STARTALK 2015 - Portuguese Programs

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17 programs found.

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Showing results 1 through 17 of 17.

Arlington Independent School District (student)

As Aventuras Continuam (The Adventures Continue)

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

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

682-867-7338 • sdeering@aisd.net

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

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

Hilmar Unified School District (teacher)

HUSD STARTALK Teacher Program

Portuguese • Residential Program
  • June 7, 2015June 25, 2015: Program segment (face-to-face)
  • Elim Elementary School, Hilmar, CA

This program is designed to increase the participants' understanding of the California World Language Content Standards and the Effective Instructional Sequence (EIS). The fifteen teacher participants will be provided with a forty-hour academy-model professional development program. Participants will engage in activities designed to model each of the EIS components and will conduct guided observations of the instructional practices in the student strand in order to demonstrate their ability to identify student engagement strategies. Participants will also be able to identify resources for authentic materials from the target culture for use with varied student groups. At the end of the program, participants will design a grade-level lesson plan that integrates language and culture, incorporates EIS, and aligns to state standards.

209-667-5701 • icjohnson@hilmar.k12.ca.us

Hilmar Unified School District (student)

HUSD Portuguese Language Academy

Portuguese
  • June 15, 2015July 3, 2015: Program segment (face-to-face)
  • Elim Elementary School, Hilmar, CA
  • Turlock High School, Turlock, CA

The program will offer a positive learning immersion experience for approximately 100 Portuguese heritage students in grades 2-11. The students will participate in approximately 75 hours of instruction in a three-week program where they will experience the Portuguese language and culture through learning about family, friends, community, food, music, art, and dance. Participants will learn basic skills to greet, introduce themselves and others, and they will exchange information about their family and community. They will also learn linguistic, cultural, and subject matter knowledge and skills through thematic curriculum that will actively engage them in age-appropriate activities.

209-667-5701 • icjohnson@hilmar.k12.ca.us

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/

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

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 University of Texas at El Paso (student)

STARTALK at UTEP

Arabic, Portuguese
  • July 1, 2015July 31, 2015: Program segment (face-to-face)
  • The University of Texas at El Paso, El Paso, TX

STARTALK at UTEP is a three-week summer language program designed to introduce 50 high school juniors and seniors to Arabic/Portuguese Language. They will be divided into two groups of 25 students. The program will have two sections for Arabic and two sections for Portuguese where 12-13 students will be in each section. Selected students will participate in 90 hours of language instruction. Summer language acquisition will be maintained and expanded during the subsequent school year, through participation in monthly face-to-face /virtual (Google hangout) language and cultural experiences. Upon completion of the program students will have developed a novice/mid-novice level of Arabic and novice-high/intermediate low of Portuguese meeting the relevant ACTFL language acquisition standards in the four skills for learning a second language by addressing the pivotal five C’s.

915-747-5809 • macontreras@utep.eduhttp://www.utep.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 Washington (teacher)

Preparing Language Teachers for the 21st Century

Korean, Persian, Portuguese, Russian
  • July 8, 2015July 24, 2015: Program segment (face-to-face)
  • University of Washington Language Learning Center, Seattle, WA

The STARTALK Teacher Program, “Preparing Language Teachers for the 21st Century,” aims to enroll twelve teachers currently teaching Russian, Persian, Portuguese, and Korean in the community or who would like to work toward obtaining a P-12 World Language Endorsement for teaching these languages in Washington K-12 public schools. The program will teach them the STARTALK principles and best practices in language teaching and curriculum development, as well as the content knowledge needed to pass the Washington Educator Skills Test – Endorsement (WEST-E) for World Languages. The program also provides scholarship assistance to complete the required assessments. A special focus on integrating STEM (Science, Technology, Engineering, and Math) into language instruction will prepare teachers to work effectively with today’s students. The program includes two-and-a-half intensive weeks of instruction, classroom observations, and practicum experience. The Russian teachers will be able to work with students in the STARTALK Russian Student program, while the Persian, Portuguese, and Korean teachers will work with students in the UW summer intensive language courses in the respective languages. Total instructional hours will be 65 hours for the 13-day Teacher Program for which teachers will receive 5 credits for EDC&I 495 from the University of Washington College of Education.

206-685-9401 • startalk@uw.eduhttps://depts.washington.edu/startalk/russianteacher.php

Utah State Office of Education (teacher)

USOE Portuguese Teacher Training 2014

Portuguese • Residential Program
  • June 3, 2015August 29, 2015: Program segment (face-to-face)
  • Snowbird, Salt Lake City, UT
  • Davis Conference Center, Layton, UT

The 2015 Utah State Office of Education STARTALK Portuguese teacher-training program will create a dynamic learning environment for Portuguese teachers in support of twenty-two Portuguese Dual Language Immersion classrooms in eight Utah elementary schools. The first planned component, the STARTALK retreat, will be an intensive four-day symposium from June 3 – 6 that will provide collaboration and training for twenty-two participants. In the second component, during the month of July, the teachers will work with state and national immersion experts to design actual curriculum for the immersion program opening in August. The third component will be the Annual Utah Dual Immersion Institute (AUDII), which will be held August 3 – 7, 2015. The last component is the actual teaching of the STARTALK student programs. As a result of these trainings and experiences, teachers will be able to: (1) design and deliver instruction that is standards and proficiency based; (2) create student-centered activities using active participation to check for understanding on an ongoing basis; and (3) provide comprehensible input for students while remaining in the target language.

801-362-5907 • jamieleite@gmail.comhttp://utahportugueseimmersion.org

Utah State Office of Education (student)

Vamos ao Brasil!

Portuguese
  • June 22, 2015August 14, 2015: Program segment (face-to-face)
  • Bluffdale Elementary School, Bluffdale, UT
  • Harris Elementary School, Tooele, UT
  • Hillcrest Elementary School, Logan, UT
  • Lakeview Elementary School, Provo, UT
  • Rocky Mountain Elementary School, Lindon, UT
  • Sunrise Elementary School, Smithfield, UT
  • To be determined, UT
  • To be determined, UT

The Utah State Office of Education Portuguese STARTALK student program is designed to support Portuguese Dual Language Immersion classrooms in eight elementary schools starting in the fall of 2015. This program will provide a rich language-learning experience for 420 first grade Portuguese Dual Language Immersion students as they look at the influence of Portuguese and Brazilian culture in their own community through study of the theme, “Vamos ao Brasil: Rio and the Amazon Rainforest.” The program will feature blended learning with 25 hours of a distance-learning curriculum and 20 hours in a full immersion classroom. Speaking and listening goals at the completion of the program include demonstrating comprehension of common classroom commands and topic-related questions; appropriately answering questions with limited responses; and beginning to formulate simple sentences from learned vocabulary. All students will participate in a capstone project where they will demonstrate their acquired language and cultural skills in oral and visual presentations appropriate to their grade.

801-362-5907 • jamieleite@gmail.comhttp://utahportugueseimmersion.org
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