STARTALK - Swahili Programs

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50 programs found.

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Showing results 1 through 25 of 50.

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

Belanno (student)

Star Talk : We are World Ambassadors

Hindi, Swahili • August 2, 2010 August 13, 2010
  • Boys and Girls Brigade, Neenah, WI

Your Children Are The Next World Ambassadors. Imagine if everyone in the world could truly understand each other well enough to communicate with one another; to appreciate each other’s differences as much as the things all of us have in common. Imagining a world like this is exactly what Belanno is all about. Our mission is to provide high-quality language and cultural programs for children. We wish to help children grow within different cultures, to increase mutual respect with diverse cultures, and to encourage children to become citizens of the world. From August 2-13, 2010, 8:30 am-12:00 pm, we welcome children ages kindergarten through grade 5 to explore the language and culture of Kenya and India. Students may pick one language/culture to focus on for two weeks - Hindi or Swahili. With qualified teachers who are native speakers, your children will experience firsthand the language and culture of a completely different country. Classes will be in downtown Neenah at the Boys and Girls' Brigade. All children are welcome regardless of their level of experience with the language. Students will be put into classes according to age and ability.

920-843-2214 • cmoubarak@new.rr.comhttp://www.belanno.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)

CAL STARTALK Proficiency Assessment Training Program

Washington, DC • Arabic, Chinese, Hindi, Persian, Swahili, Turkish, Urdu • June 5, 2009 October 8, 2009

This STARTALK workshop will combine 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. The workshop focuses on assessment with particular attention to assessing language growth in short-term STARTALK programs for students with novice-level proficiency. This blended learning workshop combines distance learning and face-to-face interaction. The workshop will begin with a four-module online course on the basics of assessment. Consistent with the blended learning approach, the initial four modules are followed by a two-day face-to-face workshop at the Center for Applied Linguistics in Washington, DC, in July, 2009. After the face-to-face workshop, CAL will continue the online modules in order to provide assessment assistance, advice, and support during participants’ STARTALK programs. Finally, optional oral proficiency workshops, conducted online, will be available in the fall of 2009. This workshop is limited to staff from STARTALK-funded programs. We hope that at least one person from every program participates. Organizers: Meg Malone, Lynn Thompson, Vicky Nier, and Anne Donovan Application: You can request the application and DRAFT syllabus from mmalone@cal.org.

202-362-0700 • mmalone@cal.orghttp://www.cal.org

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

Center for Applied Second Language Learning (CASLS) (student)

STARTALK College Readiness Academy

Swahili • July 14, 2013July 27, 2013Residential Program
  • University of Oregon, Eugene, OR

Move past the boundaries of what you think you know about Africa. Explore the fascinating history, economic dynamism, and rich culture of East Africa while learning to communicate with the 40 million Swahili speakers around the world. The Swahili College Readiness Academy prepares high school students for college success through an intensive summer experience in Swahili followed by an optional online study. The Swahili College Readiness academy is a two-week residential program hosted at the University of Oregon in Eugene, Oregon, from July 14–27, 2013. Students will stay in the university residence halls during their time in Eugene. Other than transportation to Eugene, there is no cost to attend the program. Students take classes and engage in activities taking advantage of the university’s numerous academic, language, and cultural resources. After the institute, students have the option of continuing their Swahili study by enrolling in the online language and culture learning program called Hermes. Students will achieve Novice-High proficiency (equivalent to one year of study) by the end of the academy while earning high school language credit.

541-346-1773 • mandyl@uoregon.eduhttp://cra.uoregon.edu

Center for Applied Second Language Studies (CASLS) (student)

STARTALK Swahili College Readiness Academy 2014

Swahili • Residential Program
  • June 15, 2014June 28, 2014: Summer institute (face-to-face)
  • June 29, 2014December 15, 2014: Optional online study (online)
  • University of Oregon, Eugene, OR

Move past the boundaries of what you think you know about Africa. Explore the fascinating history, economic dynamism, and rich culture of East Africa while learning to communicate with the 40 million Swahili speakers around the world. The Swahili College Readiness Academy prepares high school students for college success through an intensive summer experience in Swahili followed by an optional online study. The Swahili College Readiness academy is a two-week residential program hosted at the University of Oregon in Eugene, Oregon, from June 15-28, 2014. Students will stay in the university residence halls during their time in Eugene.Other than transportation to Eugene, there is no cost to attend the program. Students take classes and engage in activities taking advantage of the university’s numerous academic, language, and cultural resources. After the institute, students have the option of continuing their Swahili study by enrolling in the online language and culture learning program called Hermes. These thematic units feature content and issues from the language’s culture. Hermes will help students achieve and document their language learning progress. Students will achieve Novice-High proficiency (equivalent to one year of study) by the end of the academy while earning high school language credit.

541-346-1773 • mandyl@uoregon.eduhttp://cra.uoregon.edu

Center for Applied Second Language Studies, University of Oregon (student)

College Readiness Academy

Chinese, Swahili • July 8, 2012July 27, 2012Residential Program
  • University of Oregon, Eugene, OR

The College Readiness Academy prepares high school students for college success through an intensive summer experience in Chinese and Swahili followed by a year-long online course. Students will achieve Intermediate-Low proficiency by the end of the College Readiness Academy while earning high school language credit. Students select either the Chinese track (subject to self-support fee) or the Swahili track. Both will attend a three-week residential institute at the University of Oregon in Eugene. In addition to providing high-quality language and culture instruction, the College Readiness Academy will include regular college counseling and financial aid sessions. After the institute, students will take the online language and culture learning program called Hermes. These thematic units feature content and issues from the target culture. Hermes will help students achieve and document their language learning progress.

541-346-5715 • falsgraf@uoregon.eduhttp://cra.uoregon.edu/

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

Global Village Charter Collaborative (student)

GVA 2014 STARTALK Polyglot Summer Program

Chinese, Russian, Swahili
  • June 9, 2014June 27, 2014: Student Program (face-to-face)
  • Global Village Academy-Aurora, Aurora, CO
  • Global Village Academy-Northglenn, Northglenn, CO

The GVA STARTALK Polyglot Summer Program will offer 260 K-8th grade students the opportunity on two campuses, Aurora and Northglenn, to study a second or third critical language in Russian, Mandarin or Swahili for three weeks through authentic, age appropriate fictional literature. The program is open to a total of 250 K-6 grade students and ten intermediate middle school students. Preference will be given to Kindergarteners who will be entering an immersion program in the school year, and continuing first through sixth grade students ready to learn a third language. Students will study language for three weeks for a total of 90 hours of target language instruction. All participants will see themselves?as young linguists--language researchers exploring differences and similarities between?the languages they are learning. Students will build on their acquired skills as immersion students during the school year--where they study subject content for 50% to 100% of the day in a second target language-- to learn a third languages through listening, speaking, reading and writing about culturally relevant fairy tales and fables. The three week summer program will culminate with a community Celebration, with students sharing their new language and reflections through songs, writings, plays, and cultural presentations.

720-352-0144 • cburtonhowe@globalvillageacademy.orghttp://www.globalvillageacademy.org

Indiana University (student)

STARTALK: Swahili langauge and culture for Indiana High Schools

Swahili • June 4, 2012June 29, 2012
  • Indiana University, Bloomington, IN

STARTALK 2012 Language and Culture for Indiana high schools have three sections: 1) students who will be studying Swahili for the first time; 2) continuing students who participated in summer 2011 program; 3) students who have participated in summer 2010 and summer 2011 programs. As in the past programs the emphasis will be on integrating the 5Cs of the National Foreign language Standards with a focus on the C of Communication and the C of Cultures. This is a 4 week student centered program covering different aspects of Swahili language and cultures at the different student levels. This intensive program will be the equivalent of one semester of Swahili and students will get foreign language credits. Classes will meet daily: 2 hours in the morning followed by a lunch break with conversation partners. In the afternoon, there will be one and a half hours of small group sessions which will focus on reinforcement of materials introduced in the morning sessions via interactive activities like role plays, vocabulary games, songs, cultural activities, and simulated field trips. At the end of the program students will participate in a festival to share their Swahili language and culture experiences to the local community.

812-855-3323 • aomar@indiana.eduhttp://www.indiana.edu/~afrilang/STARTALK/index.html

National Council of Less Commonly Taught Languages (teacher)

Swahili Teacher Development Institute

Madison, WI • Swahili • July 13, 2009 July 24, 2009Residential Session

This Program is a hands on training of prospective and new teachers of Swahili at the post-secondary level. Participants will have hands-on training in the implementation of standards-based curriculum and instruction, backward curriculum design model and communicative approach. During the first week of the program, participants will be introduced to the main theoretical and pedagogical concepts of teaching Swahili as a foreign language through a combination of lectures, seminars, hands-on workshops, and micro-lesson presentations to get a clear understanding of the basic concepts of teaching Swahili as a foreign language. The second week will involve practicum. During this period, participants will work closely with coaching Master Teachers that they will observe. They will also reflect on the practices of the master teachers, and discuss issues that arise from the activities of the master teachers. Participants will also be given time to teach and receive feedback on their teaching activities. Participants who complete the program will be awarded a generous stipend of $1,000 to cover travel expenses. Accommodation will also be provided for participants who live outside of Madison. NCOLCTL will issue a certificate of completion to all the participants that complete the program.

608-265-7903 • ayschlei@wisc.eduhttp://www.Councilnet.org

National Council Of Less Commonly Taught Languages (teacher)

NCOLCTL Swahili Startalk Professional Development Program

Swahili • July 11, 2011July 29, 2011Residential Program
  • Madison Wisconsin, Madison, WI

The NCOLCTL Swahili Startalk Professional Development Program is a three-week hands-on training of prospective and new teachers of Swahili at the post-secondary level. The program will be organized at UW-Madison. There are two parts to this program. The first week of the program is a non-residential distance learning session where individual participant will use the UW-Madison LI and NCOLCTL Online Teaching Methods Course. The second part of the program is a two-week residential program in Madison. During the first part of the program, participants will study theoretical aspects of teaching African languages and LCTLs in general. The participants are required to complete especially the fourth module of the online course before they arrive in Madison. The program will provide the participants hands-on training on the implementation of standards-based curriculum and instructions, backward curriculum design model and the communicative approach. Participants will be given ample opportunities to practice teaching Swahili, with guidance from master teachers during the course of the program. Where applicable, the program will consider instructors who have been teaching Swahili for a long time but have never had the opportunity to participate in this kind of professional development programs. Participants will be awarded a Certificate of completion.

608-265-7905 • ncolct@mailplus.wisc.eduhttp://www.ncolctl.org/startalk

National Council of Less Commonly Taught Languages (teacher)

NCOLCTL Swahili Startalk Professional Development Workshop

Swahili • July 9, 2012July 27, 2012Residential Program
  • Madison, WI, Madison, WI

The NCOLCTL Swahili Startalk Professional Development Program is a three-week hands-on training of prospective and new teachers of Swahili at the post-secondary level. The program will be organized at UW-Madison. There are two parts to this program. The first week of the program is a non-residential distance learning session where individual participant will use the UW-Madison LI and NCOLCTL Online Teaching Methods Course. The second part of the program is a two-week residential program in Madison. During the first part of the program, participants will study theoretical aspects of teaching African languages and LCTLs in general. The participants are required to complete especially the fourth module of the online course before they arrive in Madison. The program will provide the participants hands-on training on the implementation of standards-based curriculum and instructions, backward curriculum design model and the communicative approach. Participants will be given ample opportunities to practice teaching Swahili, with guidance from master teachers during the course of the program. Where applicable, the program will consider instructors who have been teaching Swahili for a long time but have never had the opportunity to participate in this kind of professional development programs. Participants will be awarded a Certificate of completion.

608-276-7941 • ayschlei@gmail.comhttp://startalk.ncolctl.org

National Council of Less Commonly Taught Languages (teacher)

NCOLCTL Swahili Startalk Professional Development Workshop

Swahili • July 8, 2013July 26, 2013Residential Program
  • IN, Bloomington, IN

The NCOLCTL Swahili Startalk Professional Development Workshop will prepare participants to teach Swahili in the target language and providing comprehensible input up to 90% of the instruction time. It will give them the opportunity to practice teaching Swahili using Standards-Based and Backward Curriculum Design approaches. The program will also train participants to integrate language, culture and content in the language classroom an how to create a learner-centered classroom. Ten participants who are new instructors or who have not had any formal training in language pedagogy will be selected to permit adequate opportunity for teaching demonstrations. The program will be a total of three weeks, and 80 instructional hours, of which 20 hours will be devoted to online training and 60 hours will be spent at the residential face-to-face program in Bloomington, IN. The program will be evaluated by both the participants and the students volunteers. The workshop will have a year-long follow-up to assist the participants in implementing lessons learned from the workshop. They will also receive a Certificate of Completion from NCOLCTL at the end of the program.

812-856-4191 • ayschlei@gmail.com

National Council of Less Commonly Taught Languages (NCOLCTL) (teacher)

NCOLCTL Swahili Startalk Professional Development Workshop

Swahili • Residential Program
  • July 7, 2014July 11, 2014: Program segment (online)
  • July 14, 2014July 25, 2014: Program Segment (face-to-face)
  • Bloomington, IN

The NCOLCTL Swahili Startalk Professional Development Workshop will prepare participants to teach Swahili in the target language providing comprehensible input up to 90% of the instruction time. It will give them the opportunity to practice teaching Swahili using Standards-Based and Backward Curriculum Design approaches. The program will also train participants to integrate language, culture and content in the language classroom and how to create a learner-centered classroom. Ten participants who are new instructors or who have not had any formal training in language pedagogy will be selected to permit adequate opportunity for teaching demonstrations. The program will be a total of three weeks, and 80 instructional hours, of which 20 hours will be devoted to online training and 60 hours will be spent at the residential face-to-face program in Bloomington, IN. The program will be evaluated by both the participants and the students volunteers. The workshop will have a year-long follow-up to assist the participants in implementing lessons learned from the workshop. They will also receive a Certificate of Completion from NCOLCTL at the end of the program.

812-856-4185 • ayschlei@gmail.comhttp://startalk.ncolctl.org/
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