STARTALK 2009 - Programs

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.

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.

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. The 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), to groups of Arabic teachers. This 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 who complete the program will be awarded a generous stipend of $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.

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.

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.

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.

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.

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

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.

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.

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 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.

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

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 Chinese Flagship Center (teacher)

Brigham Young University Chinese Teacher Training Workshop 2009

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 (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

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 during the program learning basic language skills, which will enable them to conduct basic daily conversations in Chinese 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. Breakfast and lunch provided. Teaching grants ($400 each) are available.

CAIS Institute (student)

CAIS Institute Summer Chinese Program

CAIS Institute, in collaboration with the San Francisco Unified School District (SFUSD), is offering two intensive Chinese language programs for high school students and for 1st-3rd grade SFUSD Mandarin Immersion students. HIGH SCHOOL CHINESE PROGRAM: This intensive language program is open to Bay Area high school students, grades 9-12. 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. GRADES 1-3 MANDARIN IMMERSION CAMP: 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 both schools, thereby reinforcing and furthering the children’s language learning. Students in each program will experience Chinese language and culture through a wide variety of traditional and cultural activities. Language acquisition will come naturally to the students as a result of their participation in these fun, immersion-based activities in addition to structured classroom learning.

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 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 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.

Cape Henlopen School District (teacher)

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

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.

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 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.

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 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.

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.

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 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.

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 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: 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 (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.

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.

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.

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 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 Chinese Language Academy (student)

DePaul Chinese Language Academy: Intensive Chinese Student Program

DePaul University and STARTALK's 2009 Summer Chinese Language Academy (CLA) for Academically Gifted High School Students Intensive Beginning or Intermediate Chinese - June 22-July 22, 2009: Classes held daily, M-F, 9:00 am – 3:00 pm at DePaul’s Lincoln Park Campus, Chicago June 19, 2009: Mandatory Orientation & Placement Testing 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 choose one of the following college-level courses: Chinese 110 – Beginning Chinese – targeting students with limited knowledge of Chinese or no prior formal instruction; Chinese 197 – Intermediate Chinese – open to students with a minimum of one year enrollment in a Chinese world language course in high school OR equivalence in oral/reading/written proficiencies OR past participation in DePaul’s 2008 STARTALK Chinese Language Academy. Note: Final course placement may be determined by testing on Friday, June 19, 2009 which is Orientation Day; all admitted students are required to attend. 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.  CLA provides students with: daily lunches plus all books, course materials, and access to audiovisual/technology equipment to fulfill performance-based course objectives & produce video projects. Both courses provide high school elective credits equivalent to 100 classroom hours. {Note: CLA courses are available for college credits following DePaul’s undergraduate tuition fees.} 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

Teacher Training and Professional Development Course (N=30 hours or CPDUs): June 15-June 26, 2009: Classes held daily, M-F, 9:00 am – 1:00 pm at DePaul’s Lincoln Park Campus, Chicago, Illinois Mandatory Practicum (N=30 hours or CPDUs): Track I - June 22-26: 1:00 pm – 3:00 pm; June 29 – July 2: 10:00 am – Noon; July 6-17 – Select any 12 hours OR Track II - June 22-26: 1:00 pm – 3:00 pm; June 29 – July 2: 11:00 am – Noon, 1:00 – 3:00; July 6-July 10 – Select any 8 hours DePaul University's Chinese Language Academy (CLA), offers for the third consecutive year, an integrated professional development & graduate course in Teaching Chinese. Providing 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 gain: a) understanding of state and national requirements for K-12 Chinese language teaching; b) experience in performance-based communicative Chinese teaching approaches; c) pedagogical strategies and practices to help students develop linguistic and cultural proficiency in Chinese; and d) integrated instruction in theories and practice. In addition, teachers 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). Application deadline: June 5, 2009 or open based on availability.

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.

Frederick County Public Schools (student)

STARTALK Center for Chinese Studies

George Mason University (teacher)

Brain-Compatible Differentiated Instruction for Diverse Language Learners

This workshop for pre- and in-service as well as heritage teachers of Arabic and Chinese will highlight the needs of heritage language learners as well as culturally, linguistically, and cognitively diverse learners, using brain-compatible differentiated instruction as a research source. The literature on brain-compatible and learner-centered instruction and interactive activities provides a sound theoretical foundation for an integrated, multidimensional style of education across languages, learning styles and cultures. Based on current studies, this workshop will provide teachers the opportunity to create learning environments that foster the development of all learners. The workshop is also designed to meet the challenge of providing hands-on teacher training in the introduction and application of interactive approaches in brain-compatible differentiated instruction. Focus will be placed on successful practices of teachers who thoughtfully use brain-compatible theories of research to provide learners with opportunities to learn and acquire language in the manner in which they are most receptive and how that maximizes their potential to learn and become successful. The workshop will highlight how varied approaches can be applied to language learning thereby enhancing teacher expertise, student performance, and lead to the creation of new materials for teaching both Arabic and Chinese.

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: Many of Leonardo da Vinci's great inventions were scientific marvels...and they would make excellent toys. Fill your toy box with wooden creations of your own. The morning session will be filled with clockwork cars, attacking a castle with your own catapult,creating a camera obscura, and showing your artistic side while making a revolving stage. The afternoon will be filled with other inventions including the improvised car, creating a pinball machine, designing a robot drum, and racing a paddlewheel boat. You'll explore the mind of one of the world's greatest people—Leonardo da Vinci! Amusement Park Science: Ever want to design your own amusement park? Master circuits and motors as you create the rides of your dreams. Harness the forces of gravity to construct a room-sized roller coaster. Twirl, ride, bump, and dive your way into this thrill ride of a camp! Experiment and see how things can flash, fizz, stick, and glow while building your own fun physics carnival with mini rides and games. Experience "techno-candy" that chemically reacts in your mouth and explodes with flavor. Investigate solar sunglass science and flashing LED polymer squish balls. The fun never ends when you take this carnival home and challenge your friends. After lunch, step out to the wild side of science. Meet "Speedy," a real desert tortoise, as you create your own wild animal park complete with an awesome ocean, a radiant rainforest, and a dry desert. This camp is so hot, it's cool. Robot Monster Garage: Gear up for the next generation of robot transformers! Use the power of science to build your own monstrous creation, ready to battle and race in our monster robot pit. That's up to you! Join the great "Electron Rip-off" as you make an electro-powered robot bug and meet our superhero, "Mini Magneto." After lunch, design your ride! Use Newton's Laws to create your very own crazy cool set of wheels, souped up for speed and ready to race. Step up to a supersonic rock and roll sound studio, the beautiful bat cave, and the slimy polymer Olympics. 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.

HindiUSA, Inc. (student)

STARTALK Summer Program 2009

Hindi student program STARTALK Summer Program, 2009 Executive Summary HindiUSA’s main is to popularize Hindi, especially in young students, because it will help them to compete economically in the world market. HindiUSA, a non-profit and volunteer organization based in New Jersey, is actively engaged in teaching Hindi to more than 1,600 students and promoting the language for the last 10 years. We have more than 200 qualified Hindi teachers. With the help from STARTALK, we can further advance and spread this rich language. We strongly believe that the Hindi education should be tailored to students according to their age and proficiency level. This is why we will select 30 students from the age group 12-14 in three groups based on their Hindi skills, and put together separate lesson plans and teaching materials. 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. A couple of our sample lesson plans are included in the following links: 2009 STARTALK Proposal — HindiUSA, Inc. {73f9ab48-8b76-88ab-29b2-c36222e0fd49} 2 http://hindiusa.org/index.php?option=com_content&task=view&id=78&Itemid=1 http://hindiusa.org/index.php?option=com_content&task=view&id=77&Itemid=1 Students will be assessed by taking mental notes about their progress, by administering oral tests and quizzes, and by exposing them to hands-on learning experience in classrooms as well as during field trips. The outcome of the program will be determined by students’ willingness and enthusiasm to learn, by their attendance, by their scoring in tests, and by their responses in surveys. Teachers’ response and their satisfaction after the program will also be taken into account for judging the success of the summer course. There is a growing demand for learning Hindi and Indian culture. This program will partly fulfill the demand inside and out of the heritage community. HindiUSA is fully equipped to utilize the opportunity to impart the essential Hindi education to the students through this summer program. Some of the achievements of HindiUSA are indicated in the link below. http://hindiusa.org/index.php?option=com_content&task=view&id=76&Itemid=1 HindiUSA’s team for this summer program has fully prepared itself to carry out all necessary contents of the program. After receiving the grant, we will complete the formalities of informing the team members, finalizing our teaching plans, arranging field trips, food, and rewards. Our entire summer course team is extremely qualified to assume all teaching related activities. A link describing duties for each position is provided below: http://hindiusa.org/index.php?option=com_content&task=view&id=75&Itemid=1 The program will be evaluated using students’ response, teachers’ response, and by survey and follow-up mailing. We are partnering with a premier teaching institution. This course will also help them bring Hindi as an elective language. HindiUSA will also continue to promote Hindi after this summer course.

Howard Community College (student)

STARTALK Intensive Critical Language Learning Experience for Howard County Students

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.

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.

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.

India Studies Program, IU-Bloomington (student)

STARTALK SIPHUR 2009

STARTALK SIPHUR (Summer Intensive Program for Hindi and Urdu) 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 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 four to five 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. The 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, Inc. (student)

STARTALK High School 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 components, teacher-made test assessment materials, and Lingua Folio assessment materials), students will earn 1 Carnegie unit (2 high school semesters) of foreign language credit. Instructional strategies are based on ACTFL's 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 of the STARTALK/ICLCE 2009 Arabic Immersion Program will allow students to acquire and enhance computer skills to videotape, edit, blog, and create Web sites illustrating their language acquisition progress. It is important to note at this juncture that the program is currently full; 25 applicants from around the United States have been selected, and fifteen applicants are on the waiting list.

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

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.

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. .

Los Angeles Unified School District (student)

Passport To India

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

Los Angeles Unified School District (student)

Passport to the Arab World

Students at Bell and Roybal High Schools will accelerate their learning of Arabic by studying the language through different themes. The rich and mystical culture of the Middle East will be explored in a high interest, low anxiety environment. Technology such as document readers, MP3 players, laptops, and the Internet will be a core feature in the classroom to motivate students and emphasize interactive learning and teaching. 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.

Loyola Marymount University (teacher)

Chinese Language Teacher Preparation: Summer Institute for 2009

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

Michigan State University (teacher)

STARTALK: Learning Arabic and Making Connections: The Third C

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

Michigan State University (student)

STARTALK: Learning Arabic and Making Connections: The Third C

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

Middlebury College Language Schools - Chinese (teacher)

STARTALK Workshop for Teachers of Chinese

With the assistance of a STARTALK grant the 2009 Middlebury Chinese School has provided scholarships to make it possible for current and prospective K-12 teachers of Chinese to enroll in the residential MA program (June 29 to August 15th, 2009) and to participate in a program which will have an intensive focus during two weeks (July 27-Aug 7) on classroom practices and instructional resources. The workshop will be a component of the six-week MA program and as such, will be open only to enrolled MA students. In addition to graduate level courses, students will have the opportunity to work on curriculum design and materials development during the full six-week program. Through lectures, discussion, and hands-on experiences, participants will learn to understand the nature and process of learning Chinese as a foreign language, to identify critical issues in Chinese foreign language pedagogy, and to enhance their ability to develop appropriate teaching materials. They will plan and develop effective classroom activities to help students develop proficiency in the target language across the three communicative modes (interpersonal, interpretive, and presentational,and the five goal areas (communication, cultures, connections, comparisons, and communities) as outlined in the Standards for Foreign Language Learning in the 21st Century. Stipends are also available for students to develop materials if they are willing to share their materials with the public. As members of the Middlebury Chinese School, students will be fully engaged in a cultural and language immersion environment, with close daily contact with staff and faculty at all times. In addition to the completed MA application form (available at http://www.Middlebury.edu/academics/ls/applications/), students interested in this workshop should also submit an essay that describes: the applicant’s background in teaching Chinese as a foreign language, how the professional training enhances her or his teaching as a current or prospective teacher of Chinese at the pre-college level, and what materials will be developed to share with other teachers. This will help us to individualize the training program to accommodate all students' needs. Please send all application material to: Ms. Anna Sun Chinese School Coordinator Sunderland Language Center Middlebury College Middlebury, VT 05753

Middlebury-Monterey Language Academy (student)

Middlebury-Monterey Language Academy - Chinese

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

Middlebury-Monterey Language Academy (student)

Middlebury-Monterey Language Academy - Arabic

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

Montgomery County Public Schools (teacher)

Montgomery County Public Schools Chinese and Arabic Teacher Institute

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

National Capital Language Resource Center (teacher)

Arabic K-12 Hands-On

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

National Capital Language Resource Center (teacher)

Writing & Implementing an Arabic Curriculum K-12

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

National Council of Less Commonly Taught Languages (teacher)

Swahili Teacher Development Institute

STARTALK Summer Swahili Professional Development Program July 13-24, 2009 This Swahili Professional Development Program, sponsored by STARTALK and organized by the National Council of Less Commonly Taught Languages, is a hands on training of prospective and new teachers of Swahili at the post-secondary level. Ten new or prospective Swahili instructors will be selected to participate in a two-week intensive summer program – July 13-24, 2009. Participants will have hands-on training in the implementation of standards-based curriculum and instruction, backward curriculum design model and communicative approach. During the first week of the program, participants will be introduced to the main theoretical and pedagogical concepts of teaching Swahili as a foreign language through a combination of lectures, seminars, hands-on workshops, and micro-lesson presentations to get a clear understanding of the basic concepts of teaching Swahili as a foreign language. The second week will involve practicum. During this period, participants will work closely with coaching Master Teachers that they will observe. They will also reflect on the practices of the master teachers, and discuss issues that arise from the activities of the master teachers. Participants will also be given time to teach and receive feedback on their teaching activities. Participants who complete the program will be awarded a generous stipend of $1,000 to cover travel expenses. Accommodation will also be provided for participants who live outside of Madison. NCOLCTL will issue a certificate of completion to all the participants that complete the program.

National University (student)

NU STARTALK 2009 - Student Persian

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

New York University (teacher)

Startalk Teacher Training Program 2009: Arabic and Persian

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

New York University (teacher)

STARTALK Intensive Teacher Training Program 2009: Hindi and Urdu

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

Northern Virginia Community College (teacher)

Powering Up Your Chinese and Arabic Language Courses With Technology

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

Occidental College (teacher)

Putting the Arabic Standards Front and Center

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

OneWorld Now! (student)

OneWorld Now! Chinese Student Program

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

OneWorld Now! TIDES Center (student)

OneWorld Now! Arabic Student Program

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

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

STARTALK Summer Concentrated Hindi Program for High School Students

Students coming to the United States from India need to maintain their heritage language and appreciate their culture and identity. In the past decade, India has become a large global economy. Hindi language and culture have been attracting worldwide attention in schools, colleges, and universities. This program will provide opportunities for those interested in the international job market and may lead to the study of Hindi in high schools. This program will run for 3 weeks from July 6-24, 2009, Monday to Friday. There will be 3 classes of 15 students each, and there will be in class and out of class instruction. The STARTALK Summer Program will admit any students interested in learning Hindi with some background or exposure to Hindi. The STARTALK Summer Program will be a preparation for the New York State Languages Other Than English (LOTE) Regents Exam that is required for high school students to earn an Advanced Regents Diploma. Students will earn college level foreign language credits and receive 75 contacted hours by NYU. Instruction will focus on developing conversational skills (C1-Communication) in Hindi language using simple words, phrases, and sentences. Students will also acquire awareness of cultural practices (C2-Cultural Awareness) and artifacts of India. NY City licensed and experienced teachers will be teaching the STARTALK Summer Hindi Program.

Queens University of Charlotte (student)

Queens University of Charlotte 2009 Summer Institute in Chinese

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

Regents of the University of Minnesota (teacher)

STARTALK Mandarin Elementary Immersion Summer Teacher Education Program

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

Rochester City School District (student)

Rochester City School District Chinese and Swahili Language Camps

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

Rutgers, The State University of New Jersey (teacher)

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

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

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

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

San Diego State University Research Foundation (student)

2009 Persian STARTALK Camp, Grades 1-12

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

San Diego State University Research Foundation (student)

Turkish Language and Culture STARTALK Program

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

San Francisco State University (student)

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

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

San Francisco State University (teacher)

Institute for Innovative Teaching of Chinese

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

Seattle Public Schools (teacher)

Seattle STARTALK 3

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

Springfield Public Schools (student)

Elementary Chinese Language and Culture Immersion Program

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

Teaching Chinese Resources (teacher)

STARTALK Good Will Program

Teaching Chinese Resources (student)

STARTALK Good Will Program

The College Board (teacher)

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

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

The Ohio State University (student)

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

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

The Ohio State University (teacher)

Chinese Program Enhancement Project

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

The Pennsylvania State University (student)

Penn State STARTALK Arabic Academy

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

The Regents of the University of California (teacher)

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

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

The University of Massachusetts Boston (student)

STARTALK Student Mandarin Summer Camp

The University of Mississippi (student)

Mississippi Chinese STARTALK 3

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

The University of Montana (student)

Montana Arabic Summer Institute for Students

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

The University of Pennsylvania (student)

Penn STARTALK Intensive Hindi Student Program

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

The University of Pennsylvania (teacher)

Penn STARTALK Teacher Training Institute for Hindi & Urdu

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

The University of Pennsylvania (student)

Penn STARTALK Intensive Urdu Student Program

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

UCLA Center for World Languages (teacher)

Heritage Language Teacher Workshop

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

UCLA Center for World Languages (student)

Hindi for Heritage Speakers of Hindi

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

UCLA Center for World Languages (student)

Persian for Persians

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

University of Florida (teacher)

Florida STARTALK for Teachers of Chinese, Grades 6-12

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

University of Hawaii at Manoa (student)

University of Hawaii 2009 Chinese Immersion Sports Camp

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

University of Hawaii at Manoa (teacher)

2009 Hawaii Chinese Language Teacher Training Institute

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

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

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

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

University of Massachusetts Boston (teacher)

Summer Institutes for Teachers of Chinese Language

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

University of New Mexico (student)

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

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

University of Pennsylvania (student)

STARTALK Penn High School Chinese Academy Program

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

University of Pennsylvania (teacher)

Professional Curriculum and Material Development Workshop for Teachers of Persian

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

University of Virginia (teacher)

Virginia STARTALK Chinese Teacher Academy

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

Virginia Beach City Public Schools (student)

Virginia Beach STARTALK Elementary Chinese Academy (VBSECA)‎

The STARTALK Summer Academy will increase opportunities for language-learning in ‎elementary schools; set a model for other elementary schools to offer languages; focus ‎attention on Mandarin Chinese, prompting expansion and an increase in enrollment at the ‎secondary level; promote community awareness of the need to begin languages ‎in ‎elementary school; and remind stakeholders of the necessity to learn a critical needs ‎language such as Mandarin Chinese. The fifth-graders who will attend the Academy will ‎be encouraged to continue their language study in an after-school program. ‎ Forty-five students will be selected on a first-come, first-served basis. However, students ‎recommended to attend summer school are not eligible. There are no fees required, and ‎bus service will be provided.‎

Virginia Commonwealth University (student)

Virginia STARTALK Arabic Academy

The Virginia STARTALK Arabic Academy is integrated into the 2009 "Global Village" of the Virginia Governor's Foreign Language Academies (VGFLA) sponsored by the Virginia Department of Education. Sharing campus facilities and participating in several joint activities with the VGFLA, the three-week residential Arabic program for current Virginia tenth- and eleventh-grade foreign language students is housed on the campus of Virginia Commonwealth University in Richmond from June 28, 2008, through July 19, 2009. The academy accepts beginners as well as students with prior study of Arabic.

Virginia Commonwealth University (student)

Virginia STARTALK Chinese Academy

The Virginia STARTALK Chinese Academy is integrated into the 2009 "Global Village" of the Virginia Governor's Foreign Language Academies (VGFLA) sponsored by the Virginia Department of Education. Sharing campus facilities and participating in several joint activities with the VGFLA, the three-week residential Chinese program for current Virginia tenth- and eleventh-grade foreign language students is housed on the campus of Virginia Commonwealth University in Richmond from June 28, 2008, through July 19, 2009. The academy accepts beginners as well as students with prior study of Chinese (Mandarin). The program runs concurrently and in collaboration with the University of Virginia STARTALK Chinese Teachers Seminar.

Washington-Saratoga-Warren-Hamilton-Essex Board of Cooperative Educational Services (student)

StarTalk Summer Language Immersion and Culture (SSLIC) Program

The StarTalk Summer Language Immersion and Culture (SSLIC) Program offers both elementary and secondary students the opportunity to explore Chinese language and culture in an activities-based program. Cooking, tai chi, calligraphy, watercolor painting, ribbon dancing, and puppetry are among the SSLIC activities. Technology-supported activities are also incorporated to reinforce learning. Community connections are developed via peer tutors from the heritage community and online exchanges with students in China. Secondary students also participate in a trip to Chinatown. The SSLIC Program, which is non-residential, is offered at two sites in New York: Saratoga Springs (elementary) and Queensbury (secondary). During the 2009-2010 school year, follow up activities will include an online course and after-school program.

West Windsor-Plainsboro Regional School District (student)

STARTALK Hindi Immersion Camp

West Windsor-Plainsboro regional school district, in collaboration with NYU, is running a two week STARTALK student Hindi immersion camp for high school-level, non-heritage learners. Students will virtually visit different places in India. They will visit historic monuments and fairs, as well as participate in the festivals held in the region. The curriculum follows standards for foreign language learning and emphasizes on communicative goals. By learning about the artifacts and practices of the Indian culture, students will gain perspective on Indian culture. Students will learn to appreciate the language, people, and culture of India. Keeping in mind the different needs of learners, the program offers both beginner- and intermediate-level programs. Students will engage in a variety of activities and go on field trips and work on projects to improve their language skills. They will be assessed on their performance regularly through quizzes, journal entries, projects, and self evaluations. Students who desire to have Hindi language on their transcript can apply for credit by requesting an Option ii form and demonstrating proficiency on the STAMP or OPI. Highly qualified teachers will make the program engaging and challenging for the kids. All experiences will be conducted completely in Hindi.

Yinghua Academy (student)

Abacus for Kids: Learning Chinese Language and Culture Through Math Activities

Yinghua Academy’s Abacus for Kids: Learning Chinese Language and Culture Through Math Activities is a 2-week Chinese language immersion summer camp designed to provide K-4 children (ages 5-10) with easy and enjoyable activities as they discover Mandarin Chinese language and culture. The complex beauty of the Chinese language and cultural concepts will be discovered through mathematics. By learning about the abacus, students will learn the Chinese counting system and recognize the place values of each bead. Students will also learn to compare the abacus and the calculator. Math in Our Daily Life is the central, mathematics-oriented theme. Activities will include math numbers and operations, geometric and measurement concepts, and simple algebra. All activities follow the state of Minnesota’s math teaching standards and the National Council for Teaching Math K-4’s standards. Lessons include culturally specific children’s games, storytelling, hands-on activities, and cultural exploration, along with total physical response activities and immersion teaching strategies. Camp activities will conclude with a mini-Chinese carnival to allow students to experience a traditional market and use learned math concepts and Chinese language skills. Students will be grouped based on their previous learning experiences with Chinese. Students who indicate financial difficulties will be considered for scholarships.