STARTALK 2015 - Programs

Program Search

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151 programs found.

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Showing results 1 through 25 of 151.

Loyola Marymount University, Los Angeles (teacher)

LMU 2015 STARTALK LMU Mandarin Teacher Summer Institute

  • May 5, 2015May 28, 2015: Course 1: Content-Based Language Instruction and Curriculum Development (online)
  • June 6, 2015June 6, 2015: 4 hour Face To Face session (face-to-face)
  • June 15, 2015June 26, 2015: Course 2: Practicum in Teaching Mandarin in PreK-12 Settings (face-to-face)
  • October 14, 2015December 9, 2015: Course 3: Assessment Basics (online)
  • January 5, 2016January 30, 2016: Course 4: Chinese Grammar Pedagogy (online)
  • Loyola Marymount University, Los Angeles, CA

The School of Education at Loyola Marymount University (LMU) is committed to responding to the state and national demand for highly qualified Mandarin language teachers by offering two pathways for teacher preparation. Pathway 1 is the Credential Program and includes the completion of coursework leading to a California teaching credential, Master's degree and bilingual authorization (2 cohorts of teacher candidates, 17 total). Pathway 2 is the Certificate in Teaching Mandarin in PreK-12 Settings, a hybrid program consisting of 12 continuing education units of credit (120 professional development hours) offered through LMU Extension (14 participants). Since our first StarTalk grant in 2008, 26 of our recipients have graduated with Master’s Degrees. Many of our graduates have taken teaching positions in southern California and throughout the nation and are "highly qualified," according to the national definition set forth in No Child Left Behind (2001).

310-338-2924 • magaly.lavadenz@lmu.edu

College Board (teacher)

Chinese Guest Teacher Summer Institute

Chinese • Residential Program
  • May 20, 2015June 3, 2015: Pre-Institute Online Modules (online)
  • July 22, 2015August 1, 2015: Guest Teacher Summer Institute (face-to-face)
  • University of California, Los Angeles, Los Angeles, CA

The Chinese Guest Teacher Summer Institute (GTSI) offers professional development for newly arriving teachers from China, prior to their placement as visiting teachers of Chinese language and culture in elementary and secondary schools across the United States. The primary goal of the GTSI is to prepare the guest teachers to teach effectively in American classrooms through a combination of interactive sessions and hands-on teaching practice. The program covers topics such as the structure of U.S. K-12 education, K-12 foreign language teaching standards, communication strategies, course design, classroom management, materials development, and more. The GTSI is only open to teachers selected for the College Board Chinese Guest Teacher Program. The program is organized by College Board in collaboration with the National Council of State Supervisors for Languages (NCSSFL) and the UCLA Confucius Insitute, and is hosted on the UCLA campus.For questions, please contact

212-713-8038 •

The Pennsylvania State University (teacher)

STARTALK Arabic Academy at Penn State: A Blended Learning Professional Development Program for Teachers

Arabic • Residential Program
  • May 20, 2015June 17, 2015: online preparation (online)
  • June 21, 2015June 26, 2015: onsite workshop (face-to-face)
  • July 20, 2015July 31, 2015: online follow-up (online)
  • The Pennsylvania State University, University Park, PA

This partly residential, partly online professional development program for teachers of Arabic – at middle school, high school, and college levels – welcomes new teachers, graduate students planning careers to include teaching Arabic, teachers of other subjects preparing to offer Arabic, and experienced teachers of Arabic seeking to learn and share current methodologies. This blended learning program includes (1) on-line preparation, May 20-June 17; (2) an on-campus residential workshop at Penn State, June 21-26; and (3) on-line follow up, July 20-31. The on-campus workshop runs parallel with our STARTALK elementary Arabic program for high school and college students. The teacher program provides practice in innovative teaching methods for Modern Standard Arabic, focusing on helping teachers remain in the target language (using little or no English) in the classroom. Participants earn university credits upon completion of the program. Tuition and fees for two credits will be paid by the Academy. Participants may enroll for a third credit, not paid by the Academy. For the duration of the residential workshop, overnight accommodations and partial cost of meals will be provided and paid by the Academy. We anticipate that accommodations will be in a hotel located within walking distance to campus.

814-863-4288 • smd18@psu.edu

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 •

Anchorage School District (student)

STARTALK Summer 2015 Chinese Language and Culture Camp

  • June 1, 2015June 12, 2015: Program segment (face-to-face)
  • Scenic Park Elementary, Anchorage, AK

Chinese • June 1, 2015-June 12, 2015 Scenic Park Language and Culture Camp, Anchorage, AK Our 2015 STARTALK Chinese summer camp will give up to 80 students in grades 1-8 the opportunity to experience and learn Chinese in a fun and stimulating environment. Activities will be based on the 5 C’s of the National Standards for Foreign Language Learning in the 21st Century and will incorporate authentic, integrated performance assessments. Students will experience Chinese culture and language through the study of the ocean in an “Under the Sea” theme. Building upon our previous “Wandering Panda” theme, younger students’ self-created pandas will “dive” into a deep-sea adventure. Older students will discover the sea by taking on the role of newscasters and doing research and interviews as real reporters would do. Chinese language and culture through best practices and meaningful, enjoyable activities that maximize time and engagement with the language. They will demonstrate increasing use of Chinese, understanding of Chinese, engagement with the language, love of the language and culture, and a desire to continue.

907-742-1650 • Schmitz_Jennifer@asdk12.org

E-studio (teacher)

Increasing Engagement through Storytelling, Scenario-Based Learning and Gamification: a STARTALK Program for Teachers of Russian

  • June 1, 2015June 30, 2015: Program segment (face-to-face)
  • Virtual, Chicago, IL

During our proposed program “Increasing Engagement through Storytelling, Scenario-Based Learning and Gamification: a STARTALK Program for Teachers of Russian,” we plan to train teachers of Russian on how to increase engagement in blended and distance learning classrooms through the use of storytelling, scenario-based learning and gamification. As a result of their training, we will develop a fully functioning online course on the Russian Folklore based on the materials developed by the teachers. We will also use this course during our Fall 2015 semester in real classrooms to conduct research on learner engagement in blended and online environments. As a result of this research, we will shed light onto the complex construct of learner engagement in a foreign language classroom, and analyze its relationship with storytelling, scenario-based learning and gamification. This research will provide insight into the nature of learner engagement- a concept that is very important in language learning and especially in LCTL learning, and will highlight practical suggestions for teachers. The findings can be used by other STARTALK language programs to increase engagement in their classrooms. We are planning on recruiting 10 teachers for this project and provide them with CEU credits for their training.

319-594-5530 •

Florida State University (teacher)

Learning to Teach Critical Languages from Best Practices

Arabic, Chinese, Korean, Portuguese, Russian, Swahili
  • June 1, 2015July 24, 2015: Program segment (face-to-face)
  • FSU STARTALK Program, Tallahassee, FL

Running from June 1 to July 24, 2015, the FSU STARTALK program is designed to support two distinct sets of teachers of critical languages: approximately 20 teacher candidates in FSU’s School of Teacher Education; and eight early-career language teachers, who have experience teaching their languages at either college or elementary level. Teacher candidates will work with mentor teachers to co-plan, micro-teach, and co-teach in the program. For the teacher candidates, the proposed program will bridge the theory from the candidates' coursework and their practice through micro-teaching and co-teaching; for the eight mentor teachers, the proposed program will deepen their understanding of effective world language teaching practices and nurture their abilities as teacher-leaders. By the end of this program, teacher candidates will be able to use the backward design process to plan lessons that are contextualized and provide comprehensible input to students; meanwhile, the candidates will be able to use their reflections on the similarities and differences between the U.S. and their home countries’ school cultures to build appropriate relationships with students to promote a safe and positive learning environment; mentors will develop their skills of providing constructive feedback to teacher candidates.

850-644-7813 •

New York University (teacher)

STARTALK Teacher Training Program in Hindi and Urdu

Hindi, Urdu • Residential Program
  • June 1, 2015June 13, 2015: First online portion (online)
  • June 16, 2015June 20, 2015: Onsite at NYU (face-to-face)
  • June 23, 2015June 27, 2015: Second online portion (online)
  • The Kevorkian Centre for Near Eastren Studies at NYU, New York, NY

This teacher-training workshop is an intensive 3 week online and 1 week residential program designed to enhance the knowledge and skills of school, community and college teachers of Hindi and Urdu. Participants learn the up-to-date student-centered, project and performance-based, standards-based teaching methodologies in a learning-by-doing environment. They are required to 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 a community environment. The program is based on a state-approved course which is a part of the curriculum of the Master’s program in Foreign Language Teaching at the Steinhardt School of Culture, Education and Human Development, modified for the needs of the seminar. The workshop will be held June 1-13 and June 23-27 online and June 16-21 on site. The online segment includes reading assignments and reaction/journal entries, viewing and critiquing video-recorded classes, development of tasks and activities. It is asynchronous with 2 live chat sessions per week. The on-site component runs for 5 hours daily (9:00am -3:00pm.) Every session consists of interactive presentations and modeling of best practices by a second language acquisition specialist and of hands-on language-specific applications supervised by language experts.

212-998-8871 • arthur.starr@nyu.edu

Texas A&M University at College Station (student)

A Virtual Trip to East Asia: STARTALK Summer Programs in Chinese and Korean

Chinese, Korean
  • June 2, 2015June 26, 2015: Program segment (face-to-face)
  • Pebble Creek Elementary School, College Station, TX

This summer program provides engaging and stimulating language and culture learning experiences in Chinese and Korean to a total of 45 non-heritage language learners in 3rd/4th grades. In the four-week program, students will develop communicative competence and cultural awareness in Chinese/ Korean through the theme A Trip to East Asia. They will follow two characters on a trip to China/ Korea and learn to use the target language with authentic materials and in culture-rich contexts. Standards-based and thematically-organized curriculum will be developed and implemented by a team consisting of language teachers, graduate students and university faculty who are proficient in the target languages and cultures, knowledgeable about the US education system, and experienced in implementing world language pedagogy. Students’ learning of the target language and culture will be further reinforced through the use of technology and project-based learning in STEM.

217-649-2313 •

Utah State Office of Education (teacher)

USOE Portuguese Teacher Training 2014

Portuguese • Residential Program
  • June 3, 2015August 29, 2015: Program segment (face-to-face)
  • Snowbird, Salt Lake City, UT
  • Davis Conference Center, Layton, UT

The 2015 Utah State Office of Education STARTALK Portuguese teacher-training program will create a dynamic learning environment for Portuguese teachers in support of twenty-two Portuguese Dual Language Immersion classrooms in eight Utah elementary schools. The first planned component, the STARTALK retreat, will be an intensive four-day symposium from June 3 – 6 that will provide collaboration and training for twenty-two participants. In the second component, during the month of July, the teachers will work with state and national immersion experts to design actual curriculum for the immersion program opening in August. The third component will be the Annual Utah Dual Immersion Institute (AUDII), which will be held August 3 – 7, 2015. The last component is the actual teaching of the STARTALK student programs. As a result of these trainings and experiences, teachers will be able to: (1) design and deliver instruction that is standards and proficiency based; (2) create student-centered activities using active participation to check for understanding on an ongoing basis; and (3) provide comprehensible input for students while remaining in the target language.

801-362-5907 • jamieleite@gmail.com

Arizona State University (student)

From STARTALK to Flagship, ASU Chinese language summer camp

Chinese • Residential Program
  • June 7, 2015June 21, 2015: Program segment (face-to-face)
  • ASU Tempe Campus, Tempe, AZ

"ASU Chinese Language Summer Camp: From STARTALK to Flagship" offers a 15-day intensive residential program for motivated current 8th-12th graders who are Arizona residents. This program provides a great opportunity for both heritage and non-heritage learners to explore and expand their knowledge in Chinese language and culture through a highly structured theme- and task-based curriculum. During the program, students will receive instructions in Chinese language and participate in fun, hands-on cultural activities. After the program, students will commit to continuing their Chinese language learning. The camp will be housed on the beautiful Tempe campus of the Arizona State University.

480-965-0703 • xia.zhang@asu.edu

California State University, Northridge (student)

STARTALK CSUN Russian Language & Culture Immersion Program

Russian • Residential Program
  • June 7, 2015July 17, 2015: Program segment (face-to-face)
  • California State University, Northridge, Northridge, CA

CSUN's Russian Language & Culture Immersion Program, now in its eighth year, is a six-week residential summer program. We recruit 20 highly motivated undergraduate and high school students, especially those whose planned academic or career fields would be complemented by knowledge of modern Russian language and culture. Previous participants have gone on to earn Fulbright and Boren scholarships to study abroad, and others have gained employment as interpreters and English teachers in Russia. The program will admit participants at all language-learner levels on a competitive basis. Participants will pledge to speak Russian at all times, whether in or out of the classroom. This method has been demonstrated to yield accelerated results for motivated language learners. In addition to campus classroom and dorm activities, participants will engage in weekend cultural field trips to local Russian businesses, events, cultural sites, museums, and restaurants to broaden and deepen their exposure to Russian culture. Applications are currently being accepted. If interested in applying or to inquire further, please contact Professor Dina Mokhnatkin via email or phone. Details are below.

818-677-3593 • dina.mokhnatkin@csun.edu

East Central University (student)

STARTALK: In Search of the Russian Firebird: Connecting Generations Through Tradition summer institute

Russian • Residential Program
  • June 7, 2015June 25, 2015: Program segment (face-to-face)
  • East Central University, Ada, OK

This institute is a three-week program designed for 20 zero-level to novice-mid level students in the 9th-12th grades that will take place June 7-25, 2015, and includes classroom instruction Mondays-Fridays and instructor-led field trips on weekends. All-day classes will combine language and cultural aspects of the program with the intensive focus on Russian language as well as various aspects of Russian culture for a total of 315 in-class/contact hours of instruction. Rigorous conversational and role-play language activities combined with culture classes will fully engage students allowing them to increase their Russian language skills by one-half or by one full level at the end of the institute. The instructor-led field trips will enhance and reinforce the classroom learning as well as contribute to cross-cultural learning. The institute will also include follow-up opportunities for the participants through January 2016.

580-559-5293 • msukholu@ecok.edu

Hilmar Unified School District (teacher)

HUSD STARTALK Teacher Program

Portuguese • Residential Program
  • June 7, 2015June 25, 2015: Program segment (face-to-face)
  • Elim Elementary School, Hilmar, CA

This program is designed to increase the participants' understanding of the California World Language Content Standards and the Effective Instructional Sequence (EIS). The fifteen teacher participants will be provided with a forty-hour academy-model professional development program. Participants will engage in activities designed to model each of the EIS components and will conduct guided observations of the instructional practices in the student strand in order to demonstrate their ability to identify student engagement strategies. Participants will also be able to identify resources for authentic materials from the target culture for use with varied student groups. At the end of the program, participants will design a grade-level lesson plan that integrates language and culture, incorporates EIS, and aligns to state standards.

209-667-5701 •

American Bodhi Center (student)

ABC Houston STARTALK Student Program

  • June 8, 2015July 2, 2015: Program segment (face-to-face)
  • Sharpstown International School, Houston, TX
  • Neff Elementary School, Houston, TX

The ABC Houston STARTALK Student Program, administered by American Bodhi Center, provides three and half week summer courses and 90 hours of instruction for elementary, middle and high school students in June 2015. The Program aims to raise the awareness of and stimulate students’ interest in learning Chinese language and culture. The Program will collaborate with two schools in Houston Independent School District to recruit 2nd - 9th graders. Collaboration with Houston school districts has been a successful and effective model for STARTALK student programs from 2008-2014 (administered by Consortium of Texas Chinese Language Institute from 2008 - 2011 and Rice University in 2012 and 2013). American Bodhi Center will continue to utilize the strong and extensive connection with school districts and the community in Houston to promote the STARTALK student program.

713-553-5580 •

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.edu

Consortium of Illinois Language Schools (student)

Startalk Nurture Student Program

  • June 8, 2015July 31, 2015: Program segment (face-to-face)
  • Plainfield North High School, Plainfield, IL
  • Joliet West High School, Joliet, IL
  • Henry Puffer Elementary School,, Downers Grove, IL
  • Dekalb High School, Dekalb, IL
  • Lincoln Junior High School, Naperville, IL

In the past six summers, Consortium of Illinois Language Schools has offered very intense and standard based Chinese Immersion language programs to over 1,000 students in 15 school districts. This year the student program will run 90 hour long to 4th to 8th grade students in various school districts in Chicago Suburbs. Classes are immersed with cultural activities to enrich the language learning experiences. The program is costumed to students with the levels from novice-low to novice-Mid to prepare them for future studies, also it is served as training platform for students from our previous teacher program.

630-699-5726 •

George Mason University (teacher)

Transitioning Korean Native and Heritage Teachers into the Culture of US Schooling

  • June 8, 2015June 19, 2015: Program segment (face-to-face)
  • George Mason University, Fairfax, VA

Through a carefully designed blended sequence of activities, this institute will provide participants multiple opportunities to explore and examine introspectively critical considerations that directly influence transitioning to teaching in a learner-centered classroom. The program is designed to actively engage 30 teachers in six professional development workshops focused on learner-centered approaches to language teaching as highly effective tools for addressing pedagogical issues inherent in less commonly taught languages. Themes identified extend knowledge of Second Language Acquisition and planning for standards-based language instruction; assessment; incorporating technology to facilitate learning; integrating differentiating of instruction for diverse learners; and addressing effective classroom management techniques. Using the TELL framework, this summer program will focus on the Planning TELL Domains and Criteria Statements. The professional development workshops and online curriculum will highlight the needs of heritage and native language teachers and learners as well as culturally, linguistically, and cognitively diverse learners, using learner-centered instruction as a research source. This program will use the Teacher Effectiveness for Language Learning (TELL) domains and the supporting TELL criteria for designing program goals as well as the STELLA Modules for Teacher Develop (Planning). These goals will also reflect the StarTalk-endorsed Principles for Effective Teaching and Learning.

703-993-8710 •

Hurst-Euless-Bedford Independent School District (student)

This is STARTALK: May I Take Your Order?

Arabic, Chinese, Hindi
  • June 8, 2015June 15, 2015: Program segment (face-to-face)
  • Central Junior High School, Euless, TX

.HEB ISD’s May I Take Your Order? will provide 3 weeks and 91 hours of student-centered learning and instruction in Hindi, Arabic, or Chinese to rising 6th and 7th graders, and intermediate level practice for 8th-11th grade students. At the end of this academy, we expect students to achieve novice level oral proficiency in their language of choice. The learning outcomes are based on the goals outlined in the World Readiness Standards for Learning Languages, the state LOTE and IB standards. To meet the novice and intermediate level proficiency, our students will engage in the target language to socialize and provide information. Cultural goals will be achieved when students demonstrate an understanding of some of the cultural practices and perspectives of India, China, or the ME. For example, students will explain the creation of authentic cuisine in simple Hindi, Mandarin, or Arabic and how these practices and perspectives may have changed over time. Resources, including technology, will enable students to use the language to make connections with other cultures and subject areas. Activities will enable students to use the language both within and beyond our school setting.

817-399-7580 Ext. 7580 • tamarahaddad@hebisd.edu

Wofford College (student)

STARTALK Chinese at Wofford College

  • June 8, 2015June 19, 2015: Program Segment (face-to-face)
  • June 22, 2015August 15, 2015: Online Projects (online)
  • September 6, 2015February 12, 2016: Small-group or Individualized Tutoring (face-to-face)
  • STARTALK @ Wofford, Spartanburg, SC

STARTALK @ Wofford College will offer a two-week (June 8th ~ June 19th) intensive program with eight additional online modules throughout the rest of the summer, and individualized tutoring sessions in the fall and early winter. In doing this, STARTALK @ Wofford hopes to extend the learning process so that learning will continue and last. We will welcome forty-five 6-12 graders from Spartanburg, Greenville, and other counties who have little prior access to Chinese language and culture.

864-597-4902 • zhangy@wofford.edu

Program for Teaching East Asia, University of Colorado Boulder (teacher)

Chinese Language Instruction in the Digital Age: A STARTALK Program on Incorporating Learner-Centered Tehnology Tools into the Chinese Language Curriculum

Chinese • Residential Program
  • June 10, 2015June 21, 2015: Pre-program Asynchronous Online Segment (online)
  • June 23, 2015July 1, 2015: Residential Program Segment (face-to-face)
  • July 2, 2015July 17, 2015: Asynchronous Project Completion Segment (online)
  • University of Colorado Boulder, Boulder, CO

The University of Colorado's Program for Teaching East Asia will host a STARTALK program for 20 Chinese language teachers working in middle and high school settings around the US. This blended program will provide teachers with a thorough understanding of and practical experience with implementing effective learning technologies appropriate for the secondary Chinese language classroom. Based on the premise that the sustainability of both a program and its teachers increasingly depends on the teachers possessing skills and behaviors of a digital-age professional, this STARTALK program will introduce the theory, standards, frameworks, knowledge, and practice necessary for incorporating into the curriculum, with comfort and ease, a range of learner-centered technology tools. Program participants will work with language technology specialists, experienced Chinese language curriculum designers, and master teachers to gain a clear understanding of and competency in a variety of technologies around which they can create effective and engaging lessons. The program will consist of asynchronous online learning in mid-June, a residential institute in late June, and asynchronous online time in early July to complete a technology portfolio.

303-735-5128 • jon.zeljo@colorado.edu

The Pennsylvania State University (student)

STARTALK Arabic Academy at Penn State: A College Credit Program for High School and College Students to Learn Arabic

  • June 11, 2015July 8, 2015: STARTALK Arabic Academy (face-to-face)
  • The Pennsylvania State University, University Park, PA

The STARTALK Arabic Academy at Penn State's University Park Campus, now in its seventh year, is an ambitious, intensive summer language program for 20 high school and college students to begin their study of Arabic while earning university credits. This 4-week program, which is taught by an experienced, multinational team of instructors, provides students with four and a half hours of classes Monday through Friday mornings; opportunities to practice the language, learn more about the culture, and relax over lunchtime; and afternoon immersion sessions twice weekly. As in previous years, we plan to use Skype or similar technology for interactions with students in Morocco. Our student-centered, communicative approach is designed to enable beginners to enjoy using Modern Standard Arabic in class from the start. Our curriculum includes many activities focused on a theme that reflects authentic and diverse situations in the Arabic-speaking world, while providing a realistic context for developing students' speaking, listening, reading, writing, and cultural skills. For Summer 2015, our theme will be "Let's Open a Restaurant!" Upon successful completion of the program, students will earn Penn State university credits (4 credits of Arabic 001). Students receive scholarships that pay most (usually 75%-90%) of the tuition cost.

814-863-4288 • smd18@psu.edu

Berks County Intermediate Unit (student)

STARTALK 2015: Language Learning through Performing Art

  • June 12, 2015June 12, 2015: Program Segment (online)
  • June 15, 2015June 30, 2015: Program segment (face-to-face)
  • Alvernia University, Reading, PA

For the fourth year, the Berks County Intermediate Unit, Reading Pennsylvania, will hold an immersive Chinese language summer camp. STARTALK 2015: Language Learning Through Performing Arts will provide 50 incoming grade 7-12 students with an intensive language learning experience. Students will participate in language classes based on their incoming level of expertise. Taiji, Peking opera, puppetry and other cultural pieces will be included daily. A community performance and a field trip to Washington D.C. are the concluding pieces of the camp.

610-987-8639 • suecal@berksiu.org

University of California, Berkeley (teacher)

The Berkeley STARTALK Mandarin Language and Culture Teacher Program

  • June 12, 2015June 25, 2015: Online Program (online)
  • June 26, 2015July 10, 2015: Onsite Program (face-to-face)
  • Berkeley High School, Berkeley, CA

The 2015 Berkeley STARTALK Teacher Program offers 2-week online program (June 12-25) and 2-week onsite program (June 26-July 10; no weekend class). The online portion offers 1) reading, exercises, and discussions on National and State Standards, STARTALK Endorsed Principles for Effective Teaching and Learning, Chinese linguistics/pedagogical grammar, backward design, and using target language to teach; 2) Demo lesson critiques (using short lessons taped in mentor teachers classrooms and/or STARTALK Classroom Video Collections; 3) Unit and lesson planning in groups with support from mentor teachers; 4)a technology workshop introducing technology applications for the 2015 STARTALK Program and for Chinese language classrooms. The first week of onsite program will focus on reinforcing online learning with hands-on projects including, 1)unit and lesson planning in groups with support from instructor and mentor teachers; 2) microteaching using lessons designed in groups; and 3) an information session focusing on California Teaching Credential (licensure). The second week of the onsite program will include mentor teachers' teaching demos and teacher participants' microteaching in real classroom setting.The program will recruit volunteer middle and high school students to be taught by the teacher participants in a real classroom setting during the second week of the onsite program (July 6-July 10).

510-642-8390 • stellakwoh@berkeley.edu

Occidental College (teacher)

Putting the Arabic Standards Front and Center

  • June 13, 2015June 17, 2015: Building Leadership in the Arabic Language Teaching Communities (face-to-face)
  • June 22, 2015July 10, 2015: Technology as the Core of Standards-Based Arabic Instruction (online)
  • July 20, 2015July 23, 2015: Technology as the Core of Standards-Based Arabic Instruction (face-to-face)
  • Embassy Suite, Orange, CA
  • California State University, Long Beach, Long Beach, CA

PROGRAM I: LEADERSHIP This is an invitational program. Participants will revise their curricula and instructional materials in light of the Common Core Standards and 21st Century Skills Map, using backward design with real-world objectives that are age- and stage-appropriate; focusing on culture and content from the core curriculum; including the three modes of communication; providing opportunities for cultural and linguistic comparisons and real-world language use beyond the classroom; and teaching unit segments employing pedagogies that reflect STARTALK best practices. PROGRAM II: TECHNOLOGY (This is a blended program: 3 days online, 4 days face-to-face) Participants in our Technology Sessions will be divided into two groups based on the needs they identify in their applications and the level of their proficiency in standards-based and technology-enhanced instruction. Both groups will learn to effectively use technology to enhance a standards-based approach: locating authentic materials on the web including video, music, art, graphics, text, data; using technologies to make authentic materials accessible to students including MovieMaker and PowerPoint; facilitating interpersonal communication through instant messaging, video, audio and written chats, emails, interactive assignments and homework; supporting presentational communication using the technologies listed above as well as online postings, webpages and GoogleDrive. 818-620-1176 • •

818-620-1176 • ihashem@oxy.edu
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