STARTALK 2010 - Persian Programs

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9 programs found.

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Showing results 1 through 9 of 9.

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

202-362-0700 Ext. 519 •

San Diego State University Research Foundation (teacher)

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

Dari, Persian • June 7, 2010 June 18, 2010Residential Program
  • SDSU-LARC Dari/Pashtu/Persian Teacher Workshop 2010, San Diego, CA

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

619-594-1259 • nleonard@projects.sdsu.edu

New York University (teacher)

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

Arabic, Dari, Persian • June 14, 2010 June 25, 2010Residential Program
  • SCPS at the Woolworth Building, New York, NY

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

212-992-9623 • startalk.nyu@nyu.edu

Northern Virginia Community College (teacher)

NOVASTARTALK 2010: Teaching with Technology

Arabic, Chinese, Hindi, Persian, Swahili, Turkish, Urdu • June 21, 2010 June 25, 2010Residential Program
  • NOVASTARTALK, Arlington, VA

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

703-845-6325 • lfranklin@nvcc.edu

UCLA Center for World Languages (student)

Persian for Persian Speakers

Persian • June 29, 2010 July 29, 2010
  • UCLA Center for World Languages, Los Angeles, CA

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

310-825-2510 • lglew@international.ucla.edu

National University (student)

NU Student Persian STARTALK 2010

Persian • July 5, 2010 July 30, 2010
  • NU Spectrum Business Park Campus, San Diego, CA

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

858-642-8598 • amokhtari@nu.edu

San Diego State University Research Foundation (student)

2010 Persian STARTALK Camp Grades 1-12

Persian • July 6, 2010 July 30, 2010
  • SDSU-Language Acquisitition Resource Center Persian Student Summer Camp, San Diego, CA

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

619-594-1259 • nleonard@projects.sdsu.edu

University of Pennsylvania (teacher)


Persian • July 12, 2010 July 23, 2010Residential Program
  • University of Pennsylvania, Philadelphia, PA

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

215-746-2882 • pardis@sas.upenn.edu

UCLA Center for World Languages (teacher)

Heritage Language Teacher Workshop

Arabic, Chinese, Dari, Hindi, Persian, Russian, Urdu • July 19, 2010 July 23, 2010Residential Program
  • UCLA Center for World Languages, Los Angeles, CA

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

310-825-2510 • kathryn@humnet.ucla.edu
Showing results 1 through 9 of 9.