STARTALK 2015 - Chinese Teacher Programs in CA

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9 programs found.

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Chinese American International School (teacher)

Chinese American International School STARTALK K-8 Teacher Training Program

Chinese
  • June 15, 2015June 19, 2015: Program segment (face-to-face)
  • Chinese American International School, San Francisco, CA

This intensive hands-on one-week training will provide teachers with high quality Chinese language programming to bring back to their respective classrooms. The program will focus on the principles of Understanding by Design, the essence of thematic units, comprehensible input, student centered-learning environments, integration of language, content and culture, and effective uses of performance based assessment that are linked with the learning objectives. By the end of the program, participants will understand the essential elements of immersion programs. Specific skills acquired will include: • Applying the process of curriculum design. • Gaining real immersion instruction experience. • Planning cohesive detailed lesson plans utilizing the STARTALK templates.

415-865-6091 • k_chang@cais.orghttp://www.cais.org

College Board (teacher)

Chinese Guest Teacher Summer Institute

Chinese • Residential Program
  • May 20, 2015June 3, 2015: Pre-Institute Online Modules (online)
  • July 22, 2015August 1, 2015: Guest Teacher Summer Institute (face-to-face)
  • University of California, Los Angeles, Los Angeles, CA

The Chinese Guest Teacher Summer Institute (GTSI) offers professional development for newly arriving teachers from China, prior to their placement as visiting teachers of Chinese language and culture in elementary and secondary schools across the United States. The primary goal of the GTSI is to prepare the guest teachers to teach effectively in American classrooms through a combination of interactive sessions and hands-on teaching practice. The program covers topics such as the structure of U.S. K-12 education, K-12 foreign language teaching standards, communication strategies, course design, classroom management, materials development, and more. The GTSI is only open to teachers selected for the College Board Chinese Guest Teacher Program. The program is organized by College Board in collaboration with the National Council of State Supervisors for Languages (NCSSFL) and the UCLA Confucius Insitute, and is hosted on the UCLA campus.For questions, please contact guestteacher@collegeboard.org.

212-713-8038 • scantor@collegeboard.org

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

Loyola Marymount University, Los Angeles (teacher)

LMU 2015 STARTALK LMU Mandarin Teacher Summer Institute

Chinese
  • May 5, 2015May 28, 2015: Course 1: Content-Based Language Instruction and Curriculum Development (online)
  • June 6, 2015June 6, 2015: 4 hour Face To Face session (face-to-face)
  • June 15, 2015June 26, 2015: Course 2: Practicum in Teaching Mandarin in PreK-12 Settings (face-to-face)
  • October 14, 2015December 9, 2015: Course 3: Assessment Basics (online)
  • January 5, 2016January 30, 2016: Course 4: Chinese Grammar Pedagogy (online)
  • Loyola Marymount University, Los Angeles, CA

The School of Education at Loyola Marymount University (LMU) is committed to responding to the state and national demand for highly qualified Mandarin language teachers by offering two pathways for teacher preparation. Pathway 1 is the Credential Program and includes the completion of coursework leading to a California teaching credential, Master's degree and bilingual authorization (2 cohorts of teacher candidates, 17 total). Pathway 2 is the Certificate in Teaching Mandarin in PreK-12 Settings, a hybrid program consisting of 12 continuing education units of credit (120 professional development hours) offered through LMU Extension (14 participants). Since our first StarTalk grant in 2008, 26 of our recipients have graduated with Master’s Degrees. Many of our graduates have taken teaching positions in southern California and throughout the nation and are "highly qualified," according to the national definition set forth in No Child Left Behind (2001).

310-338-2924 • magaly.lavadenz@lmu.eduhttp://soe.lmu.edu/centers/ceel/startalk-lmu/teacherinstituteprogram/

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/

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

UCLA Center for World Languages (teacher)

Heritage Language Teacher Workshop: Materials Development

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

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

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

UCLA Center for World Languages (teacher)

Online Certificate for Heritage Language Instruction

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

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

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

University of California, Berkeley (teacher)

The Berkeley STARTALK Mandarin Language and Culture Teacher Program

Chinese
  • June 12, 2015June 25, 2015: Online Program (online)
  • June 26, 2015July 10, 2015: Onsite Program (face-to-face)
  • Berkeley High School, Berkeley, CA

The 2015 Berkeley STARTALK Teacher Program offers 2-week online program (June 12-25) and 2-week onsite program (June 26-July 10; no weekend class). The online portion offers 1) reading, exercises, and discussions on National and State Standards, STARTALK Endorsed Principles for Effective Teaching and Learning, Chinese linguistics/pedagogical grammar, backward design, and using target language to teach; 2) Demo lesson critiques (using short lessons taped in mentor teachers classrooms and/or STARTALK Classroom Video Collections; 3) Unit and lesson planning in groups with support from mentor teachers; 4)a technology workshop introducing technology applications for the 2015 STARTALK Program and for Chinese language classrooms. The first week of onsite program will focus on reinforcing online learning with hands-on projects including, 1)unit and lesson planning in groups with support from instructor and mentor teachers; 2) microteaching using lessons designed in groups; and 3) an information session focusing on California Teaching Credential (licensure). The second week of the onsite program will include mentor teachers' teaching demos and teacher participants' microteaching in real classroom setting.The program will recruit volunteer middle and high school students to be taught by the teacher participants in a real classroom setting during the second week of the onsite program (July 6-July 10).

510-642-8390 • stellakwoh@berkeley.eduhttp://ieas.berkeley.edu/ncclp
Showing results 1 through 9 of 9.