STARTALK 2011 - Teacher Programs

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73 programs found.

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Showing results 1 through 25 of 73.

Aldeen Foundation (teacher)

Arabic 4 All

Arabic • May 16, 2011July 1, 2011
  • Aldeen Foundation, Pasadena, CA

This workshop is designed to help Arabic language teachers better understand the differences between L2 and HL learners, and learn how to differentiate curriculum and instruction to address the range of skill levels present in HL classes. After the two weeks of online and face to face training, the training will help strengthening participants understanding of the differences between teaching L2 and a heritage language. The Five Cs from the Standards for Foreign Language Learning in the 21st Century is the underlying principle of the curriculum and various approaches and methods in implementing these Standards in the heritage language classroom. Participants will learn how to use differentiated teaching. Attention will be paid to teaching mixed classes: heritage and non-heritage speakers or heritage speakers of various levels of proficiency in the same class. Language-specific sessions will be conducted by experts in Arabic. The Aldeenstartalk Arabic Teacher Training Program has two modalities: 1-Online training (one week May 16th to May 27th) 2-The face to face (one week June 27th - July 1st from 9am - 5pm) training workshops:

626-577-9122 • Aldeenstartalk09@aldeenfoundation.orghttp://www.aldeenfoundation.org/

American Council on the Teaching of Foreign Languages (teacher)

ACTFL/CLASS Discover Chinese Professional Development Program

Chinese • July 5, 2011July 29, 2011Residential Program
  • ACTFL/CLASS Glastonbury Public Schools, Glastonbury, CT

This is an intensive two-week program for current or prospective teachers of Chinese. The focus is on developing and maintaining a high quality standards-based Chinese program. Graduate credits are optional for a nominal fee. Those who successfully complete the program receive a $400 travel stipend. Applicants may apply online to attend either the July 5-15 or July 18-29 program. Both programs include a weekend workshop. Online applications are at www.actfl.org/scholarship.

201-265-5256 • drjdowd@aol.comhttp://www.actfl.org

American Council on the Teaching of Foreign Languages (teacher)

Discover Russian Teacher Program

Russian • July 5, 2011July 29, 2011Residential Program
  • Discover Russian Teacher Program, Fairfax, VA
  • Discover Russian Teacher Program, Glastonbury, CT

This program provides professional development for current or prospective teachers of Russian with optional graduate credits for a nominal fee. There are two residential sessions: July 5-15 in Fairfax, VA and July 18-29 in Glastonbury, CT. Both sessions include a weekend workshop and provide a $400 travel stipend for those who successfully complete the program. Online applications for both programs can be found at www.actfl.org/scholarship.

703-955-9228 • betsy.sandstrom@fcps.eduhttp://www.actfl.org

Association of Chinese Schools (teacher)

STARTALK Hatching Teacher and Student Program

Chinese • May 15, 2011July 3, 2011
  • STRTALK Hatching Teacher Program, East Parsippany, NJ

This is an Ten-days training Chinese teacher program that aims at strengthening participants’ teaching practices Plus 10 hours online digtal learn. Participants will learn about the Standards for Foreign Language Learning in the 21st Century and various approaches and methods in implementing these Standards in the classroom. They will learn how to become reflective practitioners who can plan and implement their curriculum, while trying to align curriculum, instruction with assessment. Participants will have the opportunity to teach micro-lessons to high school students and receive feedback from both peer participants and professional development specialists. By the end of the program, participants will be able to design and deliver standards-based lessons. Additionally, they will develop their skills to carry out differentiated instruction and integrate culture, content, and technology into teaching practices. Moreover, they will develop peer-coaching skills and learn how to provide constructive feedback to colleagues.

973-769-3842 • jliu@linkhigh.comhttp://acsusa.org

Bangor Chinese School (teacher)

STARTALK: The Future Teaches Chinese

Chinese • June 16, 2011July 6, 2011Residential Program
  • Husson University, Bangor, ME

The Bangor Chinese Teacher Program will continue a summer tradition of service to Chinese teachers in Maine. It will offer a three-week standards-based instructional program for the State's Chinese instructors at the elementary, middle school, and high school levels. It will also meet the needs of aspiring teachers and will offer three university credits for completed work through Husson University. In this connection, the Bangor Chinese School works in close cooperation with the School of Education at Husson and the Maine State Department of Education. The program will continue to feature quality language instruction through daily mini-lessons and teaching experiences with real students. The teacher program will also emphasize differentiated teaching, i.e., how to teach a class of different backgrounds, levels of attainment, ages, and learning styles. Included in the program is a university-level credit course (or optional CEU credits) titled "Educating Exceptional Students." Participants will learn immersion techniques in teaching, the use of Linguafolio in the classroom, how to stay in the target language, and the uses of advanced educational technology. The program will be based at Husson University in Bangor, Maine.

207-990-0710 • jingzhang@bazngorchinese.comhttp://www.bangorchinese.com

Boston University (teacher)

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

Arabic • May 15, 2011June 30, 2011
  • Boston University, Boston, MA

The Academy for Arabic Teachers (AAT) 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 30 participants in two tracks: Track 1 for new participants and Track 2 for returnees, who have native, near-native, or advance proficiency in Modern Standard Arabic. AAT is a comprehensive program offering a balance between foreign language learning theory and practice. A foundation phase will be followed by a practical training phase. An 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 (for the novice participants). Upon successful completion of the program, the graduates will receive Professional Development Points by Boston University. The program’s curriculum is based on the National Standards for Arabic K-16 established by ACTFL and addresses all key aspects of foreign language instruction, focusing particularly on Arabic as a Foreign Language instruction. AAT includes a cohort of renowned Arabic experts and teacher trainers.

617-353-3582 • amani@bu.eduhttp://www.bu.edu/aat

Boston University (teacher)

STARTALK Turkish Teacher Training Workshop

Turkish • May 15, 2011June 26, 2011
  • 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 in effective standards based instruction. A four week offsite component (online course) will be followed by a four day, 27 contact hour, face to face component June 23-26. 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 Roberta Micallef for the application materials.

617-358-5855 • micallef@bu.edu

Brigham Young University (teacher)

2011 BYU Arabic Teacher Apprenticeship Program

Arabic • June 17, 2011July 14, 2011Residential Program
  • 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 may receive three credit hours of undergraduate for ARAB 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.eduhttp://ce.byu.edu/cw/startalkArabic/

Brigham Young University (teacher)

BYU Chinese Teacher Training Program

Chinese • June 20, 2011July 15, 2011
  • Brigham Young University, Provo, UT

The BYU Startalk Teacher Training Program consists of two courses: The first is a three credit course designed to train current and potential teachers at any level interested in teaching Chinese as a foreign language. The program teaches a performance-based approach to teaching and learning Chinese and consists of a two week guided on-line tutorial followed by a two-week on-campus intensive practicum. During the on-line tutorial, participants are guided through a series of readings with discussion questions, reaction essays, and on-line forums to share impressions and experiences with the teachers and other participants. The on-campus practicum combines in-class discussion and presentations, observing live Chinese classes, both at the high school and collegiete levels, and a mentored teaching experience. The course offers a balance between readings and class discussions on the theory and practice of teaching Chinese as a foreign language, with the opportunity to observe live classes and teach using the principles learned. The second course is a one credit in-service course for those who have already completed the methodology course described above. This course will gather experienced teachers and allow them to work together sharing best practices and teaching materials. They will also collaborate on creating new lesson plans.

801-422-5303 • matthew_christensen@byu.edu

Bryant University (teacher)

Bryant STARTALK Teacher Program on Chinese Language and Culture

Chinese • July 5, 2011July 23, 2011Residential Program
  • Bryant University, Smithfield, RI

This three-week summer program provides vigorous professional development on Chinese language and culture for current and prospective K-12 teachers.The program offers two tracks: - Language Track for current and prospective Chinese language teachers from public, private and heritage schools. - Culture Track for teachers of social studies, history, arts, literature, science and other subject areas who are interested in incorporating Chinese culture and language contents into curriculum. Program Offering: - Certificate of 100 professional development credit hours - Lectures and seminars by renowned scholars - Workshops by experienced teachers to share lesson plans and activities - Various cultural activities, including calligraphy, painting, traditional music, folk dance, martial arts, and Taiji - Field trip to Peabody Essex Museum, Boston Chinatown, and Newport Mansions in Rhode Island - Practice classes with middle and high school students - Eligibility to participate in a two-week optional subsidized study trip to China at additional cost - Campus dorms available for free for participants who live 30 miles away from Bryant (first come first served) - Breakfast and lunch provided. Application: Previous experience of related teaching is NOT required. The deadline is May 15. Seats are limited and quickly filled. Online application is available at: http://china.bryant.edu

401-232-6566 • kliu1@bryant.eduhttp://china.bryant.edu

Cape Henlopen School District (teacher)

Delaware's Lighthouse Chinese Partnership

Chinese • July 25, 2011July 29, 2011Residential Program
  • Cape Henlopen School District, 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 language learning and continued professional growth. Lori Roe, Instructional Technology Specialist will support the integration of technology to enhance Chinese Language acquisition. The second two weeks 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 • gfulkerson@doe.k12.de.us

Center for Applied Linguistics (teacher)

STARTALK Proficiency Assessment Training Program

Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • May 14, 2011September 30, 2011
  • 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 May 13, 2011 with online modules on the basics of assessment. The initial modules are followed by a two-day workshop at the Center for Applied Linguistics May 31-June 1, 2011. The workshop content includes information about selecting/developing assessments and training in integrating assessments and instruction. During the workshop, participants will focus on developing authentic language assessment tasks for their programs. A separate track of the workshop will be available for educators from Chinese STARTALK programs that includes content from the main course plus Chinese-specific assessment examples and materials. The course will allow participants to focus on language-specific issues and to create and receive feedback on assessment materials in Chinese. As a follow up, optional online oral proficiency assessment training will be available in August of 2011. This workshop is limited to staff from STARTALK-funded programs. Organizers: Lynn Thompson and Meg Montee. If interested, contact lthompson@cal.org.

202-355-1519 • lthompson@cal.org

Center for Applied Second Language Studies (CASLS) (teacher)

STARTALK GLEN Northwest

Arabic, Chinese, Russian • July 11, 2011July 15, 2011Residential Program
  • Holiday Inn Express, Eugene, OR

The Global Language Educators Network (GLEN) is a community of practice consisting of language teachers committed to lifelong professional improvement. GLEN is more than a workshop; it is a two-year process focused on action research and leadership development that initiates teachers into the community. The following are core values of GLEN: 1) We are willing to challenge our current beliefs and professional practices; 2) We are committed to constant improvement; 3) Leaders make those around them better; and 4) Everyone can be a leader in a way that is effective and comfortable for them. In year 1, participants will attend a summer institute to develop an action research project with support from institute leaders. Then, during academic year, they will conduct action research in their classrooms with institute leader guidance. They will also participate in an online social network. IN year 2, participants will against attend a summer institute to present their action research and receive leadership training and develop leadership project plan. During the academic year, they will conduct a leadership project and continue participating in an online social network.

541-346-5715 • falsgraf@uoregon.edu

Center for Human Services / McDaniel College (teacher)

CHS/McDaniel College 2011 Summer StarTalk Institute on Fostering Multidisciplinary Connections in Arabic and Chinese Language Programs

Arabic, Chinese • June 27, 2011July 22, 2011Residential Program
  • McDaniel College, Westminster, MD

CHS/McDaniel STARTALK program, which will be linked to the Maryland state certification process, is designed to provide customized training to 28 teacher-participants. The program will provide an innovative, academically rigorous and standards-based curriculum to assist all participants to develop a solid foundation to pursue continued professional growth as instructors of Arabic or Chinese. Providing a differentiated learning environment, participants will be actively involved through presentations, facilitated discussion, peer instruction, group work, role-playing, problem-solving and reflection. During the program, all participants will receive information on state of Maryland teacher licensure procedures, teacher training programs leading to certification, and relevant graduate programs leading to an advanced degree. The program will provide an intensive 4-week flexible 90 hour program, leading to three graduate credits. Participants are encouraged to stay on campus but may commute. By the end of the program participants will gain a better understanding of how to connect language instruction to other subjects, work in teams with non-language instructors, and improve their teaching practice, including the use of technology in the classroom.

410-871-3123 • startalk.mcdaniel@gmail.comhttp://bit.ly/StarTalkatMcDaniel

College Board (teacher)

Chinese Guest Teacher Summer Institute 2011

Chinese • July 18, 2011July 28, 2011Residential Program
  • UCLA Confucius Institute, Los Angeles, CA

Chinese Guest Teacher Summer Institute: An Extension of the Chinese Guest Teacher Program, organized by College Board in collaboration with NCSSFL and the UCLA Confucius Insitute, hosted by UCLA. The Chinese Guest Teacher Summer Institute offers professional development for newly arriving teachers from China, prior to their placement as visiting teachers of Chinese language and culture in elementary and secondary schools across the United States. The primary goal of the GTSI is to 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 GTSI is only open to Chinese teachers selected for the College Board Chinese Guest Teacher Program. For questions, please contact guestteacher@collegeboard.org.

212-520-8650 • guestteacher@collegeboard.orghttp://www.collegeboard.org/guestteacher

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Russian Teachers

Russian • June 23, 2011July 9, 2011Residential Program
  • Concordia Language Villages, Bemidji, MN

This four-credit graduate course in Second Language and Immersion Methodologies for STARTALK Russian Teachers, grades K – 16, is a sixteen-day residential program located at the Russian Language Village in Bemidji, Minnesota. In order to facilitate integration of the STARTALK teachers into the Village program, the program is limited to eight participants. Over the sixteen days, there will be 150 hours of instruction as the teachers participate in all aspects of the language and culture immersion program at Lesnoe Ozero from morning exercises and flag raising to the daily evening campfire and cabin council. Through this program, STARTALK teachers will 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 villagers’ communication skills and cultural understandings; c. content-based teaching strategies; d. incorporating music into the teaching of the Russian language and culture. Each day the Startalk participants will meet to debrief their experiences and discuss second language and immersion teaching strategies for diverse learners, including heritage language learners.

651-341-9445 • clementi@cord.eduhttp://www.ConcordiaLanguageVillages.org

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Arabic Teachers

Arabic • July 17, 2011July 30, 2011Residential Program
  • Concordia Language Villages, Bemidji, MN

This four-credit graduate course in Second Language and Immersion Methodologies for Startalk Arabic Teachers, grades K – 16, is a fourteen-day residential program located at Concordia Language Villages, Bemidji, Minnesota. The program is limited to ten participants. Over the fourteen days, there will be 120 hours of instruction as the teachers participate in workshops, discussions, teaching demonstrations, lesson planning followed by implementation of their learning at Al-WaHa. Through this program, Startalk teachers will 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 villagers’ communication skills and cultural understandings; c. content-based teaching strategies; d. integrating culture into the teaching of the Arabic language. During the first week the Startalk participants will participate with Al-WaHa staff members in workshops and model teaching sessions using strategies advocated by Concordia Language Villages. During the second week, the Startalk participants along with the Al-WaHa staff members will implement what they have learned throughout the daily schedule at Al-WaHa. Each day they will meet to debrief their experiences and discuss second language and immersion teaching strategies to meet the needs of the diverse learners at Al-WaHa, including heritage language learners.

651-341-9445 • clementi@cord.eduhttp://www.ConcordiaLanguageVillages.org

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Portuguese Teachers

Portuguese • July 17, 2011July 30, 2011Residential Program
  • Concordia Language Villages, Bemidji, MN

This four-credit graduate course in Second Language and Immersion Methodologies for STARTALK Portuguese Teachers, grades K – 16, is a fourteen-day residential program located at Bemidji State University in Bemidji, Minnesota, and at the Portuguese Language Village, in Callaway, Minnesota. The program is limited to eight participants. Over the fourteen days, there will be 120 hours of instruction as the teachers participate in workshops, discussions, teaching demonstrations, lesson planning followed by implementation of their learning at Mar e Floresta. Startalk teachers will 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 villagers’ communication skills and cultural understandings; c. content-based teaching strategies; d. integrating culture into the teaching of the Portuguese language. At Mar e Floresta the STARTALK teachers will implement what they have learned. Each day they will meet to debrief their experiences and discuss second language and immersion teaching strategies to meet the needs of the diverse learners at Mar e Floresta. Participants will develop a standards-based performance assessment unit based on their teaching and learning experiences at Mar e Floresta.

651-341-9445 • clementi@cord.eduhttp://www.ConcordiaLanguageVillages.org

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Chinese Teachers

Chinese • July 31, 2011August 13, 2011Residential Program
  • Concordia Language Villages, Bemidji, MN

This four-credit graduate course in Second Language and Immersion Methodologies for STARTALK Chinese Teachers, grades K – 16, is a fourteen-day residential program located at Bemidji State University in Bemidji, Minnesota, and at Sen Lin Hu, the Chinese Language Village, in its new location in Callaway, Minnesota. The program is limited to ten participants. Over the fourteen days, there will be 120 hours of instruction as the teachers participate in workshops, discussions, teaching demonstrations, lesson planning followed by implementation of their learning at Sen Lin Hu. Through this program, STARTALK teachers will 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 villagers’ communication skills and cultural understandings; c. content-based teaching strategies; d. integrating culture into the teaching of the Chinese language. After completing introductory class discussions,participants will travel to Sen Lin Hu to implement what they have learned. Each day they will meet to debrief their experiences and discuss second language and immersion teaching strategies. Upon their return from Sen Lin Hu, the participants will have time to synthesize their learning, with a focus on bringing Sen Lin Hu teaching strategies to the classroom.

651-341-9445 • clementi@cord.eduhttp://www.ConcordiaLanguageVillages.org

Confucius Institute at Troy University (teacher)

Troy STARTALK Teacher Professional Development

Chinese • July 11, 2011July 22, 2011Residential Program
  • http://www.troy.edu/confucius/, Troy, AL

The program will recruit 25-30 teachers from over 50 K-12 schools Alabama region including southeast Louisiana State. Trainees will include in-service and pre-service K-12 teachers of Chinese. This training program is designed to solve the problem of a shortage of qualified and professionally trained Chinese language teachers in Alabama and Southeast Louisiana State. The teachers, either beginning level or experienced or both, will be enrolled in this training program, which will benefit them in their teaching of the Chinese language regarding classroom management, and selection and evaluation of teaching resources. This program will last two weeks, including two Saturdays, for a total of 12 days, or 100 instructional hours.

334-808-6290 • hongxu@troy.eduhttp://www.troy.edu/confucius/startalk

Consortium of Illinois Language Schools (teacher)

Startalk Nurture Program

Chinese • May 14, 2011August 20, 2011
  • College of DuPage, Glen Ellyn, IL

Startalk Nurture Program is designed to prepare participants for learning about the Standards for Foreign Language Learning in the 21st Century 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. 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.

630-699-5726 • fredlu98@gmail.comhttp://www.cils.us

Consortium of Texas Chinese Language Institutes (teacher)

Houston STARTALK Teacher Program

Chinese • May 6, 2011May 28, 2011
  • Chinese Culture Center, Houston, TX

The Houston teacher program offers 92 hours of instruction centering on topics of teaching Chinese as second langauge, second langauge acquisition, curriculum development and daily lesson plan design, E-learning technology for language teaching, early childhhood education, 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 • franshih@gmail.comhttp://www.txstartalk.org/

Consortium of Texas Chinese Language Institutes (teacher)

Dallas STARTALK Ice Breaking Program

Chinese • May 14, 2011June 5, 2011
  • University of Texas – Dallas, Richardson, TX

The goal of the Chinese Teacher Program Word to World, in Dallas 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. To realize the goal, the Program offers 90-hour 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. Our Program also arranges teaching practicum during the summer in June and July. The Teacher Program starts in May and ends in early June. The workshops are offered during the weekends.

817-415-3161 • andress6628@yahoo.comhttp://www.txstartalk.org

DePaul University (teacher)

Startalk Chinese Language Academy Teacher Training and Professional Development Program

Chinese • June 20, 2011July 27, 2011
  • DePaul University, Chicago, IL

DePaul University's Chinese Language Academy (CLA) offers its 5th consecutive year of programs: Teacher Training & Professional Development with Integrated Practicum - graduate-level course in foundational best practices for pre-service, novice, or continuing 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; strategies of student-centered instruction; backward design of curriculum; engaging professional development resources-at-large; and mastering collegial-professional practices. Targeting novice and current teachers starting new programs or motivated to engage in innovative professional development, CLA instruction is led by team of university faculty and seasoned K-12 teachers with expertise in teaching Chinese. Teachers can participate in a supervised practicum in 3 levels of secondary school courses. Participants can receive at minimum, one graduate credit hour for two-week course, and a second graduate credit hour for three-week practicum (Up to 3 additional credit hours may be applied for), and equivalent CPDUs. Or upon completion of the practicum and all course requirements, participants may choose to receive a stipend of approximately $1,100. Enrollment is limited to 20 teachers; application fee, $25; upon acceptance, $150 program fee is required. Classes held at beautiful Lincoln Park Campus.

773-325-8389 • ylau@depaul.eduhttp://www.startalkdepaul.com/

George Mason University (teacher)

GMU StarTalk: Bridging Instructional Gaps in Preparing To Teach Millennial Learners

Arabic, Chinese, Russian • July 5, 2011July 22, 2011Residential Program
  • George Mason University, Fairfax, VA

This residential summer institute will provide critical methodological training in transitioning teachers to learner-centered instruction for today’s millennial learners in three least commonly taught languages. Thirty teacher participants in Arabic, Chinese, and Russian will actively engage in structured learning sequences that include both face-to-face and blended online communities of practice. The unique and innovative three week institute will provide a blended learning environment where critical need language teachers engage in learner-centered activities in person and online. Through this blended learning summer institute, teachers will gain valuable experiential knowledge that they can apply to their instructional practices. The focus for 2011 is on alternative ways to structure learner-centered classrooms and their advantages over traditional approaches. Further, examination will be made of how varied approaches can be applied to standards-based language learning that will enhance teacher expertise, student performance, and lead to the creation of new materials for teaching Arabic, Chinese, and Russian. Week one will include five days of professional development workshops in the mornings and language specific group activities led by master teachers in the afternoon, paying particular attention to the three Communicative Modes. During weeks two and three teachers will actively participating in a multimedia learning environment using Ning.

703-993-8710 • mhaley@gmu.edu
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