STARTALK 2015 - Dari Programs

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8 programs found.

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Showing results 1 through 8 of 8.

Center for Advanced Research on Language Acquisition (CARLA), U of MN (teacher)

STARTALK: Transitioning to Teaching Language Online

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu
  • June 8, 2015June 28, 2015: TTLO Course (online)
  • Completely online, MN

This STARTALK program is for K-16 teachers of critical languages who want to teach their language online. Offered completely online, this 3-week, intensive course will give teacher participants the experience of being an online learner. Course content will focus on many different facets of a successful online language course, such as creating community, time management strategies for teachers and students, choosing appropriate technology tools for communicative-based activities, and developing a variety of online activity types. In addition to exploring these aspects of teaching online, participants will see these concepts in action in a model online language course. By the end of the course, participants will have a portfolio of activities ready to be incorporated in an online course. Teachers will be awarded a certificate of completion upon finishing course requirements (optional graduate credits available for a fee). For more details, please see the program website.

612-625-8848 • johnshoy@umn.eduhttp://www.carla.umn.edu/technology/startalk/

Center for Applied Linguistics (teacher)

STARTALK Performance Assessment Training Program

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu
  • May 22, 2015June 7, 2015: Introductory Modules (online)
  • June 8, 2015June 10, 2015: Workshop (face-to-face)
  • June 12, 2015July 2, 2015: Follow-up Modules (online)
  • Center for Applied Linguistics, Washington, DC

This training program combines online and face-to-face workshop formats to provide training in language assessment. The purpose of the workshop is to help STARTALK program directors, instructors, and/or teacher trainers learn about and plan for assessment in their STARTALK summer programs, with particular attention to assessing language growth in short-term STARTALK programs. The program begins with online modules on the basics of assessment. The two initial modules are followed by a three-day workshop at the Center for Applied Linguistics which is followed by three additional online modules. The workshop content focuses on developing high-quality assessment tasks that are appropriate for STARTALK learners. During the workshop, participants will focus on developing authentic language assessment tasks and rubrics for their programs. Additional modules will focus on topics of particular interest to participants and build on knowledge gained during the workshop. This workshop is limited to staff from STARTALK-funded programs.

202-355-1519 • lthompson@cal.org

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Teachers of Critical Languages at Concordia Language Villages

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • Residential Program
  • June 21, 2015July 1, 2015: Program segment (face-to-face)
  • Concordia Language Villages, Bemidji, MN

Principles of second language and immersion pedagogy serve as the framework for this graduate level course. This is a residential program designed for K-16 teachers of critical languages. Observation, participation in, and analysis of a variety of methodologies in action will help participants define their personal instructional philosophy. STARTALK teachers learn and practice: a) strategies for staying in the target language in both formal and informal instructional settings; b) formative and summative Standards-based assessments of students’ communication skills and cultural understandings; c) content-based teaching strategies; d) integrating culture into the teaching of language; and e) meeting the needs of diverse learners. Brandon Locke, dean of teacher development programs, is the program director and lead instructor. Jing Zhao, a Chinese immersion teacher, serves as co-instructor. Dr. Donna Clementi will also be a guest instructor focusing on instructional unit design and standards-based Integrated Performance Assessment model. The program is housed at Bemidji State University (Bemidji, MN) with regular visits to Concordia Language Villages sites. Participants receive room/board on the BSU campus. Four graduate credits are awarded for successful completion of the course. In addition, each participant will receive up to $350.00 to defray the costs of travel to Bemidji, Minnesota.

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

National Council of Less Commonly Taught Languages, Inc. (teacher)

NCOLCTL StarTalk LCTL Professional Development Program

Arabic, Dari, Hindi, Korean, Persian, Swahili, Turkish, Urdu • Residential Program
  • July 13, 2015July 17, 2015: Program segment (online)
  • July 20, 2015July 31, 2015: Program segment (face-to-face)
  • Bloomington, IN, Bloomington, IN

The NCOLCTL 2015 Startalk Professional Development Program is a hands-on training of prospective and new teachers of one or more LCTLs at the post-secondary level; these languages include Arabic, Dari, Hindi, Korean, Persian, Swahili, Turkish, and Urdu. There are two parts to this program. Overall, the program will be a three-week program; One week of distance learning and two weeks of residential face-to-face instruction in Bloomington, Indiana. Fourteen new or prospective LCTL instructors will be selected to participate in this three-week intensive summer program. They will have hands-on training on the implementation of standards-based curriculum, Understanding By Design, and performance assessment. The face-to-face program will involve a series of lectures and discussion sessions in the morning while the afternoons will be devoted to hands-on activities such as teaching practice, lesson plans development, curriculum design, and assessment rubric for evaluating learning outcomes. The success of the program will be measured by the participants' deliverables and teaching performance. We will share common "Look For's", Observable Behaviors developed from desired results of the program and TELL materials. These Look For's align with program goals on lesson planning, performance assessment and Backward Curriculum Design, Integration of Culture, Content, and Language, and Learner Centered Instruction.

812-856-4191 • ayschlei@gmail.comhttp://www.startalk.ncolctl.org/2015-startalk

Northern Virginia Community College (teacher)

NOVASTARTALK

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • Residential Program
  • June 29, 2015July 10, 2015: NOVASTARTALK F2F Workshops (face-to-face)
  • NOVA Arlington Center, Arlington,, VA

NOVASTARTALK is a face to face workshop that features standards-based instruction on the appropriate use of technology to teach World Languages in STARTALK programs and in the home institutions of STARTALK teachers. The faculty members of NOVASTARTALK are known or their expertise in technology-enhanced language teaching and learning. The focus of the workshop is the technology toolkit that each participant puts together over the course of a week of instruction. This toolkit allows the teachers to implement a similar program at their home institutions. There are two seperate NOVASTARTALK sessions with different applications and foci. Teachers are encouraged to sign up for week one if they have never been to NOVASTARTALK before. They are encouraged to sign up for week two if they are proficient in basic technologies or if they are returning to NOVASTARTALK after a previous workshop. Participants should not sign up for NOVASTARTALK unless they are able to attend from 9-5 for the five consecutive days of the session . For information on our program contact Program Director Laura Franklin at 703-845-6325.

703-845-6242 • lfranklin@nvcc.eduhttp://www.novastartalk.edu

San Diego State University Research Foundation (teacher)

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

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

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

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

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/

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
Showing results 1 through 8 of 8.