STARTALK 2015 - Programs

Program Search

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151 programs found.

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Showing results 126 through 150 of 151.

University of Minnesota (teacher)

STARTALK Teaching and Assessing Chinese Culture and Language Authentically

Chinese • Residential Program
  • June 15, 2015June 26, 2015: Program segment (face-to-face)
  • Confucius Institute at University of Minnesota, Minneapolis, MN

The goal of STARTALK Teaching and Assessing Chinese Culture and Language Authentically (TACCLA) is to improve participants’ ability to rethink their curriculum and instructional methods toward enhancing their students’ language proficiency levels while integrating elements of culture learning at the same time. This program will use the proficiency-oriented principles of language teaching, which are aligned with national standards. Participants will be able to better identify and enact the characteristics of culture in proficiency-based instruction, and the specific implications for curriculum, instruction and assessment for a U.S. classroom. This is a free residential program with limited travel allowance to offset the cost of transportation and limited tuition scholarship. Participants in this program will: --Explore theories and research about culture and culture learning --Create objectives for culture learning with particular reference to the national standards --Examine curricular models for integrating language and culture --Investigate techniques and materials for teaching culture --Explore traditional and alternative methods of assessing language and culture learning --Develop and apply criteria for evaluating cultural content of teaching materials --Create authentic teaching materials that has the potential to achieve proficiency through culture as core content --Share newly created lesson plans during their practicum experience

612-625-0243 • zhang429@umn.edu

University of Montana (student)

Montana Arabic Summer Institute

  • June 22, 2015July 10, 2015: Program segment (face-to-face)
  • Montana Arabic Summer Institute, Missoula, MT

The Arabic Studies Program will host its eighth Montana Arabic Summer Institute (MASI), which is an intensive language and culture program for 25 high school students. MASI 2015 will offer two levels; Level 1 is for student with no previous knowledge of Arabic, and Level 2 is for students at the novice-low proficiency level (i.e., students at the word and/or phrase level). The program offers 75 contact hours: from 9:00 am to 3:00 pm. Upon successful completion, graduates will receive five college credits. Students will develop linguistic competence and cultural knowledge as a base from which they can excel in Arabic studies at the college-level. Classroom instruction integrates the four language skills in a communicative approach. Technology is an important component in the program, which introduces students to Arabic keyboarding, using Arabic in MS Word and PowerPoint, etc. Learning outcomes are assessed via conversation, homework, quizzes, and a final project in the form of Arabic oral presentations. Indicators of success consist of classroom participation and demonstrating knowledge of cultural perceptions and patterns. Funded by a STARTALK grant, the program covers the costs of tuition fees, instructional materials, daily lunch, and t-shirts. Contact: Dr. Khaled Huthaily.

406-243-6602 • khaled.huthaily@umontana.edu

University of Nebraska-Lincoln (student)

STARTALK Chinese Language and Culture Academy

Chinese • Residential Program
  • July 5, 2015July 19, 2015: Program segment (face-to-face)
  • University of Nebraska-Lincoln, Lincoln, NE

This residential Chinese academy for 25 high school students (grades 9-12) is designed to provide an immersion in Chinese language and culture, and to spark and develop interest in Chinese language and culture. Participants will receive 150 hours of instruction in 15 days. The focus of the curriculum, whose theme will be “Experiencing Chinese Festivals through the Five Senses”, will be on gaining language skills, cultural understanding and digital media expertise. Student participants will have the opportunity to work on iPads, which will allow them to reinforce skills, to have access to their growing competencies via ePortfolio, and to record their gains via LinguaFolio. Tai Chi will follow breakfast every morning. Classroom instruction, conducted in the target language, will take place all day with breaks for lunch, snacks and dinner. After dinner, a variety of cultural offerings ranging from calligraphy to art to cooking to Chinese film will be offered. The rich intersection of American high school students and teachers of Chinese will promote authentic cultural exchange during class sessions and extracurricular activities. The administrative and instructional staff consists of experienced professionals in the areas of language teaching and learning, instructional technology, Chinese language instruction and LinguaFolio.

402-472-2024 • amoeller2@unl.edu

University of Nebraska-Lincoln (teacher)

STARTALK Chinese Teacher Institute

Chinese • Residential Program
  • July 8, 2015July 18, 2015: Program segment (face-to-face)
  • University of Nebraska-Lincoln, Lincoln, NE

This residential STARTALK Chinese Teacher Institute will provide an intensive 10-day professional development experience for 15 US teachers of Chinese focused on creating a learner/learning centered environment that reflects best practices in language learning and teaching. STARTALK teacher participants wear two “hats” in this institute. First, they are placed in the role of the learner as they experience pedagogical techniques and strategies first-hand that actively engage them in the learning process. In this way, they develop confidence through practice. Second, participants are placed in the role of teacher, as they examine their beliefs about language learning and teaching both during and after the learning tasks, thus promoting “reflection in action” and “reflection on action.” In order to affect maximum technology uptake, each participant is given an iPad and laptop to use as they learn technology in a context directly applicable to their classrooms. Points of emphasis include: instructional planning based on backward design; assessment that includes formative, summative and self-assessment; classroom management; integration of LinguaFolio; content- based instruction; developing intercultural communicative competence; and technology integration. The staff is comprised of experienced professionals in the areas of language teaching and learning, instructional technology, Chinese language instruction, LinguaFolio and classroom management.

402-472-2024 • hurlbut@gmail.com

University of New Mexico (student)

University of New Mexico Startalk Summer Program in Arabic

  • July 13, 2015August 7, 2015: Program segment (face-to-face)
  • The University of New Mexico, University of New Mexico, NM

The UNM STARTALK Program promotes awareness of the Arabic language and Middle Eastern and North African Cultures among Albuquerque high school and first year college students entering UNM. Encompassing a month long period of instruction, it gives students and incoming freshmen from the Albuquerque region the equivalence of a first semester course in Arabic at the University of New Mexico. The UNM Summer STARTALK Program partners with the UNM National Studies Program in order to foster a learner-centered environment that permits students to engage in the various conversation types, thus accentuating the diverse media and information systems in which language occurs. Furthermore, the program allows students to discuss in Arabic contemporary issues of vital concern with their peers and targeted speakers. More germane to the Southwest, students see the complexities of language by making direct and indirect comparisons between Arabic and their own languages (English, Navaho, and Spanish, etc.) Most importantly, studying Arabic in the summer program allows the student to fully engage in the life of the mind and to begin the journey towards becoming life-long learners.

505-277-5644 •

University of Pennsylvania (student)

UPenn Hindi-Urdu Startalk Program

Hindi, Urdu • Residential Program
  • July 13, 2015July 31, 2015: Program segment (face-to-face)
  • University of Pennsylvania, Philadelphia, PA

The UPenn Hindi-Urdu Startalk Program will offer instruction in Hindi and Urdu to 25 undergraduate and high school students. The program will take place from July 13-31 and will meet Mondays through Fridays from 9:30 am to 3:30 pm. Students will learn to communicate through a hands-on, student-centered, and standards-based curriculum that will highlight both commonalities and diverse elements in Hindi and Urdu language and culture. Students will experience South Asia through virtual visits to its various regions. The program includes for-credit and non-credit, as well as residential and non-residential options. It offers tuition and housing scholarships for students interested in pursuing the for-credit option.

831-383-9913 •

University of Pittsburgh (student)

University of Pittsburgh STARTALK Summer Russian Language School

Russian • Residential Program
  • June 22, 2015July 17, 2015: Program segment (face-to-face)
  • University of Pittsburgh, Greensburg Campus, Greensburg, PA

The University of Pittsburgh STARTALK Summer Russian Language School (SLRS) will host 20 high school students from Pittsburgh Brashear High School and Prizker College Prep, a public charter school in Chicago. The SLRS will be held on Pitt's Greensburg campus from June 22-July 17, 2015. It will offer Russian I for absolute beginners and Russian II for students who have had one year of high school instruction. The curriculum will be based on the theme “Cultural Diversity in Russia,” focusing on both ethnic diversity and the diversity of youth and popular culture in contemporary Russia, including music, film, television, print media and internet culture. Classroom instruction will be learner-centered and focus on speaking, listening, reading and writing skills. Classes will be held Monday through Friday with five formal daily contact hours for a total of 100 classroom hours during the program, plus 60 informal contact hours including lunch, study and conversation groups, evening activities and weekend field trips. Students will live in the dorms and be expected to remain on the Greensburg campus for the duration of the program.

412-648-9881 • das200@pitt.edu

University of South Florida (teacher)

USF Startalk Teacher Mentorship Program

Chinese • Residential Program
  • July 10, 2015July 17, 2015: Pre-Program Online Workshop (online)
  • July 18, 2015July 31, 2015: Program Segment (face-to-face)
  • University of South Florida, Tampa, FL

The USF Startalk Chinese Teacher Training and Mentorship Program is an intensive professional development institute for K-16 Chinese language teachers. This residential program has a core two-week hands-on training program that combines with pre- and post-program professional mentoring activities to provide in-service K-16 Chinese language teachers and individuals interested in teaching Chinese at the K-16 level the opportunity to enhance their teaching skills. Participants earn 3 USF graduate credits in Chinese Pedagogy (Lead Instructor: Dr. Eric Shepherd). Tuition is subsidized. All accepted participants must sign and abide by the 2015 USF STARTALK Code of Conduct, Media Release Form, Medical Release Form, and Forms required by STARTALK Central. Application Deadline: April 30, 2015. Rolling admission process. Apply early. Spaces are limited.

813-974-0589 • annietai@usf.edu

University of South Florida (student)

USF Startalk Chinese Academy

Chinese • Residential Program
  • July 19, 2015July 31, 2015: Program segment (face-to-face)
  • University of South Florida, Tampa, FL

Motivated high school students are invited to participate in an intensive two-week residential Chinese language immersion experience designed for non-native learners of Chinese. Instruction is offered at three proficiency levels: beginner, novice high, and intermediate. Participants earn 3 USF undergraduate credits in Chinese. Tuition is subsidized. Certificates of completion are provided. All accepted participants must sign and abide by the 2015 USF STARTALK Code of Conduct, Media Release Form, Medical Release Form, and Forms required by STARTALK Central. Application Deadline: April 30, 2015. Apply early. Spaces are limited.

813-974-0589 • annietai@usf.edu

University of Toledo (teacher)

2015 STARTALK-CHELER Chinese Leadership Program for Chinese Heritage School Teachers

Chinese • Residential Program
  • June 21, 2015July 17, 2015: Program segment (online)
  • July 18, 2015July 24, 2015: Program segment (face-to-face)
  • University of Toledo, oledo, OH, Toledo, OH

The STARTALK-CHELER Chinese Leadership Program is aimed at expanding the conceptual understanding and practical teaching skills of experienced teacher leaders of community-based Chinese heritage schools/programs in the United States. Participants will work in two cohorts, one for returning STARTALK participants and the other for those who are new to the program. The differentiated learning will provide opportunities for stimulating exchanges about principles of teaching and learning, lessons learned, and successes experienced. This residential program consists of three parts: a one-month pre-workshop online session, a one-week onsite workshop at the University of Toledo, and a post-workshop online forum. Participants will leave the STARTALK-CHELER program with new knowledge and effective strategies of developing student-centered, standard-based, and thematically organized lessons to build a learning community through technology. The STARTALK-CHLER program, including room, board and tuition, is free for qualifying applicants. Participants receive six continuing education units upon successful completion of the program.

419-530-2146 • acheng@utoledo.edu

University of Virginia (teacher)

Virginia STARTALK Chinese Teacher Academy

Chinese • Residential Program
  • July 8, 2015July 24, 2015: Program segment (face-to-face)
  • University of Virginia, Charlottesville, VA

The Virginia STARTALK Chinese Teacher Academy (VSCTA), first launched in 2008, will continue to partner with the Virginia STARTALK Chinese Student Academy (VSCSA) to provide opportunities for professional development and career advancement for novice and experienced teachers of Mandarin Chinese. The 17-day residential program (July 8-24) integrates and balances theory and practice through both regular and virtual classes in a well-sequenced blended model. Upon the completion of the program, participants will receive three to five graduate course credits. Specifically, they will receive intensive training and practicum experience, integrate technology and culture into teaching, participate in developing an effective blended learning model, implement strategies for creating a Chinese immersion setting, and develop authentic tasks and performance-based assessments. The capstone of the development of the trainees’ competence in teaching Chinese as a foreign language is the completion of an E-portfolio that documents the trainees’ extensive learning experiences in launching or advancing their careers. Each teacher participant will receive a $4,250 scholarship to cover 3-credit tuition and other academic costs of the program and pay $300 for program costs. Please visit the program website to explore program information and complete online application through the link by April 10, 2015.

434-924-0571 • uva-startalk@virginia.edu

University of Virginia (student)

Virginia STARTALK Chinese Student Academy

  • July 13, 2015July 23, 2015: Program segment (face-to-face)
  • Unviersity of Virginia, Charlottesville, VA

The Virginia STARTALK Chinese Student Academy (VSCSA) will continue to partner with the nationally reputed VSCTA teacher program to promote Chinese language and culture learning in the commonwealth of Virginia. The 10-day VSCSA student program (July 13-23) will enable novice learners to experience blended learning with a combination of face-to-face instruction and hybrid learning in flipped classrooms. Language immersion morning sessions are strengthened by afternoon sessions featuring tutorial sessions, consolidation individual and group learning, and cultural immersion activities. Upon the completion of the program, student participants will develop a positive can-do attitude, attain proficiency at the novice-mid level, and move toward novice-high level across three communicative modes. The capstone of the development of student participants’ experiences is the completion of an E-portfolio and individual website that documents their extensive learning experiences in Chinese language and culture immersion. Please visit the program website to complete online application by April 30, 2015.

434-924-0571 • mt3z@virginia.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.edu

University of Washington (student)

Russian in the Sky and in Outer Space

  • July 13, 2015August 7, 2015: Program segment (face-to-face)
  • University of Washington Language Learning Center, Seattle, WA

The UW STARTALK Student Program, “Russian in the Sky and in Outer Space,” aims to enroll 20 high school Russian heritage students in a four-week intensive language program meeting five hours a day for a total of 100 instructional hours. The program has a focus on content-based STEM (Science, Technology, Engineering, and Mathematics) with a concentration on space exploration and aviation design themes through a partnership with the Museum of Flight. Students will be able to earn five UW credits and complete the ACTFL OPIc (Oral Proficiency Interview computer-based) and WPT (Writing Proficiency Test) in order to receive up to four high school competency-based credits in Russian as a World Language. Russian-speaking professionals from Microsoft, Boeing, and Philips will share their disciplines in Russian with the students, with the goal of inspiring some of them to pursue double degrees in Russian and other university majors. To accommodate students’ diverse interests, the program will also feature three elective projects.

206-543-0536 • startalk@uw.edu

University of Wisconsin, Madison (student)

STARTALK: Pushkin Summer Institute in Russian Language

Russian • Residential Program
  • June 22, 2015July 31, 2015: Program segment (face-to-face)
  • UW-Madison, Madison, WI

The Pushkin Summer Institute (PSI) at UW-Madison attracts academically serious high school students from underrepresented communities to its intensive 6-week program in Russian language and culture. Central to the PSI mission is the goal of drawing a new, diverse population (in terms of ethnicity, race, and socio-economic status) to the field of Russian studies. Piloted in 2012, the PSI program offers intensive classroom instruction and a well-developed, integrated extracurricular program that allows students to put their Russian skills into practice in a variety of situations. Upon completion of the program students return to their high schools to continue Russian instruction and act as mentors to their fellow students. Most of our participants will be first-generation college students, and the PSI program endeavors to prepare these young people for life on a major university campus with the longer-term goal of helping them make a successful transition from high school to college and providing them with a strong foundation for their college career. Once PSI alumni enter college, it is anticipated that they will place into a higher level of Russian in their freshmen year and will be strong candidates for intensive programs such as the Russian Flagship at UW-Madison.

608-262-3498 • dmbethea@wisc.edu

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.com

Utah State Office of Education (student)

Vamos ao Brasil!

  • 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.com

Utah State Office of Education (teacher)

Utah Russian STARTALK

Russian • Residential Program
  • July 6, 2015July 9, 2015: Program segment (face-to-face)
  • Salt Lake City, UT

The Utah Russian STARTALK Teacher Program will focus on training Russian Immersion teachers to teach in our Russian STARTALK student program, as well as in our Russian Dual Language Immersion schools. During this program, teachers will develop curriculum for the student program, as well as increase their understanding of proficiency, best practices for an immersion classroom, and formative assessments for early language learning.

307-580-8651 • brandee.mau@gmail.com

Utah State Office of Education (student)

Utah Russian STARTALK

  • July 13, 2015August 7, 2015: Program segment (face-to-face)
  • Salt Lake City, UT

The Utah Russian STARTALK student program is geared towards rising first graders who will be attending the first Russian Dual Language Immersion elementary schools this fall. With capacity for up to 150 students (50 at each elementary location), this student program will provide a strong foundation for the first year of Russian Immersion. Students will explore Russian language and culture through targeted instruction.This program includes both online and traditional classroom instruction and learning.

307-680-8651 •

Virginia Beach City Public Schools (student)

2015 Virginia Beach STARTALK Summer Academies

Chinese, Russian
  • June 29, 2015July 23, 2015: Program segment (face-to-face)
  • • • Christopher Farms Elementary School, Virginia Beach, VA

This is a long-standing free four-week immersive program which offers four classes of elementary Chinese for rising fifth grade students and one class of advanced Chinese for returning rising sixth grade students. This is the first year that there will be two classes of elementary Russian offered to rising fifth grade students as well. For the elementary classes, students are selected by lottery equally from each of the three sections of the city (60 for Chinese and 30 for Russian). Participants attend class four hours Monday-Thursday, with enrichment instruction in the arts (folkloric dance/martial arts and painting/calligraphy). In addition, students will enjoy an afternoon field trip to further explore the respective language and culture studied. In February of the following year, participants will be invited to after-school post-sessions to continue their studies. The Chinese post-sessions focus on celebration of the Chinese New Year and culminate in a field trip to a heritage community Spring Festival. The Russian post-sessions bring students to a local high school to enjoy Russian food, dance, and crafts with the high school Russian students.

757-263-1469 •

West Virginia Department of Education (student)

STARTALK: WVDE Chinese Immersion Summer Camp

  • June 15, 2015June 26, 2015: Program segment (face-to-face)
  • North Elementary School, Morgantown, WV

In partnership with the West Virginia Department of Education, Monongalia County Schools will offer the sixth annual STARTALK: WVDE Chinese Immersion Summer Camp from June 15-19 and June 22-26. County students who will be entering grades 1-5 will have the opportunity to engage in a two-week thematic and content-based summer day camp experience at North Elementary School. Students will develop or expand their knowledge of the Chinese language and culture through language lessons, cultural experiences and interaction with native speakers of Mandarin Chinese. Students will participate in follow-up sessions throughout the academic year.

304-558-0200 Ext. 53018 •

West Windsor-Plainsboro Regional School District (student)

STARTALK Hindi and Urdu Immersion Program

Hindi, Urdu
  • August 3, 2015August 14, 2015: on site (face-to-face)
  • August 17, 2015August 21, 2015: follow up (online)
  • West Windsor-Plainsboro Regional School District, West Windsor, NJ

Hindi, Urdu Immersion Program • August 3, 2015– August 21, 2015, Grover Middle School, West Windsor, NJ. West Windsor-Plainsboro Regional School District in collaboration with New York University proposes a STARTALK student program for Hindi and Urdu languages. The classes will be offered to 70 students, heritage and non heritage learners, from 6th grade to 12th grade. Students will participate in onsite/online instruction for three weeks. Two weeks of face to face instruction will be followed by one week of online instruction combining synchronous and asynchronous communicative tools for learning the language. The proficiency level of the students will vary from novice to advance for Hindi and Urdu languages both, depending upon the exposure to the language at home or in the community and also prior learning of the language in the community schools or back home in India or Pakistan. No prior knowledge of Hindi and Urdu is required. A typical camp day will run from 9.00 am to 3.00 pm. Instructional hours will focus on learning the literacy skills which students will take beyond classrooms and learn to apply in real life situations. Trained teachers will make the program engaging and challenging.

609-275-1968 • rb154@nyu.edu

Western Michigan University (teacher)

STARTALK in Action: Technology in the Learner-Centered Arabic Classroom.

  • July 27, 2015August 7, 2015: Program segment (face-to-face)
  • MSU Detroit Center, Detroit, MI

Integrating technology in the Arabic learner-centered classroom is the main focus of the WMU STARTALK 2015 program. The program is aimed to develop participants’ teaching strategies and skills in integrating technology into Arabic instruction and assessment. The program outcomes include: implementing thematic and standards-based curriculum using effective teaching strategies and using the target language for instruction and all classroom interactions. Also developing strategies for integrating the latest technology into Arabic instruction. As well as using technology to assess students’ progress by creating ongoing performance assessment tools and strategies as a means to readjust lessons and to check constantly for understanding. Increasing students’ motivation for Arabic language learning and through the use of technology. Creating a learning environment that is learner-centered and students are proactive and aware of their learning growth and demonstrating their increasing skills over time. We are hopeful to serve K-12 twenty-two teachers of Arabic in the state of Michigan. The program will start July 27 and ends August 7, 2015. Teachers will attend daily from 9:00 am to 4:00 p.m., a total of 70 instructional hours that includes daily micro-teaching sessions.

269-387-3399 •

Wofford College (student)

STARTALK Chinese at Wofford College

  • June 8, 2015June 19, 2015: Program Segment (face-to-face)
  • June 22, 2015August 15, 2015: Online Projects (online)
  • September 6, 2015February 12, 2016: Small-group or Individualized Tutoring (face-to-face)
  • STARTALK @ Wofford, Spartanburg, SC

STARTALK @ Wofford College will offer a two-week (June 8th ~ June 19th) intensive program with eight additional online modules throughout the rest of the summer, and individualized tutoring sessions in the fall and early winter. In doing this, STARTALK @ Wofford hopes to extend the learning process so that learning will continue and last. We will welcome forty-five 6-12 graders from Spartanburg, Greenville, and other counties who have little prior access to Chinese language and culture.

864-597-4902 • zhangy@wofford.edu

Yinghua Academy (student)

STARTALK Summer Bridge Camp: Chinese Language Arts, Leadership, and Technology for Grades 6-12 Students

  • July 27, 2015August 14, 2015: Program segment (face-to-face)
  • Yinghua Academy, Minneapolis, MN

Intended for Chinese immersion students in grades 6 through 12 (entering grades 7 through 12 in the fall), this camp is designed to offer students an intensive Chinese Language Arts experience, to help develop character and leadership skills, and to provide an orientation to online learning. Weeks 1: students will take an extensive language course on site in the morning, and receive leadership training in the afternoon. The language course, developed by Yinghua staff will be delivered online in partnership with Minnesota Online High School (MNOHS) and give students an opportunity to earn future high school credit*. Weeks 2 and 3: students will continue with the language course and complete their service learning component by working alongside with Yinghua Academy summer camp Chinese teachers for students in grades K through 6. *During the summer camp, students will complete 1/4 of the regular credit course. Students eligible to attend high school must sign up this course with MNOHS in the fall and finish taking the remaining 3/4 of this course in order to receive high school credit.

612-788-9095 Ext. 124 • luyi.lien@yinghuaacademy.org
Showing results 126 through 150 of 151.