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.

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.

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.

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.

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 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.

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.

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 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.

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 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.

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, 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.

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.

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 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 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.

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 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 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.

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.

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.

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 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, 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.

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 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.

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.

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.

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/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.

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.

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.

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.

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.

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.

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

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.

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 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.

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 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.

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 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.

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.

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.

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.

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, 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, 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.

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