STARTALK 2015 - Arabic Programs

Program Search

Type:student | teacher
State:CA | DC | FL | IL | IN | MA | MD | MI | MN | MT | NC | NM | NY | PA | TN | TX | UT | VA | WA
Residential:no | yes

33 programs found.

Sort by: name | date
Showing results 1 through 25 of 33.

Arlington Virginia Public Schools (student)

STARTALK Chinese and Arabic Program for Middle School Students

Arabic, Chinese
  • July 13, 2015July 31, 2015: Program segment (face-to-face)
  • Gunston Middle School, Arlington, VA

The STARTALK Arabic and Chinese Program is intended for students currently in grades 6-8 who have not studied or have limited knowledge of these languages. The goal of this program is to motivate students to begin or continue the study of Arabic and Chinese. The program can accommodate up to 25 students per language. Focus of study will be on understanding main aspects of target culture and communicating about everyday needs and experiences through field trips, hands-on activities, folklore, and technology. Students will be immersed in the target language from day one and will participate in exciting hands-on activities that will allow them to use the language for meaningful purposes. Our program gives first priority to Arlington Public Schools’ students. Once our registration period ends, on May 8th, non-Arlington residents will be considered if space is still available. Non-Arlington residents' applications will be placed on a waiting list during the registration period and will be considered for the program if the opportunity permits. Please see our APS website for more information.

703-228-6097 • margaret.johnson@apsva.ushttp://apsva.us/Page/2133

Boston Public Schools (student)

STARTALK Arabic Summer Academy

Arabic
  • July 2, 2015July 31, 2015: Program segment (face-to-face)
  • Arabic Summer Academy, Boston, MA

The Arabic Summer Academy is a four week intensive (Monday through Saturday) Arabic course for 50 high school students from Boston Public Schools and other schools in the Boston area, funded under a grant from the National Security Language Initiative's STARTALK Project. The Arabic Summer Academy uses the Marhaba! high school Arabic curriculum to provide students with an introduction to Modern Standard Arabic and Arab culture. It is designed for students who have never studied Arabic before and begins with an introduction to Arabic sounds and letters. The teaching and learning emphasizes the functional use of Arabic and communication in context through listening, speaking, reading, and writing. Students acquire enough familiarity with the Arabic language and culture to interact with Arabic-speakers at a basic level (Novice Mid to Intermediate Low according to the ACTFL guidelines). Students finish the course with greater curiosity and sensitivity towards the Arabic-speaking world through cultural encounters in classes, co-curricular activities and field trips.

617-398-7333 • director@arabicsummeracademy.orghttp://www.arabicsummeracademy.org

Brigham Young University (student)

BYU 2015 STARTALK Arabic Camp

Arabic • Residential Program
  • July 27, 2015August 14, 2015: Program segment (face-to-face)
  • Brigham Young University, Provo, UT

Three levels: 1) high school credit for those with no previous exposure to Arabic; 2) university credit option (101) for those who know at least the Arabic script; 3) Arabic 102 for those who have completed equivalent of 101. Learning through doing, students acquire facility in using Arabic in a sociolinguistically authentic manner to accomplish real-world tasks. They live in an "Arabic house" where they are immersed in Arab culture. Skilled teachers and tutors are available day and night to provide role models and to help students of varying abilities and challenges succeed. If a student is serious about learning, we pull out all the stops to help her/him succeed. Students demonstrate their progress in daily role plays and day-to-day living, which helps to build confidence. In addition to culminating performances in a graduation ceremony at the end of the program, students also complete standardized tests that document progress. The entire experience is designed to whet students' appetite to press on to advanced levels of proficiency. Participants can build on their camp experience by enrolling in our innovative and award-winning distance-learning program, Arabic without Walls for high school or university credit.

248-497-6894 • arabicstartalk@byu.eduhttp://ce.byu.edu/cw/startalkArabic/

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

Chicago Public Schools (student)

STARTALK 2015 Arabic and Chinese Program

Arabic, Chinese
  • June 29, 2015July 24, 2015: Program segment (face-to-face)
  • CPS STARTALK Summer Program at the University of Chicago, Chicago, IL

Thirty Chicago Public School high school students will participate in an intensive Arabic and Chinese summer institute at the University of Chicago from June 29, 2015 through July 24, 2015. Courses will be taught by University of Chicago Arabic and Mandarin Chinese language instructors, running Monday through Friday, 10 A.M. – 3:00 P.M. CPS students will be selected by the University for participation based on application materials, school recommendations, and program director’s guidance. Students in the Arabic program must have completed Arabic Level I or II, and students in the Chinese program must have completed the two-year high school requirement of prior study of the Chinese language. All participants are required to enroll in the next level of language instruction the fall of 2015. Students will be enrolled as non-degree students at the University of Chicago and will receive a letter grade for their work, equivalent in content and contact hours to one undergraduate course.

773-553-1968 • fmginski@cps.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

Fauquier County Public Schools (student)

FCPS STARTALK 2015

Arabic, Turkish
  • July 6, 2015July 23, 2015: Program segment (face-to-face)
  • Fauquier County Public Schools, Warrenton, VA

Fauquier County Public Schools will host STARTALK 2015: From Farm to Table for rising 5th through rising 9th grade students. The program will last three weeks beginning July 6 and ending on July 23, 2015. Classes will run from Monday to Thursday each week. There are no classes on Fridays. The program will include exciting theme based instruction in Arabic and Turkish and several field trips.

540-422-7024 • lhoover@fcps1.orghttp://www.fcps1.org/startalk

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 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

Howard Community College (student)

Startalk Intensive Chinese and Arabic Language Learning Experience for Howard County Students

Arabic, Chinese
  • June 22, 2015July 30, 2015: Program segment (face-to-face)
  • Columbia, MD

Howard Communicty College (HCC) will offer six weeks of intensive instruction in Chinese and Arabic for 42 high school students. Classes (novice/intermediate levels) will run from June 22-July 30 with four hours of instruction per day. Students will have the option of staying later for additional opportunities for tutoring, conversation, and project preparation. Students who successfully complete the program will earn four college credits.

443-518-4410 • jsvacina@howardcc.eduhttp://www.howardcc.edu/academics/academic_divisions/english/StarTalk/Startalk%202013/index2013.html

Human Assistance & Development International - CLASSRoad (teacher)

Taking TELL Online: Planning Effective Distance Language Instruction

Arabic, Chinese
  • June 14, 2015July 18, 2015: Complete online workshop (online)
  • HADI-CLASSRoad, Culver City, CA
  • California State University - San Bernardino, San Bernardino, CA

June 14 - July 17, 2015 FULLY ONLINE PROGRAM - PARTICIPANTS JOIN REMOTELY This is a five-week fully online advanced program for up to 30 Arabic and 30 Chinese teachers that features asynchronous learning, synchronous sessions with instructors and peers, and online synchronous micro-teaching activities with university students. The TELL Project is based on research that shows that the greatest factor in student achievement is an effective teacher. TELL provides a blueprint for effective world language teaching through key practices and behaviors of model world language teachers. Our course will help you identify and apply those model practices and behaviors as they pertain to planning for effective online language learning experiences. Our focus on a growth mindset will help you improve through practice and reflection on that practice. Join in our growing professional learning network comprised of alumni from our previous programs and well as new community members. Furthermore, in our online course you will be introduced to a variety of technology tools that you can incorporate in an online instructional design and teaching.

310-845-6149 • munir@hadi.orghttp://www.classroad.com/startalk

Hurst-Euless-Bedford Independent School District (student)

This is STARTALK: May I Take Your Order?

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

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

817-399-7580 Ext. 7580 • tamarahaddad@hebisd.eduhttp://www.hebisd.edu/edge

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

Occidental College (teacher)

Putting the Arabic Standards Front and Center

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

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

818-620-1176 • ihashem@oxy.eduhttp://csmp.ucop.edu/home/site_detail/103/20

OneWorld Now! (student)

OneWorld Now! STARTALK Summer Language Camp

Arabic, Chinese
  • June 22, 2015July 10, 2015: Program segment (face-to-face)
  • Impact Hub Seattle, Seattle, WA

The 9th annual OneWorld Now! STARTALK Summer Language Camp will be held June 22 to July 10 at Impact Hub Seattle in Pioneer Square. This program is for high school students only (including rising freshmen and newly graduated seniors) and is intended for students with no prior experience in the target language. Participants may choose between Modern Standard Arabic and Mandarin Chinese and will meet from 9:00 a.m. to 3:00 p.m., Monday through Friday (including Independence Day). From day one, classes will be taught with little to no English. In addition to learning to read and write in a new alphabet, students will gain the vocabulary and grammatical knowledge to identify and describe a wide range of objects or activities in their daily lives. The program will also include cultural performances, art workshops, and field trips, as well as workshops designed to develop skills for 21st-century global leadership. Students will display their new language skills for parents and community members in a culminating Final Showcase. This program can accommodate up to 18 students in each language. Students from outside Seattle are welcome to apply, but they will be responsible for all costs associated with traveling to and staying in Seattle.

206-223-7703 • alex@oneworldnow.orghttp://www.oneworldnow.org/

Queens University of Charlotte (student)

STARTALK: Queens University of Charlotte Summer Institute in Chinese and Arabic 2015

Arabic, Chinese
  • July 6, 2015July 24, 2015: Program segment (face-to-face)
  • Queens University of Charlotte, Charlotte, NC

The StarTalk: Queens University of Charlotte Summer Institute in Chinese and Arabic is a three-week, 105 hour non-residential program for rising 9th graders through recently graduated 12th graders that takes place from July 6th to July 24th from 8:30AM to 3:30PM with lunch and snack provided. Undergraduate credit (3 hours) may be granted upon program completion, at which point students will demonstrate proficiency in Mandarin or Arabic at the beginning, intermediate or advanced level with a focus on real-world communication skills. Using a variety of authentic materials and supporting technologies - such as Skype conversations with native-speaking tutors abroad - students will engage in culturally significant communicative activities in an immersion setting in class, in the community, and online. Sixty-five students will be admitted in a competitive application process including essays and a teacher recommendation. Prior knowledge of Mandarin or Arabic not required. Heritage language learners and advanced students are welcome.

704-688-2836 • debelle@queens.eduhttp://queens.edu/chinese-institute

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/

San Diego State University Research Foundation (student)

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

Arabic, Dari, Persian
  • July 20, 2015August 14, 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 two four-week Arabic, Dari, and Persian STARTALK summer programs for 10 heritage students in each camp, for a total of 30. These programs will be available to students in grades 9-12 at the intermediate high/advanced levels of oral proficiency. This is a non-residential program and is available only to local students. Each program will offer 130 instructional hours during its initial four weeks with an additional 8 hours of follow-up activities. During the four weeks (Monday – Friday. 0900-0330) students will be actively involved in conversational activities focusing on skills such as speaking, listening, reading, writing, and cultural competence. All interested students will earn four units of undergraduate college credit upon successful completion

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/

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

The Pennsylvania State University (teacher)

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

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

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

814-863-4288 • smd18@psu.eduhttp://www.outreach.psu.edu/language-institute/startalk-arabic-academy-for-teachers
Showing results 1 through 25 of 33.