STARTALK 2009 - Programs in MD
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.
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.
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.
Frederick County Public Schools (student)
STARTALK Center for Chinese Studies
Howard Community College (student)
STARTALK Intensive Critical Language Learning Experience for Howard County Students
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.
