STARTALK - Portuguese Programs

Program Search

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66 programs found.

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Showing results 1 through 25 of 66.

AdvanceLearning (teacher)

AdvanceLearning through the next generation of STARTALK teacher leaders

Arabic, Chinese, Portuguese, Russian
  • June 2, 2014June 13, 2014: Option 2: development of workshops and training to replicate workshops (face-to-face)
  • June 9, 2014June 13, 2014: Option 1: participation in demo workshops as well as training to replicate workshops (face-to-face)
  • Memphis, TN

Focused on teacher empowerment, participants will not only refine their own practices but also learn to develop professional development materials that can be shared and disseminated in their school, district, or region. There are two options for participation to meet the varied needs of teacher leaders. Option 1: designed for teachers to improve their practice through participation in a series of mini-workshops on high-yield teaching strategies. Possible replication materials and strategies will be shared as well. Option 2: designed for experienced teacher leaders with previous STARTALK experiences or STARTALK instructional leads. This experience will allow participants to work with national leaders such as Greg Duncan and Helena Curtain to develop and capture demo lessons or video exemplars of high-yield teaching strategies that would support their professional development presentations as well as practice sessions as part of the program. Serving as a teacher leader-training program, participants from other STARTALK programs will be able to immediately implement their learning in their own program. *Partial-travel assistance may be available for accepted participants.

901-734-0871 • info@advance-learning.orghttp://www.tellproject.org/2014-startalk-program/

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 (student)

STARTALK: "Go Brasil 2016!"

Portuguese • June 10, 2013June 28, 2013
  • Arlington, TX

This is a 3-week summer program for the study of Portuguese for rising 3rd - 6th graders. Emphasis will be given to Brazilian Portuguese and culture, and classes will be conducted in Portuguese. There will be eight sections of 15 students each located in four schools in various parts of the city. This allows the program to accommodate 120 students and give them the maximum ease of access. The overall theme will be sports and will tie the recently-completed summer Olympics in London to the next summer Olympics to be held in Rio de Janeiro in 2016. As they make plans for their journey to the Olympics, students will acquire math and social studies skills appropriate to their grade level as defined by the Texas Essential Knowledge and Skills (TEKS). Their language progress will be measured through a checklist of “can-do” statements which will be monitored by both teacher and student.

682-867-7338 • sdeering@aisd.net

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

Arlington Independent School District (student)

The Adventures of Juninho and Zé

Portuguese
  • July 21, 2014August 8, 2014: Program segment (face-to-face)
  • Arlington, TX

The Adventures of Juninho and Zé is 3-week 90-hour Portuguese language acquisition program for students in grades 4 and 5. The program has a target enrollment of 30 students with preference being given to students who were in the 2013 STARTALK program or in its extension sessions during the 2013-14 school year. Curriculum is content-based and aligned with identified elements of the Texas Essential Knowledge and Skills for math, social studies, and science. The program is conducted entirely in the target language. Students will travel with a Brazilian boy names Juninho and his pet parrot Ze to various parts of Brazil including the Amazon rainforest, Rio de Janeiro, and Minas Gerais. Throughout their travels the two will learn and/or review a number of concepts contained in the AISD curricula, grades 4 and 5. In addition, they will visit places in the community that reflect Brazilian culture and have contact with a number of Portuguese-speaking community members.

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

Arlington Independent School District (student)

As Aventuras Continuam (The Adventures Continue)

Portuguese
  • July 20, 2015August 7, 2015: Program segment (face-to-face)
  • Bebensee Elementary School, Arlington, TX

This program will serve as a jumpstart for incoming 6th grade students who will be participating in a Portuguese FLES program for the first time during the 2015-16 schoolyear. The goal for this program is to allow them to position themselves to be at a Novice High level at the end of only one year by giving them 60 hours of intensive immersion instruction in the summer followed by intentional, content-based language and culture instruction in FLES during the school year. The goals of this program are to provide students with this instruction such that they can 1) use functional chunks of basic everyday language as stepping stones to additional language acquisition, 2) demonstrate an understanding of the products, practices, and perspectives of Brazilian culture, and 3) speak at the novice-mid level as defined by the ACTFL proficiency scale when speaking about topics with which they are familiar by the end of the STARTALK summer program and by the novice-high level as defined by the ACTFL proficiency scale when speaking about topics with which they are familiar by the end of the STARTALK grant period in February.

682-867-7338 • sdeering@aisd.net

Boston University (teacher)

STARTALK Portuguese Teacher Training

Portuguese • June 1, 2012June 28, 2012
  • Boston, MA

The STARTALK Portuguese Teacher Training (PTT) program offers an opportunity for those embarking on a Portuguese teaching career, and those already teaching Portuguese as a second, foreign or heritage language to improve their pedagogical skills. All instructors will be trained in standards-based instruction at all levels (K-16). PTT aims to recruit and train 18 participants who have native, near-native, or advanced proficiency in European and Brazilian Portuguese. Participants can be of any age, gender, and educational background, however, a minimum of a bachelor’s degree is required. The program will offer online instruction in language learning theory and teaching pedagogy, and the on-site portion of the program will provide extensive practical application of this information. The online component will take 3 weeks, followed by the 5 day long on-site portion at Boston University, with a follow-up video conference in the Fall. The program includes a practicum which allows participants to apply what they have learned during the course. The program will also introduce participants to the ethics and mechanics of community-based language learning and draw on the rich heritage of New England’s Portuguese-speaking immigrant communities. There is no charge for attending this workshop.

617-353-6203 • griffins@bu.eduhttp://www.bu.edu/tpp/

Boston University (teacher)

Startalk Portuguese Teacher Training

Portuguese • July 1, 2013August 24, 2013
  • Boston University, Boston, MA

The STARTALK Portuguese Teacher Training (PTT) program offers an opportunity for those embarking on a career teaching Portuguese and for those already teaching Portuguese as a second, foreign, or heritage language to improve their pedagogical skills. Instructors will be trained in standards-based instruction at all levels (K-16). Upon completion of the program participants earn 10 Professional Development Points through Boston University. Eligibility: 20 participants who have native, near native, or advanced proficiency in European and/or Brazilian Portuguese will be selected. A minimum of a bachelor's degree is required. Time and place: Online seminar runs July 1st to August 10th, onsite workshop and hands-on training August 17 - 24th. (8:45am - 4:00pm, Boston University Campus). Follow-up communication occurs via FaceBook group. Stipends: Massachusetts and Rhode Island participants are eligible for a travel stipend of up to $300 with receipts; participants from all other states are eligible for a travel stipend of up to $500 with receipts. Accommodation is participants' own responsibility. Application deadline: April 30th, 2013. Please visit the PTT website for downloadable application forms.

617-353-6203 • griffins@bu.eduhttp://www.portugueseteachertraining.com/

Boston University (teacher)

STARTALK Portuguese Teacher Training

Portuguese • Residential Program
  • June 23, 2014August 13, 2014: Program segment (online)
  • August 15, 2014August 15, 2014: Program segment (face-to-face)
  • Boston University, Boston, MA

This predominantly online course for teachers of Portuguese will look at why you might want to move teacher-centered activities outside the classroom and how to do so. The "how" involves use of available technology, effective design of online material, and ways to differentiate instruction to meet the needs of a diverse student body. From the how and the why, we also consider what to do with the extra face-time so that your classroom becomes an interactive space where students are prepared for real-world communication in the target language. To participate in this program you must currently be employed in a teaching position and have a working knowledge of basic pedagogical technology (for example: programs that allow for presentation, video, and/or voice recording). By the end of this course you will have the knowledge and materials ready to "flip" your classroom at the beginning of the next academic year. You will also have met a wonderful group of teachers of Portuguese with whom you can share ideas and materials in the future. Travel stipends and accommodation available for onsite meeting. Participants must attend and present at onsite meeting to receive professional development points.

617-413-0054 • griffins@bu.eduhttp://www.portugueseteachertraining.com/

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

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

Central New Mexico Community College (student)

Startalk Portuguese

Portuguese • June 3, 2013June 28, 2013
  • CNM Joseph M Montoya Campus, Albuquerque, NM

Beginning Portuguese for dual enrollment & college students, lasting 4 weeks, 20 days from June 3-28. Provides 4 college credits & meets high school language requirements. Immersion in classroom instruction & cultural activities.

505-224-4000 Ext. 50210 • ggrosso@cnm.edu

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Portuguese Teachers

Portuguese • July 17, 2011July 30, 2011Residential Program
  • Concordia Language Villages, Bemidji, MN

This four-credit graduate course in Second Language and Immersion Methodologies for STARTALK Portuguese Teachers, grades K – 16, is a fourteen-day residential program located at Bemidji State University in Bemidji, Minnesota, and at the Portuguese Language Village, in Callaway, Minnesota. The program is limited to eight participants. Over the fourteen days, there will be 120 hours of instruction as the teachers participate in workshops, discussions, teaching demonstrations, lesson planning followed by implementation of their learning at Mar e Floresta. Startalk teachers will 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 villagers’ communication skills and cultural understandings; c. content-based teaching strategies; d. integrating culture into the teaching of the Portuguese language. At Mar e Floresta the STARTALK teachers will implement what they have learned. Each day they will meet to debrief their experiences and discuss second language and immersion teaching strategies to meet the needs of the diverse learners at Mar e Floresta. Participants will develop a standards-based performance assessment unit based on their teaching and learning experiences at Mar e Floresta.

651-341-9445 • clementi@cord.eduhttp://www.ConcordiaLanguageVillages.org

Concordia Language Villages (student)

Portuguese STARTALK Student Program: Living the Language and Culture at Concordia Portuguese Language Village

Portuguese • July 18, 2011August 13, 2011Residential Program
  • Concordia Language Villages, Callaway, MN

Full and partial scholarships to summer two-week and summer four-week, credit-bearing programs are available to elementary, middle school and high school students in selected Bemidji, MN schools. Each scholarship includes two follow-up weekend programs in the fall and early winter. Students are residents in a “Portuguese Village,” living Portuguese language and Lusophone culture through daily life in this residential camp program, while increasing their language and cultural proficiency, as well as their global citizenship skills. The experiential, residential setting immerses the participants in the culture of the countries where Portuguese is spoken through food, music, sports, dance, games, and activities, and students build skills in a variety of communicative tasks, such as asking and answering questions, describing, expressing opinions, and telling stories. They function in Portuguese language contexts such as stores, social settings, and homes. We will welcome STARTALK participants from partner elementary, middle, and high schools; they will join many others. Programs are designed to offer experiences for beginning to advanced learners. Since 1961, Concordia Language Villages, a program of Concordia College, Moorhead, Minn., has been a nationally recognized language and cultural immersion program, with a mission of preparing young people for responsible citizenship in our global community.

218-586-8727 • phillipp@cord.eduhttp://www.ConcordiaLanguageVillages.org

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Arabic, Chinese and Portuguese Teachers

Arabic, Chinese, Portuguese • June 16, 2013June 29, 2013Residential Program
  • Concordia Language Villages, Bemidji, MN

Principles of second language and immersion pedagogy serve as the framework for this four-credit graduate level course. This is a residential program designed for K-16 teachers of Arabic, Chinese, or Portuguese. Active participation in Concordia Language Villages programs will be accompanied by discussions about the methods observed and current research on second language acquisition. Observation, participation in, and analysis of a variety of methodologies in action will help participants define their personal instructional philosophy. The course will be led and coordinated by Brandon Locke, dean of teacher training programs. Three other language-specific instructors will collaborate throughout the course as well as provide language-specific expertise and guidance. Fatima Maghdaoui will be the Arabic instructor, Cathy Smith will be the Chinese instructor and Simone DaSilva will be the Portuguese instructor. Dr. Donna Clementi will also be a guest instructor with a focus on instructional unit design via the Standards-based Integrated Performance Assessment model. The program will be housed at Bemidji State University with regular visits to Concordia Language Villages sites. Four graduate credits will be awarded for successful completion of the course. Participants also receive room and board on the BSU campus.

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

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Arabic, Portuguese and Russian Teachers

Arabic, Portuguese, Russian • Residential Program
  • June 22, 2014July 5, 2014: 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 Arabic, Portuguese, or Russian. Active participation in Concordia Language Villages programs will be accompanied by discussions about the methods observed and current research on second language acquisition. Observation, participation in, and analysis of a variety of methodologies in action will help participants define their personal instructional philosophy. Brandon Locke, dean of teacher development programs, is the program director and lead instructor. Three other language-specific instructors will collaborate throughout the course as well as provide language-specific expertise and guidance. Dr. Nabila Hammami will be the Arabic instructor; Simone DaSilva will be the Portuguese instructor; and Dr. Leyla Masmaliyeva will be the Russian 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 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 $250.00 to defray the costs of travel to Bemidji, Minnesota.

907-242-1671 • blocke@cord.eduhttp://www.concordialanguagevillages.org/adult-programs/educator-programs/startalk-teacher-programs

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

Georgia Department of Education (teacher)

Southeastern Region Chinese and Portuguese Dual Immersion Training Institute

Chinese, Portuguese • July 22, 2013July 24, 2013Residential Program
  • Georgia Regents University, Augusta, GA

The Southeastern Regional Dual Immersion Teacher Training Institute (SEDII) STARTALK program is a summer institute designed to train and support teachers and administrators overseeeing Mandarin or Portuguese dual immersion programs in Georgia and South Carolina. The STARTALK program will take place in Augusta, Georgia in July, 2012.

404-463-0601 • Jon_valentine@gwinnett.k12.ga.us
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