STARTALK - Dari Programs

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43 programs found.

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Showing results 1 through 25 of 43.

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)

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

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)

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.eduhttp://www.scps.nyu.edu/startalk

New York University (teacher)

Summer Teacher Training Institute: Arabic, Dari, Persian, Turkish

Arabic, Dari, Persian, Turkish • June 13, 2011June 24, 2011Residential Program
  • MEIS - New York University, New York, NY

This is an intensive, ten-day residential workshop designed to enhance the knowledge and skills of current and prospective school, community, and college teachers of Arabic, Dari, Persian and Turkish. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The program includes a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held at New York University. The program can be taken for graduate credit through scholarships offered on a competitive basis. Program instructors are NYU faculty.

609-275-1968 • startalk.nyu@nyu.eduhttp://www.scps.nyu.edu/startalk

New York University (teacher)

Summer Teacher Training Program 2012: Arabic, Dari, Persian and Turkish

Arabic, Dari, Persian, Turkish • June 11, 2012June 22, 2012Residential Program
  • New York University, New York, NY

This is an intensive, ten-day residential workshop designed to enhance the knowledge and skills of current and prospective school, community, and college teachers of Arabic, Dari, Persian and Turkish. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The program includes a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held at New York University. One scholarship is available on a competitive basis to take the workshop for graduate credit. Program instructors are NYU faculty.

212-998-7033 • ms93@nyu.eduhttp://www.scps.nyu.edu/startalk

New York University (teacher)

Summer Teacher Training Program 2013: Arabic, Dari and Persian

Arabic, Dari, Persian • June 10, 2013June 21, 2013Residential Program
  • NYU SCPS Building, New York, NY

Since 2009, NYU has offered this two-week residential program providing knowledge and teaching skills to prospective and current school, community and college teachers of Arabic, Dari and Persian with native or near-native command of the language. Every year the workshop is adjusted to the specific needs of the participants. At the end of the program each participant will have a portfolio with all the materials and lesson plans they develop during the program, which they can use in their respective programs. Accommodations, learning materials and textbooks, breakfast, lunch and coffee breaks are covered by the STARTALK grant. The program delivers fifty contact hours of instruction, consisting of interactive presentations of theoretical frameworks and hands-on practice conducted by three language consultants and a foreign language pedagogy specialist. It is offered as a credit/non-credit option. The curriculum focuses on standards-based training, selection and use of authentic materials in authentic ways, and student-centered communicative teaching in the target language. Participants learn methodologies and develop, observe and critique classroom procedures, strategies and techniques. Included are classroom instruction, observations, a field trip, and a computer lab session. Post-program activities include OPI training and post-program workshops.

212-998-7033 • ms93@nyu.eduhttp://www.scps.nyu.edu/startalk

Northern Virginia Community College (teacher)

NOVASTARTALK Teacher Training Workshop

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • June 20, 2011July 8, 2011Residential Program
  • NOVA Arlington Center, Arlington, VA

In two separate week-long face-to-face programs, STARTALK language teachers create technology-enhanced standards-based activities to expand the curriculum presently in place in their schools. The STARTALK teachers typically work in teams during the workshops and continue to collaborate during the school year at conferences and through the use of wikis and blogs.The networking that has resulted from this program in the past three years has enriched instruction and created a bond between teachers in and out of our face-to-face STARTALK setting. Participants from outside the DC metropolitan area may enquire about partial travel stipends to help offset travel costs. Participants may apply for one session or both, but should note that there is a week without classes between the two. We cannot provide support during that week. For more information about NOVASTARTALK see our website at: http://novastartalk.nvcc.edu or contact Program Director, Dr. Laura Franklin.

703-845-6325 • lfranklin@nvcc.eduhttp://novastartalk.nvcc.edu

Northern Virginia Community College (teacher)

NOVASTARTALK 2012:TEACHING STARTALK Languages with 21st Century Tools

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • July 2, 2012July 13, 2012Residential Program
  • NOVA Arlington Center, Arlington, VA

NOVASTARTALK is an instructional technology workshop for teachers in all the STARTALK -languages, It is located in the national capital area at Northern Virginia Community College's Arlington Center. The 2012 program will be held during the first two weeks of July, with no classes or programs on the July 4 holiday It is recommended that attendees register early, indicating the session or sessions that they prefer. It is also helpful to describe the kind of technology project you would like to accomplish at the workshop, so that we can meet all needs. A needs assessment survey will go out to registrants upon acceptance to our program. Both NOVASTARTALK workshops have an emphasis on creating standards-based, communicative activities that teachers can use in their schools and in student STARTALK programs.The instructors of NOVASTARTALK are all experts in instructional technology and are currently active in the World Language community. We have face to face and online activities as part of our instruction. For more information about our program, contact Dr. Laura Franklin at lfranklin@nvcc.edu Visit our website at http://novastartalk.nvcc.edu

703-845-6325 • lfranklin@nvcc.eduhttp://novastartalk.nvcc.edu

Northern Virginia Community College (teacher)

NOVASTARTALK Webinar Series for Faculty Developers Teaching Technology

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • June 4, 2013June 22, 2013
  • NOVASTARTALK, Arlington, VA

Seeking to provide cutting-edge technology training to as many STARTALK teachers and Program Directors as possible, NOVASTARTALK has created a series of three interactive webinars and a culminating faculty showcase, all scheduled strategically within the first two weeks of June 2013. The intent is to give other STARTALK programs ideas on some technology-enhanced activities that they can use with students during their own STARTALK programs and in the following school year. The webinars will be extremely interactive with active breakout rooms and standards-based interpersonal activities. Part of the intent of this format is precisely to model best practices in webinars for language learning. The core curriculum will be presented in synchronous webinars with asynchronous online support on the NOVASTARTALK website (novastartalk.nvcc.edu) Online fora and participant projects will also be shared on the NOVASTARTALK website. Veteran NOVASTARTALK faculty will direct and instruct the whole program with the participation of guest lecturers. There wil be a limit of fifty registrants. The material will be customized for all levels and languages. Although webinars will take place in the beginning of June, the fora will be open all month and the products will remain posted beyond the webinars.

703-973-9488 • lfranklin@nvcc.eduhttp://novastartalk.nvcc.edu

Northern Virginia Community College (teacher)

NOVASTARTALK Onsite Technology Workshops

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • July 1, 2013July 12, 2013Residential Program
  • NOVA Arlington Center, Arlington, VA

NOVASTARTALK is a summer institute located right outside Washington DC at the NOVA Arlington Center in convenient Arlington Virginia. Our workshops,held in the first two weeks of July, are designed to help teachers refine their use of technology and 21st century language pedagogy in the official STARTALK languages. In the face-to-face program, teachers of less-commonly-taught languages (Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu) create technology-enhanced activities to expand the curriculum presently in place in their schools. We emphasize technology to support Standards-based language learning and target-language use. STARTALK teachers work in teams during the workshops and continue to collaborate during the school year at conferences, through the use of wikis and blogs, and on our website (novastartalk.nvcc.edu) The NOVASTARTALK team of faculty has been in place since the very beginning of STARTALK. If you are looking for strategies to use in the classroom or to enhance the technology use in another STARTALK program, this program is ideal. Hurry, as participant slots will go fast. Residential stipends to offset some personal costs are available to participants located more than two hours away from the workshop site. For information, contact Laura Franklin (lfranklin@nvcc.edu) Register today to secure your spot.

703-933-5050 • lfranklin@nvcc.eduhttp://novastartalk.nvcc.edu

Northern Virginia Community College (teacher)

NOVASTARTALK

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • Residential Program
  • June 30, 2014July 11, 2014: Sessions 1 and 2 (face-to-face)
  • NOVA Arlington Center, Arlington, VA

NOVASTARTALK is an onsite technology training program located in Arlington, Virginia, just outside the Nation's Capital. The site is Northern Virginia Community College Arlington Center, located a few blocks from the Ballston Metro. Participants should plan to attend all dates, Monday-Friday,from June 30-July 3( Session 1) and July 7-July 11 (Session 2). The program runs from 9-5 daily with no class held on July 4, Independence Day. NOVASTARTALK is funded by STARTALK, a program of the National Security Language Initiative (NSLI). The NOVASTARTALK faculty members teach technology enhanced, standards-based curriculum planning, with learner-centered approaches in a hands-on laboratory setting. Inclusion in this program will require daily attendance from 9-5. Limited funds are available to help offset participant expenses. All applicants should send an email of intent to participate to Laura Franklin at lfranklin@nvcc.edu. All inquiries related to this program should be sent in writing.

703-845-6325 • lfranklin@nvcc.eduhttp://novastartalk.nvcc.edu

Northern Virginia Community College (teacher)

NOVASTARTALK

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • Residential Program
  • June 29, 2015July 10, 2015: NOVASTARTALK F2F Workshops (face-to-face)
  • NOVA Arlington Center, Arlington,, VA

NOVASTARTALK is a face to face workshop that features standards-based instruction on the appropriate use of technology to teach World Languages in STARTALK programs and in the home institutions of STARTALK teachers. The faculty members of NOVASTARTALK are known or their expertise in technology-enhanced language teaching and learning. The focus of the workshop is the technology toolkit that each participant puts together over the course of a week of instruction. This toolkit allows the teachers to implement a similar program at their home institutions. There are two seperate NOVASTARTALK sessions with different applications and foci. Teachers are encouraged to sign up for week one if they have never been to NOVASTARTALK before. They are encouraged to sign up for week two if they are proficient in basic technologies or if they are returning to NOVASTARTALK after a previous workshop. Participants should not sign up for NOVASTARTALK unless they are able to attend from 9-5 for the five consecutive days of the session . For information on our program contact Program Director Laura Franklin at 703-845-6325.

703-845-6242 • lfranklin@nvcc.eduhttp://www.novastartalk.edu

Professional Development for Supporting Cooperating/Master Teachers of World Languages and Cultures (teacher)

Professional Development for Supporting Cooperating/Master Teachers of World Languages and Cultures

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • July 22, 2012July 27, 2012Residential Program
  • University of CA, Santa Barbara, Santa Barbara, CA

Stanford University School of Education/CFLP sponsors this program that engages teams of participants including instructional supervisors, methods instructors and existing and potential cooperating/master teachers from teacher preparation institutions across the nation. It focuses on developing a partnership among three critical stakeholders in teacher education, where all understand their own roles as well as the role of the other partners and they collectively collaborate to develop a coherent World Language teacher preparation program that is well-articulated among the key support providers and support teacher candidates throughout their teacher preparation program and beyond. It focuses on: (1) acquiring knowledge on such topics as teacher preparation standards, certification requirements, and coaching techniques; (2) discussing best practices for teaching languages and cultures and how to best impart these to new teachers to the field; (3) Role playing and modeling best practices in both teaching and supporting student teachers, including peer and cognitive coaching, and providing effective feedback; (4) Networking and exploring different dimensions of professional learning communities; (5) modeling lessons to share with their student teachers that exemplify best practices; and (7) Reflecting on their roles as teachers as well as key stakeholders in the preparation of the next generation of World Language educators.

650-736-9042 • duarte.silva@stanford.edu
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