STARTALK - Hindi Teacher Programs

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62 programs found.

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Showing results 1 through 25 of 62.

Arlington Independent School District (teacher)

STARTALK: Empowering Teachers for Change

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • June 11, 2012June 22, 2012Residential Program
  • AISD Professional Development Center, Arlington, TX

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

682-867-7338 • sdeering@aisd.nethttp://www.aisd.net/aisd/lote

Arlington Independent School District (teacher)

STARTALK: Empowering Teachers for Change 2

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • July 8, 2013July 19, 2013Residential Program
  • Professional Development Center, Arlington, TX

Recognizing the need to strengthen foreign language teaching, especially in the area of critical languages, Arlington ISD proposes a two-part program for Summer 2013. The program will last two weeks, and the first week of the program will target teachers who have already participated in a STARTALK teacher program and particularly teachers who were a part of the AISD program Summer 2012. This time will be used to reinforce skills presented last year and to deepen participants understanding of STARTALK principles as explicated by the Teacher Effectiveness for Language Learning (TELL) document. In the afternoons, attention will be given to individual language groups, and experiences will be much more hands-on than in the previous year. In response to participant requests from last year's program, groups of students will be brought in for micro-teach experiences. The second week will target teachers who have not yet attended a STARTALK teacher program. It will be organized around STARTALK principles as explicated by the TELL framework and will primarily address standards-based instruction, comprehensible input, and checking for understanding. Time will be allotted for a micro-teach experience for these teachers, as well.

682-867-7338 • sdeering@aisd.net

Center for Advanced Research on Language Acquisition (CARLA) (teacher)

STARTALK: Transitioning to Teaching Online

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu
  • June 23, 2014August 3, 2014: Course begin/end dates (online)
  • STARTALK:TTLO (completely online), Minneapolis, MN

This STARTALK program is for teachers of critical languages who want to teach their language online. Offered completely online, this 6-week, intensive course will give teacher participants the experience of taking an online course. Course content will focus on many different facets of a successful online language course, such as creating community, time management strategies, choosing appropriate technology tools for communicative-based activities, and developing a variety of online activity types. In addition to exploring these aspects of teaching online, participants will see these concepts in action in a model online language course. By the end of the course, participants will have created a portfolio of activities to be used in an online course. Teachers will be awarded a certificate of completion upon timely successful completion of course requirements (optional graduate credit available). Applications are due April 28, 2014. Please see the website for further information.

612-625-8848 • johnshoy@umn.eduhttp://www.carla.umn.edu/technology/STARTALK/

Center for Advanced Research on Language Acquisition (CARLA), U of MN (teacher)

STARTALK: Transitioning to Teaching Language Online

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu
  • June 8, 2015June 28, 2015: TTLO Course (online)
  • Completely online, MN

This STARTALK program is for K-16 teachers of critical languages who want to teach their language online. Offered completely online, this 3-week, intensive course will give teacher participants the experience of being an online learner. Course content will focus on many different facets of a successful online language course, such as creating community, time management strategies for teachers and students, choosing appropriate technology tools for communicative-based activities, and developing a variety of online activity types. In addition to exploring these aspects of teaching online, participants will see these concepts in action in a model online language course. By the end of the course, participants will have a portfolio of activities ready to be incorporated in an online course. Teachers will be awarded a certificate of completion upon finishing course requirements (optional graduate credits available for a fee). For more details, please see the program website.

612-625-8848 • johnshoy@umn.eduhttp://www.carla.umn.edu/technology/startalk/

Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota (teacher)

STARTALK: Transitioning to Teaching Language Online (TTLO)

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • July 8, 2013August 25, 2013
  • Transitioning to Teaching Language Online, Minneapolis, MN

This new STARTALK program is for teachers of critical languages who want to teach their language online. Offered completely online, this 6-week, intensive course will give teacher participants the experience of taking an online course. Course content will focus on many different facets of a successful online language course, such as creating community, developing a syllabus, time management strategies for teachers and students, choosing appropriate technology tools for communicative-based activities, and developing a variety of online activity types. In addition to exploring these aspects of teaching online, participants will see these concepts in action in a model online language course. By the end of the course, participants will have created a lesson for the start of an online course of their own. Teachers will be awarded a certificate of completion upon finishing course requirements. Applications are due April 26, 2013. For more details and application forms, please consult the STARTALK:TTLO website.

612-625-8848 • johnshoy@umn.eduhttp://www.carla.umn.edu/technology/startalk

Center for Applied Linguistics (teacher)

CAL STARTALK Proficiency Assessment Training Program

Washington, DC • Arabic, Chinese, Hindi, Persian, Swahili, Turkish, Urdu • June 5, 2009 October 8, 2009

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.

202-362-0700 • mmalone@cal.orghttp://www.cal.org

Center for Applied Linguistics (teacher)

STARTALK Proficiency Assessment Training Program 2010

Arabic, Chinese, Dari, Hindi, Persian, Russian, Swahili, Turkish, Urdu • May 7, 2010 July 9, 2010
  • Center for Applied Linguistics, Washington, DC

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

202-362-0700 Ext. 519 • lthompson@cal.org

Center for Applied Linguistics (teacher)

STARTALK Proficiency Assessment Training Program

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • May 14, 2011September 30, 2011
  • Center for Applied Linguistics, Washington, DC

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

202-355-1519 • lthompson@cal.org

Center for Applied Linguistics (teacher)

STARTALK Proficiency Assessment Training Program

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • June 8, 2012August 31, 2012
  • Center for Applied Linguistics, Washington, DC

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

202-355-1519 • lthompson@cal.org

Center for Applied Linguistics (teacher)

STARTALK Proficiency Assessment Training Program

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • May 17, 2013July 5, 2013
  • Center for Applied Linguistics, Washington, DC

This training program combines online and face-to-face workshop formats to provide training in language assessment. The purpose of the workshop is to help STARTALK program directors, instructors, and/or teacher trainers learn about and plan for assessment in their STARTALK summer programs, with particular attention to assessing language growth in short-term STARTALK programs. The program begins May 17, 2013 with online modules on the basics of assessment. The two initial modules are followed by a three-day workshop at the Center for Applied Linguistics beginning Monday June 3, 2013, which is followed by additional online modules. The workshop content focuses on developing high-quality assessment tasks that are appropriate for the characteristics of STARTALK learners. During the workshop, participants will focus on developing authentic language assessment tasks and rubrics for their programs. Additional modules will focus on topics of particular interest to participants and build on knowledge gained during the workshop. This workshop is limited to staff from STARTALK-funded programs.

202-355-1519 • lthompson@cal.org

Center for Applied Linguistics (teacher)

STARTALK Performance Assessment Training Program

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu
  • June 2, 2014June 13, 2014: Introductory modules (online)
  • June 16, 2014June 18, 2014: Tentative face-to-face workshop (face-to-face)
  • June 20, 2014July 13, 2014: Follow-up modules (online)
  • Center for Applied Linguistics, Washington, DC

This training program combines online and face-to-face workshop formats to provide training in language assessment. The purpose of the workshop is to help STARTALK program directors, instructors, and/or teacher trainers learn about and plan for assessment in their STARTALK summer programs, with particular attention to assessing language growth in short-term STARTALK programs. The program begins with online modules on the basics of assessment. The three initial modules are followed by a three-day workshop at the Center for Applied Linguistics which is followed by two additional online modules. The workshop content focuses on developing high-quality assessment tasks that are appropriate for STARTALK learners. During the workshop, participants will focus on developing authentic language assessment tasks and rubrics for their programs. Additional modules will focus on topics of particular interest to participants and build on knowledge gained during the workshop. This workshop is limited to staff from STARTALK-funded programs.

202-355-1519 • lthompson@cal.orghttp://www.cal.org

Center for Applied Linguistics (teacher)

STARTALK Performance Assessment Training Program

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu
  • May 22, 2015June 7, 2015: Introductory Modules (online)
  • June 8, 2015June 10, 2015: Workshop (face-to-face)
  • June 12, 2015July 2, 2015: Follow-up Modules (online)
  • Center for Applied Linguistics, Washington, DC

This training program combines online and face-to-face workshop formats to provide training in language assessment. The purpose of the workshop is to help STARTALK program directors, instructors, and/or teacher trainers learn about and plan for assessment in their STARTALK summer programs, with particular attention to assessing language growth in short-term STARTALK programs. The program begins with online modules on the basics of assessment. The two initial modules are followed by a three-day workshop at the Center for Applied Linguistics which is followed by three additional online modules. The workshop content focuses on developing high-quality assessment tasks that are appropriate for STARTALK learners. During the workshop, participants will focus on developing authentic language assessment tasks and rubrics for their programs. Additional modules will focus on topics of particular interest to participants and build on knowledge gained during the workshop. This workshop is limited to staff from STARTALK-funded programs.

202-355-1519 • lthompson@cal.org

CLASSRoad - HADI (teacher)

STARTALK - Designing Blended Language Instruction for Anywhere/Anytime Learners

Arabic, Chinese, Dari, Hindi, Persian, Turkish, Urdu • June 2, 2013July 16, 2013
  • HADI Office, Culver City, CA

BECOME AN EFFECTIVE ONLINE LANGUAGE TEACHER: This fully online program is delivered in English and is designed by experts in blended/distance language learning. Topics include: online learning environments, learning management, student orientation, backward design for blended contexts, student-centered instruction, assessment, trouble-shooting, and teacher effectiveness evaluation. Instruction will closely reference ACFTL standards, communicative skills, language assessment, and integration of culture and content. Individual and collaborative work will offer opportunities to utilize tools like Google Moderate, Google Hangouts, Edmodo, and Rich Internet Applications, among others, to deliver blended instruction in target languages. The program is comprised of two components. ONLINE PART 1: Open to all LCTL instructors, is a two-week asynchronous workshop featuring instructional video clips, discussion forums, quizzes, and assignments to be completed within a timely manner according to your personal daily availability. ONLINE EXTENSIVE PART 2: Open to a limited number of top-performers from Part 1 who are Arabic, Persian and Chinese instructors, and involves professional goal-setting and three days of preparation for micro-teaching, and three days of micro-teaching and peer feedback. Micro-teaching will be in the form of delivering a lesson to students at California State University, San-Bernardino using the distance learning tools covered and modeled in the program.

310-845-6149 • munir@hadi.orghttp://classroad.com/startalk

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Teachers of Critical Languages at Concordia Language Villages

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • Residential Program
  • June 21, 2015July 1, 2015: Program segment (face-to-face)
  • Concordia Language Villages, Bemidji, MN

Principles of second language and immersion pedagogy serve as the framework for this graduate level course. This is a residential program designed for K-16 teachers of critical languages. Observation, participation in, and analysis of a variety of methodologies in action will help participants define their personal instructional philosophy. STARTALK teachers learn and practice: a) strategies for staying in the target language in both formal and informal instructional settings; b) formative and summative Standards-based assessments of students’ communication skills and cultural understandings; c) content-based teaching strategies; d) integrating culture into the teaching of language; and e) meeting the needs of diverse learners. Brandon Locke, dean of teacher development programs, is the program director and lead instructor. Jing Zhao, a Chinese immersion teacher, serves as co-instructor. Dr. Donna Clementi will also be a guest instructor focusing on instructional unit design and standards-based Integrated Performance Assessment model. The program is housed at Bemidji State University (Bemidji, MN) with regular visits to Concordia Language Villages sites. Participants receive room/board on the BSU campus. Four graduate credits are awarded for successful completion of the course. In addition, each participant will receive up to $350.00 to defray the costs of travel to Bemidji, Minnesota.

907-242-1671 • blocke@cord.eduhttp://www.ConcordiaLanguageVillages.org

Consortium of Illinois Language Schools (teacher)

STARTALK Nurture Teacher Program

Chinese, Hindi • April 9, 2010 August 8, 2010
  • Chinese Culture Center, Westmont, IL

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

630-810-1228 • fredlu98@gmail.com

Indiana University (teacher)

STARTALK HUTEP (Hindi Urdu Teacher Education Program) 2012

Hindi, Urdu • June 18, 2012June 22, 2012Residential Program
  • Bloomington, IN

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

812-855-6697 • sh2@indiana.eduhttp://www.iub.edu/~indiast

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

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

Arabic, Hindi • May 16, 2011June 6, 2011
  • Days Inn Baton Rouge/Siege, Baton Rouge, LA

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

225-229-0905 Ext. 1 • iclcehotard@gmail.comhttp://www.iclce.org

Kean University (teacher)

Kean STARTALK 2011: Hindi 2.0 (Teacher)

Hindi • June 13, 2011June 17, 2011Residential Program
  • Kean STARTALK 2011: Hindi 2.0 (Teacher), Union, NJ

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

908-737-7134 • jjensen@kean.edu

Kean University (teacher)

Kean University 2012 STARTALK Teacher Program

Hindi, Urdu • June 4, 2012June 8, 2012
  • Kean University, Union, NJ

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

908-737-7134 • jjensen@kean.eduhttp://www.kean.edu

Kean University (teacher)

Preparing Teachers of Hindi and Urdu for Digital Age Learning in Global Environments

Hindi, Urdu • July 15, 2013October 19, 2013Residential Program
  • Kean University, Union, NJ

The 2013 Teacher education Program, Preparing Teachers of Hindi and Urdu for Digital Age Learning in Global Environments, is designed to enhance the knowledge and skills needed for successful language teaching in standards-driven, face-to-face and virtual learning environments through the use of the Global Project-Based Learning instructional model. Accordingly, professional learning experiences in the Teacher Program will focus on “new” teacher roles, “new” pedagogies and leveraging of the power of advanced technologies to facilitate learning that consistently places language and culture skill development in a global context. An emphasis will be placed on the development of the 21st century literacies and practices that learning in networks and globally connected online communities’ demand of today’s practitioners, as well as on the development of students’ global competencies and the use of the Global Competence Matrix for World Languages (Asia Society, 2011). In addition, since teaching in contemporary learning environments requires an understanding of how technology relates to the pedagogy and content, teachers will be engage in activities that develop heightened understanding of how to use a range of technologies to accomplish learning and work goals.

908-737-7134 • jjensen@kean.eduhttps://sites.google.com/a/kean.edu/globaled/globaled_initiatives

Kean University (teacher)

Preparing Teachers of Hindi and Urdu for Digital Age Learning in Global Environments

Hindi, Urdu • Residential Program
  • July 7, 2014July 11, 2014: Program segment (face-to-face)
  • Kean University School for Global Education & Innovation, Union, NJ

Designed specifically for Emerging Teachers who have previously participated in STARTALK teacher training programs and who have sufficient classroom experience to know "what they want to learn”, this program includes one-week of onsite training provided by recognized language and pedagogy experts, and three-weeks of onsite/online clinical practice with coaching in the Student Program. The goal of the program is to enhance participant knowledge and skills needed for successful teaching in standards-driven, face-to-face and virtual learning environments through the Global Project-Based Learning instructional model, while respecting and validating the professional experiences they have garnered in practice. The program is designed to actively engage teachers in hands-on, collaborative learner-centered strategies that incorporate global content as the context for developing language/culture skills, global competencies and habits of mind needed for teaching Hindi and Urdu effectively in 21st century learning environments. Learning experiences focus on “new” teacher roles, “new” pedagogies and the kinds of assessments that enable teachers to effectively leverage the power of advanced technologies to support language learning.

908-737-0552 • jjensen@kean.eduhttps://sites.google.com/a/kean.edu/globaled/globaled_initiatives

Kean University (teacher)

Introduction to Global Project-Based Learning for Teaching World Languages

Hindi, Urdu • Residential Program
  • July 13, 2015July 17, 2015: Program segment (face-to-face)
  • Kean University, School for Global Education & Innovation, Union, NJ

This program is designed as a 1.5 credit graduate level course that focuses on preparing Hindi and Urdu teachers to integrate global and cross-disciplinary content into the development of standards-based language curriculum while leveraging the use of digital technologies to provide ongoing opportunities for virtual cross-cultural interactions with partner schools in India/ Pakistan. The syllabus includes the foundational theoretical knowledge and pedagogical strategies required to enable teachers to develop increased student language proficiency and intercultural/global competence by using language purposely to investigate the world, recognize others’ perspectives, communicate ideas and collaborate in cross cultural environments in order to engage in global problem solving and innovation. The Program targets 10 "emerging" teachers of Hindi/ Urdu who have previously participated in STARTALK Student and/or Teacher Programs in New Jersey/other states and includes10 teacher candidates for the MA Program in Hindi/Urdu Language Pedagogy.

908-737-0552 • jjensen@kean.edu

Kent State University (teacher)

STARTALK Teacher Leadership Academy: Integrating Technology with Best Practices

Arabic, Chinese, Hindi, Russian • June 13, 2010 June 19, 2010Residential Program
  • Kent Main Campus, Kent, OH

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

330-672-1813 • bbaer@kent.eduhttp://fla.mcls.kent.edu

National Council of Less Commonly Taught Languages, Inc. (teacher)

NCOLCTL StarTalk LCTL Professional Development Program

Arabic, Dari, Hindi, Korean, Persian, Swahili, Turkish, Urdu • Residential Program
  • July 13, 2015July 17, 2015: Program segment (online)
  • July 20, 2015July 31, 2015: Program segment (face-to-face)
  • Bloomington, IN, Bloomington, IN

The NCOLCTL 2015 Startalk Professional Development Program is a hands-on training of prospective and new teachers of one or more LCTLs at the post-secondary level; these languages include Arabic, Dari, Hindi, Korean, Persian, Swahili, Turkish, and Urdu. There are two parts to this program. Overall, the program will be a three-week program; One week of distance learning and two weeks of residential face-to-face instruction in Bloomington, Indiana. Fourteen new or prospective LCTL instructors will be selected to participate in this three-week intensive summer program. They will have hands-on training on the implementation of standards-based curriculum, Understanding By Design, and performance assessment. The face-to-face program will involve a series of lectures and discussion sessions in the morning while the afternoons will be devoted to hands-on activities such as teaching practice, lesson plans development, curriculum design, and assessment rubric for evaluating learning outcomes. The success of the program will be measured by the participants' deliverables and teaching performance. We will share common "Look For's", Observable Behaviors developed from desired results of the program and TELL materials. These Look For's align with program goals on lesson planning, performance assessment and Backward Curriculum Design, Integration of Culture, Content, and Language, and Learner Centered Instruction.

812-856-4191 • ayschlei@gmail.comhttp://www.startalk.ncolctl.org/2015-startalk

New York University (teacher)

STARTALK Intensive Teacher Training Program 2009: Hindi and Urdu

New York, NY • Hindi, Urdu • July 6, 2009 July 17, 2009Residential Session

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.

212 992-9623 • startalk.nyu@nyu.eduhttp://www.scps.nyu.edu/startalk
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