language Leaper Immersion Summer Camp Program for 80 elementary students. Monongalia County elementary students who will enroll in grades 1-5 will have the opportunity to engage in a two-week thematic and content-based summer camp experience in Morgantown, WV. Students will develop initial Chinese proficiency as they interact with program instructors and the recently developed media-enhanced West Virginia Elementary Language Leaper curriculum. Learners will experience the Language Leaper program and explore Chinese language and culture within a contextualized and content-focused learning environment. Students will document their initial accomplishments and language proficiency through formative and self-assessment and will have the opportunity to continue their learning in the fall through formal Chinese classes in Monongalia County. Accomodations will be made to enrich the learning of heritage speakers. These students will have the opportunity to further their learning of the Chinese language through intermediate speaking opportunties, as well as reading and writing activities.

West Virginia Department of Education/West Virginia University/Monongalia County Schools (student)

STARTALK: WVDE Language Leaper Summer Camp Program

• North Elementary School, Morgantown, WV

The West Virginia Department of Education in partnership with West Virginia University and Monongalia County Schools present the WVDE Language Leaper Immersion Summer Camp Program for elementary students. Monongalia County School elementary students in grades K-5 will have the opportunity to engage in a two-week thematic and content-based summer camp experience in Morgantown, West Virginia. Students will develop initial Chinese language proficiency as they engage with program instructors and the newly developed media-enhanced West Virginia Elementary Language Leaper curriculum. Learners will travel aboard the Language Leaper spaceship and will explore Chinese language and culture within the experience of contextualized content-based learning. Students will document their initial accomplishments and language proficiency and will have the opportunity to continue their learning in the fall through formal Chinese classes in Monongalia County Public Schools.