STARTALK - Korean Programs

Program Search

Year:2015
Type:student | teacher
State:CA | DC | FL | IN | MN | NY | TN | TX | VA | WA
Residential:no | yes

19 programs found.

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Showing results 1 through 19 of 19.

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 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

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

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 • wwang5@fsu.edu

George Mason University (teacher)

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

Korean
  • 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 • mhaley@gmu.edu

Global Language Project (teacher)

Highly Effective Teacher By Design

Arabic, Chinese, Korean, Russian
  • July 6, 2015July 17, 2015: Program segment (face-to-face)
  • Columbia University: Knox Hall, New York, NY

The GLP Summer Startalk Program: Highly Effective Teacher By Design, is a two week program designed to bring together learners to both improve their own instruction as well as support colleagues in their professional growth. We will begin our time together by establishing a common understanding of the characteristics of highly effective world language instruction as well as the components of the world readiness standards. We will continue by exploring the role of learning targets and formative assessment as a means to monitor student language development, ensuring participants meet their end of course goals. Next we will focus on lesson planning, comprehensible input, and checking for understanding, which are essential elements of a successful second language classroom. In week two we will focus on practicing the implementation of what was learned in week one. This week will provide opportunities for participants to teach lessons to groups of students and receive feedback on those lessons. Based on the feedback, participants will revise the lesson and re-teach it to a new group later in the week. This focus on the reflection and refinement process will provide participants the opportunity to develop skills they can implement in their classrooms in the fall.

646-657-8075 Ext. 6 • eshovers@glpny.orghttp://www.globallanguageproject.org/startalkprogram.php#registration

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

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

San Diego State University Research Foundation (teacher)

STARTALK 2015: Multi-language Summer Student/Teacher Program: Arabic, Chinese, Dari, Korean, Swahili, Persian, Portuguese Combination proposal

Arabic, Chinese, Dari, Korean, Persian, Portuguese, Swahili • Residential Program
  • June 15, 2015June 26, 2015: Program segment (face-to-face)
  • San Diego State University, San Diego, CA

The Language Acquisition Resource Center (LARC) at San Diego State University (SDSU) will offer a two-week residential teacher training program for twenty three beginning level and five emerging (intermediate) level teachers (K-16). The program will be conducted at two levels to accommodate both beginning and emerging teachers. By the end of the program the participants will be able to effectively apply contemporary theories of second language acquisition (SLA) to their instruction; incorporate the principles of backward design; the five-step lesson plan; and ACTFL standards to their lessons and curricula. The five emerging participants will be given more practicum opportunity during the workshop. They will work closely with the Language Group Leaders in the morning to prepare materials and lessons. In the afternoons they will assist/coach the beginning level participants. The program will be offered via a two-week (80 hours) on-site workshop. Interested participants will earn three units graduate level credit and will be offered an opportunity to attend an extra 40 hours of continuing teacher education offered by the California World Language Project onsite, or online.

619-594-7447 • fsaydee@mail.sdsu.eduhttps://larc.sdsu.edu/startalk/

Seattle Public Schools (teacher)

Seattle Public Schools Startalk Teacher Certification Program

Arabic, Chinese, Korean
  • June 19, 2015July 10, 2015: Program segment (face-to-face)
  • Chong Wa Benevolent Association Hall, Seattle, WA

The Seattle Public Schools (SPS) Startalk program will start a new Cohort 9 of nine teacher candidates on an alternate route pathway to teacher certification in the state of Washington. Certification coursework is provided by Pacific Lutheran University. Languages served are Arabic, Chinese, and Korean. Cohort 9 teacher candidates will take three, two credit graduate level courses: EDUC 544 Socio-cultural Foundations of Education, EDUC 556 Secondary Schools, EDUC 583 Exceptionalities. The returning cohort, Cohort 8, consisting of 7 teacher candidates, will take two courses: EDUC 561 Secondary Methods (4 credits) and EDUC 563 Internship Seminar (2 credits). Those who have not passed or taken the WEST B tests of reading, writing and math will also attend a workshop on tips for passing the WEST B writing and reading. Week 1 consists of certification coursework in preparation for the following two weeks of morning lab school. Weeks 2 and 3, teacher candidates will teach K-4th grade children Arabic, or Chinese or Korean in the mornings. Course instructors and teacher candidates will rotate observation and feedback responsibilities. Afternoons will be spent debriefing and taking additional certification coursework.

206-722-6561 • belau@seattleschools.org

Stanford University/California World Language Project (teacher)

Stanford University CWLP Teacher Leadership Program

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • Residential Program
  • July 17, 2015July 22, 2015: Program segment (face-to-face)
  • University of California, Santa Barbara, Santa Barbara, CA

This residential program, Leadership Development for Teachers of STARTALK Languages and Cultures, is especially designed for teachers who have experienced the highest level of success in implementing the STARTALK-Endorsed Principles in their classrooms and provide them with the leadership skills that will enable them to play leadership roles in their schools and districts to advance the mission of STARTALK. These roles include planning programs and curricula, leading professional development activities, becoming cooperating/master teachers for teacher candidates, mentoring and coaching their colleagues to implement best practices in their classrooms and serving in different committees and task forces designed to strengthen teaching and learning of the STARTALK languages. The program will continue to strengthen the participants’ linguistic and cultural knowledge and especially their pedagogical practices, but will concentrate its efforts on building a cadre of teachers who can play leadership roles in program planning, curriculum development, assessment practices in their districts, schools, and local organizations, including the designing and planning of STARTALK programs. Attention will also be placed on preparing the participants to support Master/Cooperating teachers in the essential function of preparing the next generation of STARTALK anguage educators.

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

Stony Brook University (student)

STARTALK at Stony Brook: Summer Programs 2015 in Arabic, Persian, Turkish, & Korean

Arabic, Korean, Persian, Turkish
  • June 29, 2015August 13, 2015: Program segment (face-to-face)
  • Stony Brook University, Stony Brook, NY

Stony Brook University will host a non-residential STARTALK program for high school juniors, seniors, and college undergraduates, for 7-week, 6-credit intensive introductions to Arabic, Korean, Persian and Turkish. The courses are designed to teach novice through lower intermediate levels of the Arabic, Korean, Persian and Turkish languages through student-centered, creative, interpersonal, presentational, and interpretive communicative activities which allow students to build speaking, listening, reading and writing skills as well as intercultural competence. This summer institute is centered around the theme of travel and will feature, in addition to daily instruction, organized field trips to relevant cultural sites and guest speakers on topics which tie into our theme. Each of the three language classes will meet Monday through Thursday for 3 ½ hours per day from June 29, 2015 through August 13, 2015 (90 hours of instructional time). Up to 4 students in each of the 4 languages will receive scholarships to cover the cost of in-state tuition and fees for these courses that are designed to prepare students for continued study of these languages both here and abroad.

631-632-7440 • Andrea.Fedi@stonybrook.eduhttps://llrc.stonybrook.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 • lijenkuo@tamu.edu

The East-West School of International Studies (student)

East-West Korean Language Summer Program

Korean
  • July 8, 2015August 12, 2015: Program segment (face-to-face)
  • The Korean Language and Culture Summer Program, Flushing, NY

The Korean Language and Culture Summer Program at the East-West School of International Studies will provide five weeks of language and cultural immersion to secondary school non-native Korean language speakers or those who wish to become more familiar with the language and culture. This program will expand the teaching and learning of Korean through a rigorous and engaging curriculum to promote effective learning of the language. It will engage students through Korean arts, music, dance, cooking, and cultural immersion in the local Korean community of Flushing, Queens.

718-353-0009 Ext. 5056 • kkleiman@schools.nyc.gov

The Partnership to Advance Learning (teacher)

Teachers Mentoring Teachers: Building the STARTALK Legacy

Arabic, Chinese, Hindi, Korean, Portuguese, Russian
  • August 10, 2015August 21, 2015: Module 1 (Developing Learning Targets) (online)
  • August 17, 2015August 28, 2015: Module 2 (Checking for Understanding) (online)
  • August 24, 2015September 4, 2015: Module 3 (Conducting Performance Assessment) (online)
  • Memphis, TN

Designed for any teacher as well as instructional leads in STARTALK programs, this online course will help participants use resources identified by the Teacher Effectiveness for Language Learning Project to increase their effectiveness. Participants will be able to complete up to 100 hours of professional learning through four online modules. Module 1 will provide an in-depth look at choosing learning targets not only focused on language and cultural competencies, but also how to develop “LEARNING TARGETS” that allow learners to connect and compare to other content areas, and demonstrate their learning in their community. Module 2 will provide the opportunity to see how carefully identified learning targets ease a teachers implementation of strategies for “USING THE TARGET LANGUAGE” and providing comprehensible input. Module 3 will ask participants to develop an understanding of the role of assessment in meeting the National Standards through the development of their own “PERFORMANCE ASSESSMENTS.” Module 4 will ask participants to reflect on their own effectiveness and develop a growth plan based on the “TELL PROJECT”. Each module includes videos, readings, threaded discussions, coaching sessions, and online chats with expert consultants. Within each module, participants will have a choice of assessment tasks to demonstrate their learning.

901-734-0871 • info@advance-learning.orghttp://www.tellproject.org/startalk/summer2015

UCLA Center for World Languages (teacher)

Heritage Language Teacher Workshop: Materials Development

Arabic, Chinese, Hindi, Korean, Persian, Portuguese, Russian, Turkish, Urdu • Residential Program
  • June 28, 2015July 2, 2015: Program segment (face-to-face)
  • UCLA Center for World Languages/NHLRC, Los Angeles, CA

In spite of the large number of Heritage Language Learners (HLL) in K-16 classrooms, language instructors in the U.S. are not prepared to teach them and few methodologies, curricula, or materials for teaching HLLs are available. This challenge is compounded in all STARTALK languages because they are less commonly taught and the teachers are often required to create their own materials. This teacher workshop is designed to help language teachers learn how to develop suitable materials for their students by focusing on instructional materials that answer the needs of HLLs. The workshop will be designed to impart the principles and methods of HL materials development. The workshop also aims to create a cohort of language teachers who will be leaders and mentors in the field of HL instruction. We hope that teachers who participate in the workshop will commit to re-teaching “lessons learned” at their institution or in their region when they return home. The instructors are Dr. Olga Kagan, UCLA ,and Dr. Maria Carreira, CSULB.

310-825-2510 • kathryn@humnet.ucla.eduhttp://www.nhlrc.ucla.edu/nhlrc/events/startalkworkshop/2015/home

UCLA Center for World Languages (student)

High School Heritage Languge Program: Korean, Persian, Russian

Korean, Persian, Russian
  • July 6, 2015July 30, 2015: Program segment (face-to-face)
  • UCLA High School Language Program, Los Angeles, CA

The UCLA Center for World Languages (CWL) and the National Heritage Language Resource Center (NHLRC) offer three specialized language courses for high school students this summer 2015. The language classes are designed for heritage speakers of Korean/Persian/Russian who speak, understand and/or hear their family language at home and want to learn to read, write and expand their listening and speaking skills. Classes run for four weeks starting July 6th, from 9 am to 2 pm, Monday through Thursday. Class size is limited to 15 students per course.

310-825-2510 • karapetian@international.ucla.eduhttp://hslanguages.ucla.edu

UCLA Center for World Languages (teacher)

Online Certificate for Heritage Language Instruction

Arabic, Chinese, Hindi, Korean, Persian, Portuguese, Russian, Turkish
  • September 1, 2015September 15, 2015: Program segment (online)
  • UCLA Center for World Languages/NHLRC, Los Angeles, CA

Since 2009, the National Heritage Language Resource Center (NHLRC) has held annual week-long summer workshops at UCLA that have aimed to train teachers of STARTALK languages in heritage language (HL) pedagogy, in particular, methodologies, materials and curricula. In order to promote greater access to the material covered in our summer workshops, we will develop the first phase (3 modules) of an online Certificate in HL Instruction. When completed, the online certificate will consist of six modules that are based on the curriculum of our past face-to-face summer workshops, our reflections on this content, participants’ evaluations, and comments from STARTALK observers. Portions of the online certificate will be piloted this summer with participants from past Heritage Language Teacher Workshops.

310-825-2510 • kathryn@humnet.ucla.edu

University of Washington (teacher)

Preparing Language Teachers for the 21st Century

Korean, Persian, Portuguese, Russian
  • July 8, 2015July 24, 2015: Program segment (face-to-face)
  • University of Washington Language Learning Center, Seattle, WA

The STARTALK Teacher Program, “Preparing Language Teachers for the 21st Century,” aims to enroll twelve teachers currently teaching Russian, Persian, Portuguese, and Korean in the community or who would like to work toward obtaining a P-12 World Language Endorsement for teaching these languages in Washington K-12 public schools. The program will teach them the STARTALK principles and best practices in language teaching and curriculum development, as well as the content knowledge needed to pass the Washington Educator Skills Test – Endorsement (WEST-E) for World Languages. The program also provides scholarship assistance to complete the required assessments. A special focus on integrating STEM (Science, Technology, Engineering, and Math) into language instruction will prepare teachers to work effectively with today’s students. The program includes two-and-a-half intensive weeks of instruction, classroom observations, and practicum experience. The Russian teachers will be able to work with students in the STARTALK Russian Student program, while the Persian, Portuguese, and Korean teachers will work with students in the UW summer intensive language courses in the respective languages. Total instructional hours will be 65 hours for the 13-day Teacher Program for which teachers will receive 5 credits for EDC&I 495 from the University of Washington College of Education.

206-685-9401 • startalk@uw.eduhttps://depts.washington.edu/startalk/russianteacher.php
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