STARTALK 2010 - Teacher Programs

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59 programs found.

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Showing results 1 through 25 of 59.

American Council on the Teaching of Foreign Languages (teacher)

ACTFL/CLASS Discover Chinese Teacher Professional Development Program

Chinese • July 6, 2010 July 30, 2010Residential Program
  • Glastonbury Public Schools, Glastonbury, CT

There are two two-week sessions available for current or future teachers of Chinese. Experienced teachers of Chinese are encouraged to apply for the first session: July 6-16 and new teachers for the second session: July 19-30. Teachers who reside outside the Glastonbury, CT area will be provided with housing. All participants will receive at $400 travel stipend. Graduate credits are available and generally count as a foreign language methods course. Participants develop demonstration lessons in the target language and are engaged in learning how to deliver a standards-based instructional program. During the weekend, participants are engaged in an ACTFL professional deveopment workshop, either the Modified Oral Proficiency Interview (MOPI) or the Integrated Performance Assessment (IPA).

703-894-2900 Ext. 110 • mabbott@actfl.org

American Council on the Teaching of Foreign Languages (teacher)

Glastonbury Professional Development for Teachers of Russian

Russian • July 19, 2010 July 30, 2010Residential Program
  • ACTFL, Alexandria, VA
  • Glastonbury Public Schools, Glastonbury, CT

This program provides a two-week session for 20 teachers of Russian to learn to deliver a standards-based instructional program in Russian at the K-16 level. The teachers must develop a demonstration lesson in the target language, set up a communication system using Ning and keep an electronic portfolio of their learning. Three graduate credits in language teaching methodology are available. Housing is provided for those teachers who reside outside the Glastonbury, CT area and a $400 travel stipend is available to all those who successfully complete the program.

703-894-2900 Ext. 110 • mabbott@actfl.org

Association of Chinese Resources (teacher)

STARTALK Hatching Teacher Program

Chinese • June 11, 2010 June 20, 2010
  • Days Inn Parsippany, Parsippany, NJ
  • Distance Learning, NY, NY

This teacher program aims at preparing participants for Chinese classrooms in a variety of educational settings, including K–12 schools, weekend Chinese language schools, and summer camps. Participants will learn about the Standards for Foreign Language Learning in the 21st Century and the OPI concepts for teaching and learning and how to use the backward design method for curriculum development. They will also learn various effective teaching strategies in implementing the standards in the classroom. Participants will be able to design and deliver standards-based teaching plans that integrate culture, content, and technology into teaching practices for 80 hour summer Chinese classroom programs. Additionally, they will develop a repertoire of teaching techniques and strategies that are both effective for carrying out differentiated instruction and also aligned with functional goals and performance assessment.

973-659-1350 Ext. 110 • jliu@linkhigh.com

Bangor Chinese School (teacher)

STARTALK: The Future Teaches Chinese

Chinese • June 17, 2010 July 7, 2010Residential Program
  • Husson University, Bangor, ME

The Future Teaches Chinese is a special summer experience sponsored by STARTALK and the Bangor Chinese School for teachers of Chinese, aspiring teachers, and interested others. Developed by language and curriculum experts, our Bangor-based program provides participants a no-cost opportunity to improve skills and learn the most innovative methods of teaching language. With its affiliations, STARTALK offers an excellent environment to grow in language proficiency and teaching know-how while meeting a network of Maine and national educators and speakers of Chinese who are willing to share what they have learned with participants. This is a three-week program. The first two weeks provides foreign language teaching methods, strategies, standards, curricula, technologies, classroom management, and performance-based principles derived from the standards of CLASS, Hanban, and Maine Learning results. Maine teacher certification of Chinese was detailed. In the third wweek participants have the opportunity to teach Chinese in real classroom and apply the knowledge learned . 3 credits or 6 CEUs will be available. The program will be held at Husson University, Monday to Friday, June 17-July 7, 2010, 9:00 a.m.- 3:00 p.m. A limited number of need-based residential spaces are available. A prize or stipend ($500) will be awarded to selected participants.

207-990-0710 • jingzhang@bangorchinese.com

Boston University (teacher)

The Academy for Arabic Teachers: STARTALK Arabic Teacher Professional Development Program

Arabic • May 1, 2010 June 15, 2010
  • Boston University, Boston, MA

The Academy for Arabic Teachers (AAT) program is an intensive non-resident Arabic teacher professional development program uniquely situated at Boston University (Boston, Massachusetts) to offer high quality Arabic teacher training. The program’s main goal is to graduate highly competent Arabic teachers who can offer effective standards-based instruction at all levels. AAT aims to recruit and train 20 participants novice Arabic teachers who have native, near-native, or advance proficiency in Modern Standard Arabic. Participants can be of any age, gender, and educational background, however, a minimum of a bachelor’s degree is required. AAT is a comprehensive program offering a balance between foreign language learning theory and practice. A five-week foundation phase will be followed by a one-week practical training phase.A four-week off-site component (on-line course) will be followed by a two-week face-to-face component on-site for a total of 120 contact hours. Upon successful completion of the program, the graduates will be offered Professional Development Points by Boston University.

617-358-5852 • giselle@bu.edu

Boston University (teacher)

STARTALK Turkish Teacher Training Program

Turkish • May 15, 2010 August 15, 2010
  • Boston University, Boston, MA

The Turkish Teacher Training Program is an intensive non-resident online, onsite Turkish teacher professional development program situated at Boston University, which aims to offer high quality Turkish teacher training. This program's main goal is to offer training and professional development to the experienced and novice teachers of Turkish K-16 in effective standards based instruction. A two week offsite component (online course) will be followed by a three day, 27 contact hour, face to face component on August 13-15. The program's curriculum is based on National Standards established by ACTFL and AATT. The participants should be fluent in Turkish, have a Bachelor of Arts in hand and be involved in foreign language education. The selected participants will receive a generous stipend upon completing the program. Please contact Anna Bazdres, the program contact person for the application materials.

617-358-5855 •

Brigham Young University (teacher)

BYU Chinese Teacher Training Program

Chinese • June 21, 2010 July 16, 2010
  • Brigham Young University, Provo, UT

The BYU Teacher Training Program will offer two tracks this year: a methods course and a curriculum development workshop. The methods course is designed to train current and future teachers of Chinese at any level. The program focuses on a performance-based approach to teaching Chinese and will discuss general foreign language pedagogy issues and a focused look at issues related to teaching Chinese as a foreign language as well as practice in curriculum design, effective quiz writing, classroom activity development, as well as evaluating and adapting existing teaching materials. Teachers will have the opportunity to observe live classrooms and practice new teaching methods. The curriculum development workshop is designed to help Chinese language teachers create student-centered, proficiency-based, well sequenced and scaffolded lesson plans and materials for each of eight units of the USOE Chinese I and II curriculum. This will be a collaborative effort and all participants will come away with a set of all materials developed. A videographer and illustrator will be on site to help with materials preparation. This course is most appropriate for those already teaching or planning to teach Chinese in junior high or high school and have already had a methods course.

801-422-5303 • matthew_christensen@byu.edu

Brigham Young University (teacher)

Arabic Teacher Apprenticeship Progam

Arabic • June 21, 2010 July 14, 2010
  • Brigham Young University, Provo, UT

The National Middle East Language Resource Center (NMELRC) at Brigham Young University (BYU) welcomes this opportunity to extend its teacher training activities to five more K-16 teachers of Arabic and teachers in training. Participants take advantage of two modules, an on-line tutorial focussing on theory and background on teaching Arabic as a foreign language and an on-campus residential practicum, where trainees work closely with master teachers observing and teaching live classes. Those completing both modules receive three credit hours of Arabic 377 (“Arabic Teaching Methodology.”). A graduate course number and revised expectations can be arranged for those needing it. The strength of this program lies in the balance of pedagogical theory, observation and practice teaching, close mentoring, and reflection. Apprentices interact closely with the students and master teachers from breakfast to dark, allowing them to see that language learning is far more than just a classroom matter. The website below will give you an idea of the student program that apprentices observe, assist as mentors, and in which they do some teaching. If you want to know more about the program please write or call.

801-422-6531 • belnap@byu.edu

Bryant University (teacher)

Bryant STARTALK Chinese Language and Culture Teacher Program

Chinese • July 6, 2010 July 24, 2010Residential Program
  • STARTALK Chinese Language and Culture Student Program, Smithfield, RI
  • Bryant STARTALK Teacher Program on Chinese Language and Culture, Smithfield, RI

This three-week summer program provides vigorous professional development on Chinese language and culture for current and prospective K-12 teachers of both Chinese language and other subject areas. THE PROGRAM OFFERS: 1) Certificate of 100 professional development credit hours, 2) Lectures and seminars by renowned scholars, 3) Workshops by experienced teachers to share lesson plans and activities, 4) Various cultural activities, including calligraphy, painting, traditional music, folk dance, martial arts, and Taiji, 5) Field trip to the Peabody Essex Museum (Ying Yu Tang and China exhibits), Boston Chinatown, and Newport Mansions in Rhode Island, 6) Practice classes with middle and high school students, 7) Eligibility to participate in a two-week optional subsidized study trip to China (July 27-August 10) at additional cost, 8) Limited campus dorms available for free for participants who live 30 miles away from Bryant (on first come first served basis), 9) Breakfast and lunch provided. APPLICATION: The application deadline has been extended to May 17. Seats are limited. Please apply early. Previous experience of related teaching is NOT required. Online and paper applicaitons are available at the program web page. Visit for details.

401-232-6566 • kliu1@bryant.edu

Cape Henlopen School District (teacher)

Delaware's Lighthouse Chinese Partnership: A STARTALK Summer Program for Teachers of Early Language Learners

Chinese • July 12, 2010 July 30, 2010Residential Program
  • Delaware's Lighthouse Chinese Partnership: A STARTALK Summer Program for Teachers of Early Language Learners, Lewes, DE

The Cape Henlopen School District, in partnership with the University of Delaware College of Education and the Delaware Department of Education, is pleased to offer this teacher program to promote high levels of proficiency in early language learning. The program is open to 10 in-service, pre-service, or alternative route teachers. This intensive three-week program is divided into two 3-credit University of Delaware graduate courses. The first week will consist of the Early Language Learning Methods course. Dr. Helena Curtain, co-author of Languages and Children: Making the Match, and UD professor Dr. Zhiyin Renee Dong will lead this course. Dr. Gregory Fulkerson, Education Associate for World Languages and International Education at the Delaware Department of Education, will also present on the Delaware Recommended Curriculum for World Languages and how it promotes early langauge learning and continued professional growth. The second two weeks will provide a practicum course as teacher participants take part in the Partnership's day camp for children in grades K-5. Practicum participants will observe master teachers and design and facilitate learning opportunities for the campers throughout the two-week period.

302-735-4180 •

Center for Applied Linguistics (teacher)

STARTALK Proficiency Assessment Training Program 2010

Arabic, Chinese, Dari, Hindi, Persian, Russian, Swahili, Turkish, Urdu • May 7, 2010 July 9, 2010
  • Center for Applied Linguistics, Washington, DC

This STARTALK workshop 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. Two tracks are offered: a primary track for participants who have not participated in our program before, and a secondary track for repeat participants. The primary track workshop focuses on assessment with particular attention to assessing language growth in short-term STARTALK programs for students with novice-level proficiency. The workshop begins with online modules on the basics of assessment. Consistent with the blended learning approach, the initial modules are followed by a two-day workshop at the Center for Applied Linguistics in Washington, DC, June 17-18, 2010. After the workshop, CAL will continue the online modules in order to provide assessment assistance, advice, and support during participants’ STARTALK programs. Finally, optional online oral proficiency assessment training will be available in July of 2010. Secondary track participants follow an alternate program with more hands-on technical assistance. This workshop is limited to staff from STARTALK-funded programs. Organizers: Lynn Thompson and Meg Malone. Applications are available along with the DRAFT syllabus from

202-362-0700 Ext. 519 •

Center for Human Services/McDaniel College (teacher)

CHS/McDaniel Summer 2010 StarTalk Program for Teachers of Arabic and Chinese

Arabic, Chinese • June 14, 2010 July 23, 2010Residential Program
  • McDaniel College, Westminster, MD

This program will provide all participants with an an innovative, academically rigorous and standards-based curriculum to assist participants to develop a solid foundation to pursue continued professional growth. Program completion will earn 3 graduate credits by completing 90 hours of learning and professional development. The curriculum will reflect a balance of current theories in second language acquisition (SLA), with a focus on the integration of communication and culture in the Arabic and Chinese language classroom. Students will have the opportunity to participate in a teaching practicum. Dates: June 14 to July 23 Pre-workshop - Opening and technology assistance, June 15-16 Week one: Online sessions, June 21 - 25 Week two : Face to Face, June 28 - July 2 * Welcome, Sunday, June 27 * Face-to-face classes (residential option), Monday - Friday (9:00 AM - 5:00 PM) Weeks three and four: Practicum and online sessions, July 5 - 16 Closing, presentation of final projects and graduation ceremony, July 23 Please go to for more details Office: 410-386-4646

410-596-9067 • rcostea@mcdaniel.edu

College Board (teacher)

Chinese Guest Teachers Summer Institute 2010

Chinese • July 21, 2010 July 30, 2010Residential Program
  • UCLA Confucius Institute, Los Angeles, CA

Chinese Guest Teachers Summer Institute: An Extension of the Chinese Guest Teacher Program, co-organized by College Board, NCSSFL and the UCLA Confucius Insitute, hosted by UCLA, Los Angeles, CA . The Chinese Guest Teacher Summer Institute offers professional development for newly arriving teachers from China prior to their placement as teachers of Chinese language and culture in elementary and secondary schools across the United States. The primary goal of the GTSI is to increase guest teachers’ understanding of American education and to facilitate their development of pedagogical skills particularly relevant to American classrooms. 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 program is organized by the College Board in collaboration with partner associations such as the National Council of State Supervisors for Languages (NCSSFL) and the UCLA Confucius Institute. The GTSI is only open to Chinese teachers selected for the College Board Chinese Guest Teacher Program. For questions, please contact Michaela Kabat at

212-520-8583 •

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Russian Teachers

Russian • June 27, 2010 July 10, 2010Residential Program
  • Concordia Language Villages, Bemidji, MN

The Standards for Foreign Language Learning in the 21st Century and principles of second language and immersion pedagogy serve as the framework for this four-credit graduate level course. A residential program designed for K-16 teachers of Russian, the participants will enhance their understanding of best practices in teaching Russian through participation in language learning groups and activities at Lesnoe Ozero, the Russian Language Village of Concordia Language Villages. Active participation in the Russian Language Village program will be accompanied by class discussions about the methods observed and current research on second language acquisition. Observation, participation in, and analysis of a variety of methodologies in action at Lesnoe Ozero will help participants define their personal instructional philosophy. The use of music to teach Russian will be highlighted in the program with discussions facilitated by guest presenter, Dr. Laurie Iudin-Nelson. Because of the building configuration of the Russian Language Village, participants will be able to live on-site for this experience, participating in the daily schedule as observers and co-leaders of activities as appropriate. They will also have their own classes to discuss professional readings, share observations, and prepare materials for use at Russian Language Village and in their classrooms.

651-341-9445 • clementi@cord.edu

Concordia Language Villages (teacher)

Assessing performance in the STARTALK Chinese Classroom

Chinese • July 6, 2010 July 16, 2010Residential Program
  • Concordia Language Villages, Bemidji, MN

This STARTALK course focuses on best practices in classroom assessment for both novice and experienced teachers of Chinese, K-16. The course provides an opportunity to share instructional goals across various levels and how they are assessed. Participants will explore the principles of standards-based assessment and the challenges of evaluation. Participants will examine various tools for formative and summative assessments to determine their appropriate use in helping document student learning progress. The course begins with an explanation of standards-based assessment with examples from classrooms and from Sen Lin Hu, the Chinese Language Village. Discussions will address performance based, alternative, and portfolio assessment. Included in portfolio assessment is the use of the Concordia Language Visa (CLVisa) which is a villager self-assessment tool of language proficiency and cultural understandings; it is based on the LinguaFolio. During the course, a Modified Oral Proficiency Interview familiarization workshop sponsored by the American Council on the Teaching of Foreign Languages (ACTFL) will give participants a common understanding of the various levels of oral proficiency. With this background information, participants will design formative and summative assessments for use in their classrooms.

651-341-9445 • clementi@cord.edu

Concordia Language Villages (teacher)

STARTALK Arabic Teachers Grades K-16 Designing Pathways to Proficiency

Arabic • July 25, 2010 August 4, 2010Residential Program
  • Concordia Language Villages, Bemidji, MN

This seminar is designed to address the need for collaboration to create a unified vision of curriculum and instruction goals that can serve as a resource for all classrooms where Arabic is taught across the United States. Teachers of Arabic, grades K-16, especially those who have participated in past STARTALK programs at Concordia Language Villages, are invited to join this seminar. Teachers will work collaboratively to create a guide to curriculum planning and instruction in the K-12 Arabic classroom, with special attention given to the needs of heritage learners. The seminar will benefit from its location near the Arabic Language Village to provide teacher participants with the opportunity to observe instruction and to informally visit with villagers to learn more about their language learning experiences. The final product for the seminar will be a guide to planning curriculum for the Arabic language classroom, outlining a sequence of instruction for a well-articulated K-12 program in Arabic. The seminar will be led by Dr. Salah Ayari, Director of the Arabic and Asian Language Office at Texas A & M University. Dr. Shereen Tabrizi, Director of the Dearborn, Michigan, FLAP program in Arabic, will be a guest presenter during the seminar.

651-341-9445 • clementi@cord.edu

Confucius Institute at Portland State University (teacher)

Teacher Professional Development - 2010 Summer K-12 Chinese Language Teacher Training Program

Chinese • June 21, 2010 July 2, 2010Residential Program
  • Confucius Institute at Portland State University, Portland, OR

The program will recruit 25-30 teachers from over 50 K-12 schools in great Portland region including southwest Washington State, and 25-30 from K-12 schools in the US. Trainees will include in-service and pre-service K-12 teachers of Chinese. During the training, the trainees will obtain core knowledge and skills required for teaching Chinese in the context of emerging national standards in teaching Chinese as a foreign language (CFL), principles of language acquisition, new developments in language pedagogy, curriculum design and planning, instructional technology applicable to classroom teaching. In addition, the trainees will be guided to independently to develop the most appropriate approaches in teaching planning, material developing, courseware designing, and apply their practical teaching plans and curriculum design to interactive, student-centered, and culturally enriched Chinese classroom teaching. The training will be conducted in the form of lectures, group discussion, teaching rehearsals, self critiques and peer evaluation. Upon successful completing all the required work of the training program, the trainees will submit an e-portfolio that contains all lecture reflections, teaching notes, group project summary, PPT presentations, teaching plans, self- and group-evaluations, and receive a teacher training certificate and earn three graduate credits from the Graduate School of Education at Portland State University.

503-725-2285 • lium@pdx.edu

Consortium of Illinois Language Schools (teacher)

STARTALK Nurture Teacher Program

Chinese, Hindi • April 9, 2010 August 8, 2010
  • Chinese Culture Center, Westmont, IL

This teacher program is designed to prepare participants for learning about the Standards for Foreign Language Learning in the 21st Century and the OPI concepts for teaching and learning and to guide teachers using the backward design method for curriculum development. Participants will also discuss various strategies in implementing these standards in the classroom, as well as teach mini-lessons for feedback. To bring technology into the Chinese classroom, they will learn how to use Moodle to create online classes. By the end of the class, participants will be able to design and deliver standards-based units and lessons aligned with functional goals and performance assessment. Additionally, they will develop a repertoire of teaching techniques and strategies that will be effective in helping them carry out differentiated instruction while integrating culture, content, and technology into teaching practices.

630-810-1228 •

Consortium of Texas Chinese Language Institutes (teacher)

Houston STARTALK Teacher Program

Chinese • April 3, 2010 June 7, 2010
  • Chinese Culture Center, Houston, TX

The Houston teacher program offers 80 hours of instruction centering on topics of teaching Chinese as second langauge, second langauge acquisition, curriculum development and daily lesson plan design, technology for language teaching, national standards, performance-based approaches and assessment, teaching in American public schools, using target language and teaching pronunciation and tones. The goal is to lead the trainees to move beyond word/grammar teaching to focusing on real-world communication in a language classroom. The ultimate goal is to let teachers understand in foreign language teaching and assessment is to create contexts and provide opportunities for students to use the language to engage in meaningful communication in real-world situations. The trainees are provided with teaching internship oppotunities in student summer programs in which they can implement their daily lesson plans and thematic units designed in the workshop.

713-745-0883 • fshih@mdanderson.org

Consortium of Texas Chinese Language Institutes (teacher)

STARTALK Ice Breaking Program (Dallas-Fort Worth)

Chinese • May 1, 2010 May 29, 2010
  • Dallas-Fort Worth, Richardson, TX

The theme of the Texas STARTALK Chinese Teacher Program is "Word to World." The goal is to lead the trainees to move beyond word/grammar teaching to focusing on real-world communication in a language classroom. Participants will understand that the ultimate goal in foreign language teaching and assessment is to create contexts and provide opportunities for students to use the language to engage in meaningful communication in real-world situations. The Dallas, Texas STARTALK Teacher Program offers 80 hours of instruction centering on topics of national standards, performance-based approaches and assessment, second language acquisition, teaching Chinese as a second language, technology for language teaching, curriculum development, and daily lesson plan design. The program also arranges teaching practicums during the student summer program in June and early July.


DePaul University, Chicago, Illinois (teacher)

Startalk Chinese Language Academy Teacher Training and Professional Development Program

Chinese • June 21, 2010 July 23, 2010
  • DePaul University Chinese Language Academy, Chicago, IL

DePaul University's 2010 Summer Chinese Language Academy (CLA) offer for its 4th consecutive Startalk year: Teacher Training & Professional Development with Integrated Practicum - graduate-level course in foundational best practices for pre-service and novice K-12 teachers of Mandarin. Course and accompanying practicum offer participants graduate credits or CPDUs in experiential training in: planning standards-based curriculum; designing appropriate and varied assessments; successful classroom management; strategies of student-centered instruction; backward design of curriculum; applying SLA theory in instructional practice; and engaging professional development resources at large. Classes held daily at Lincoln Park Campus. Targeting novice teachers starting new programs and current teachers motivated to engage in innovative professional development, CLA instruction is led by DePaul’s team of university faculty and seasoned secondary teachers with expertise in teaching Chinese. Teachers will participate in a supervised practicum in 3 levels of high school student courses. Participants will receive at minimum one graduate credit hour (Up to 3 additional credit hours may be applied for), and equivalent CPDUs. Upon completion of the practicum and all course requirements, teachers may choose to receive another graduate credit hour or the equivalent stipend of $575. Enrollment is limited to 20 teachers; upon acceptance, $100 program fee is required.

773-325-8389 • applications@startalkdepaul.com

George Mason University (teacher)

Utilizing Startalk to Close Instructional Gaps in Arabic and Chinese Teaching: Transitioning to Learner-Centered Instruction

Arabic, Chinese • June 28, 2010 July 16, 2010
  • George Mason University, Fairfax, VA
  • Arlington County Public Schools, Arlington, VA

A summer institute for novice and in-service as well as heritage teachers of Arabic and Chinese will be hosted in 2010. In particular, the institute will draw from numerous Arabic and Chinese heritage schools in the Washington metropolitan area. Through a carefully designed sequence of activities, this institute will provide participants multiple opportunities to explore and examine introspectively those critical considerations that directly influence transitioning to teaching in a learner-centered classroom. Given our geographic location, we are able to serve a large number of heritage speakers of Chinese and Arabic. This summer institute and follow-up fall workshops serve as a conduit for advancing professional development training of 35 novice and in-service teachers (20 Chinese and 15 Arabic). Major goals: Actively engage 35 teachers in five professional development workshops focused on learner-centered approaches to language teaching as highly effective tools for addressing pedagogical issues inherent in less commonly taught languages. Themes identified extend knowledge of Second Language Acquisition and planning for standards-based language instruction; assessment; incorporating technology to facilitate learning; integrating differentiating of instruction for diverse learners; and addressing effective classroom management techniques. These five summer workshops will be followed by three fall workshops taking place in September, October, and November.

703-993-8710 •

Global Village Academy (teacher)

STARTALK GVA Institute: Teaching in the Chinese Immersion Classroom

Chinese • June 7, 2010 June 25, 2010
  • Global Village Academy, Aurora, CO

The STARTALK GVA Institute offers a three week program for aspiring and beginning Chinese immersion teachers, focused on the integration of language, content, and culture. Teachers will spend two weeks learning the research, theory and pedagogy of immersion instruction, with week three as a practicum in an immersion classroom. Although immersion has been shown to be the most effective form of language instruction in a school setting, immersion programs face significant challenges. There are few places where teachers can participate in immersion-specific training. Moreover, immersion teachers are frequently given state standards, curriculum frameworks, or thematic units from which they are expected to develop daily or weekly lesson plans. These plans require teachers to address language development, content knowledge and skills, and integrate culture. This institute will enable current and future Chinese immersion teachers to improve student proficiency in Chinese as students participate in highly engaging, cognitively enriching activities drawn from science and mathematics. It will also help teachers develop skills in planning for and implementing immersion instruction through reflective and considered unit and lesson planning. Teachers will have a greater understanding of content-based lesson planning within the larger context of curriculum development, language curriculum frameworks, and National standards. Stipend $1000.

303-309-6657 • cnicolau@globalvillageacademy.org

Hamilton College (teacher)

STARTALK Summer Development Workshop for Teachers

Chinese • July 5, 2010 July 16, 2010Residential Program
  • Hamilton College, Clinton, NY

Hamilton STARTALK is designed for pre-service and in-service non-native Chinese language teachers who have an Intermediate Mid to Intermediate High ACTFL Rating. The 10-day institute has a dual focus: 1. To provide daily language instruction to enable participants to increase their language proficiency 2. To support participants in the development of their K-12 Chinese teaching skills Participants will learn how to design and implement a standards-based curriculum that incorporates backward curriculum design and integrated performance assessments. Special attention will be given to helping participants learn the skills and techniques for conducting class in the target language. Instructional strategies will include activities developed based on recent brain research.

315-859-4519 • accfsk12@hamilton.edu

Human Assistance & Development International - CLASSRoad (teacher)

STARTALK - Arabic Teaching in Action

Arabic • May 17, 2010 August 6, 2010Residential Program
  • CLASSRoad ONLINE, Culver City, CA
  • CSUSB-CLASSRoad ONSITE, San Bernardino, CA

Are you ready to take your Arabic teaching skills to the next level? Do you want to build on the skills you learned in previous workshops? Here's your chance to learn from some of the best experts in the field! "Arabic Teaching in Action" is a two-part professional development course for K-16 Arabic teachers. The first component is a competitive two-week O N L I N E course that provides development of the teachers' professional and pedagogical skills through the use of videos, quizzes, and online discussion boards. Building on our previous workshops on "Teaching Arabic thru the Communicative approach" and "Teaching Arabic thru Content Based Instructions", this year's workshop will bring you the "best practices in Arabic teaching" as presented in real classrooms. The program addresses a broad yet carefully selected range of topics. Following the online session, teachers with the highest grades will be invited to join a one-week intensive ONSITE program at California State University, San Bernardino. Teachers will participate and interact with students at CSUSB Arabic immersion program. The workshop features in depth and hands-on application of the material discussed in the online course and includes creating lesson plans, micro-teaching lessons, field trips and much more.

310-624-0006 Ext. 102 • startalk@classroad.com
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