Find a Summer Program

Showing 1 - 10 of 293 results found.

    Hilmar Unified School District (Teacher)

    HUSD STARTALK Teacher Program

    Language(s)

    Portuguese

    Date(s)
    • May 21, 2016 – June 23, 2016
    Location(s)
    • Elim Elementary School, Hilmar, CA
    Program Setting

    Residential

    Summary

    The principle expected outcomes for the proposed project are (1) a cadre of approximately 15 Portuguese language educators (novice, intermediate and master experience levels) who are competent in implementing standards-based Portuguese language instruction in their classrooms as a result of their participation in the proposed professional development program, and (2) The 15 teacher participants will engage in about 40 hours of professional development activities spread out over five days. It will focus on enhancing their knowledge of the three modes of communication and on strategies for integrating culture, content, and language.

    Contact(s)
    (209) 652-5265
    icjohnson@hilmar.k12.ca.us

    College Board (Teacher)

    College Board Guest Teacher Summer Institute(GTSI)

    Language(s)

    Chinese

    Date(s)
    • May 23, 2016 – June 10, 2016: Pre-Institute Online Modules (Online)
    • July 20, 2016 – July 30, 2016: Guest Teacher Summer Institute (face-to-face) (Face-to-face)
    • July 20, 2016 – July 30, 2016: Guest Teacher Summer Institute (face-to-face) (Face-to-face)
    Location(s)
    • University of California, Los Angeles, CA
    Program Setting

    Residential

    Summary

    The Chinese Guest Teacher Summer Institute (GTSI) 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 prepare the guest teachers to teach effectively in American classrooms through a combination of interactive sessions and hands-on teaching practice. 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 teachers selected for the College Board Chinese Guest Teacher Program. The program is organized by College Board in collaboration with the National Council of State Supervisors for Languages (NCSSFL) and the UCLA Confucius Institute, and is hosted on the UCLA campus. For questions, please contact guestteacher@collegeboard.org.

    Contact(s)
    (212) 713-8038
    scantor@collegeboard.org
    Program Website

    Florida State University (Teacher)

    Teaching Farsi, Portuguese and Chinese

    Language(s)

    Chinese, Portuguese, Persian

    Date(s)
    • June 1, 2016 – June 17, 2016: (Face-to-face)
    • June 20, 2016 – June 24, 2016: (Online)
    Location(s)
    • The Globe Academy, Atlanta, GA
    Program Setting

    Non-residential

    Summary

    This program will provide professional development for practicing and potential teachers of Chinese, Farsi, and Portuguese. As a result of this program, participants will be able to implement standards-based, thematically organized instruction; integrate target language culture into everyday instruction; and provide instruction in the target language that is student centered and engaging. This four-week program consists of 120 instructional hours.

    Contact(s)
    (850) 321-5235
    rgaleano@fsu.edu

    Loyola Marymount University (Teacher)

    LMU 2016 Mandarin Teacher Summer Institute

    Language(s)

    Chinese

    Date(s)
    • June 1, 2016 – August 9, 2017: Certificate Pathway (Face-to-face)
    • June 1, 2016 – February 28, 2017: Credential Pathway (Face-to-face)
    Location(s)
    • Loyola Marymount University, Los Angeles, CA
    Program Setting

    Non-residential

    Summary

    The LMU 2016 Mandarin Teacher Summer Institute will continue to respond to the demand for highly qualified teachers of Chinese by providing support and resources through the provision of two pathways for teacher preparation: 1) The continuing graduate-level Mandarin language credential, and 2) the Certificate in Teaching Mandarin in PreK-12 Settings. Pathway 1: Credential program outcomes include: 1) recruiting and admitting highly qualified K-12 Chinese language teacher candidates for entrance into the secondary or multiple subjects requirements and master's degree program; 2) Supporting Summer Institute participants in passing state testing requirements; 3) Providing 2 cohorts of teacher candidates (10 total) with 6 units of graduate-level coursework applicable to their credentials and masters. The credential program offers 110 hours of coursework, independent work and clinical practice for graduate credit. Pathway 2 is the Certificate in Teaching Chinese in Pre-K – 12 Settings with a targeted enrollment of 16 participants (8 new and 8 returning) who teach in heritage or other programs. Pathway 2 participants complete a hybrid course-series offered through LMU Extension for up to 12 continuing education units of credit (120 professional development credit hours). Upon completion of this second Summer Institute Pathway, participants will: 1) Expand knowledge of content-based Mandarin language and literacy, with a focus on the arts and movement education (Content-based Language Instruction and Curriculum Development in Mandarin); 2) Incorporate research-based practices in assessment linked to instruction (Assessment Basics and Oral Proficiency); 3) Apply new skills in content instruction in Mandarin and engage in reflection about their practices (Practicum in Teaching Mandarin); and 4) Deepen knowledge and skill in teaching Chinese grammar (Chinese Grammar Pedagogy course).

    Contact(s)
    (310) 338-2924
    mlavaden@lmu.edu
    Program Website

    Anchorage School District - Scenic Park Elementary (Student)

    STARTALK Summer Chinese Language and Culture Camp

    Language(s)

    Chinese

    Grade Level(s)

    K-2, 3-5, 6-8

    Date(s)
    • June 2, 2016 – June 15, 2016: (Face-to-face)
    Location(s)
    • Scenic Park Elementary School, Anchorage, AK
    Program Setting

    Non-residential

    Summary

    The program is a two-week, ten-day, morning and afternoon non-residential program held in June 2016 at the Anchorage School District’s (ASD) Scenic Park Elementary School. The camp serves 80 students from Anchorage area schools in grades 1–8, primarily at Novice-Low and Novice-Mid proficiency levels. The camp provides 55 instructional hours at 5.5 hours per day. Additional program components are a 1-hour per day afterschool program at Scenic Park that extends 58 days into the 2015-16 school year, serving up to 40 of the same students who attended camp; and a five-day Kindergarten Orientation serving 40 immersion students for 2.5 hours per day (22 hours). Student outcomes include: increased Chinese language skills, increased knowledge of and appreciation for Chinese culture, and intention to continue Chinese studies through secondary school.

    Contact(s)
    (907) 742-1650
    Schmitz_Jennifer@asdk12.org
    Program Website

    Texas A&M University at College Station (Student)

    A Virtual Trip to East Asia

    Language(s)

    Chinese, Korean

    Grade Level(s)

    K-2, 3-5

    Date(s)
    • June 2, 2016 – June 25, 2016
    Location(s)
    • Spring Creek Elementary, College Station, TX, TX
    Program Setting

    Non-residential

    Summary

    This 20-day, 80-instructional-hour summer program aims to increase the awareness and interest in Chinese and Korean languages and cultures among the community. The program will also serve as a springboard for the establishment of two-way immersion programs in collaboration with the school district in the next few years. A total of 45 second and third grade non-heritage language learners with no prior experience in Chinese or Korean will be recruited: 30 for the Chinese program and 15 for the Korean program. By the end of the summer program, students are expected to achieve a novice-low level of reading and writing and a novice-mid level of listening and speaking in the target language. They are also expected to develop a sustained interest in the target languages and cultures, continuing their learning in the online program from July to August and in the after-school programs during the academic year.

    Contact(s)
    (217) 649-2313
    lijenkuo@tamu.edu

    Center for Applied Linguistics (Teacher)

    STARTALK Performance Assessment Training Program

    Language(s)

    Arabic, Chinese, Dari, Hindi, Korean, Portuguese, Persian, Russian, Turkish, Swahili, Urdu

    Date(s)
    • June 3, 2016 – June 16, 2016: Online session 1 (Online)
    • June 20, 2016 – June 22, 2016: Face to Face (Optional) (Face-to-face)
    • June 24, 2016 – July 21, 2016: Online session 2 (Online)
    Location(s)
    • Center for Applied Linguistics, Washington, DC
    Program Setting

    Non-residential

    Summary

    The STARTALK Performance Assessment Training Program will use a blended online and face-to-face format to train up to 40 STARTALK educators representing all grade and experience levels and STARTALK languages on the fundamentals of performance-based assessment within the STARTALK context. The program will consist of seven online modules, two webinars, and a three-day face-to-face workshop for a total of 41 instructional hours over the course of 7 continuous weeks. Participants who complete the program will develop a standards- and curriculum-based assessment plan with performance objectives, performance assessment tasks, rating rubrics, and self-assessment tools for students, and will be prepared to continue to develop these tools and integrate best practices in assessment with best practices in instruction into their teaching. They will receive a certificate of completion at the end of the course. After active instruction ends, the online modules will remain available as a continued reference and for sharing materials and resources until February 28, 2017.

    Contact(s)
    (202) 362-0700
    lthompson@cal.org

    Consortium of Illinois Language Schools (Student)

    Startalk Nurture Student Program

    Language(s)

    Chinese

    Grade Level(s)

    3-5, 6-8

    Date(s)
    • June 5, 2016 – July 31, 2016
    Location(s)
    • DeKalb High School, Dekalb, IL
    • Joliet West High School, Joliet, IL
    • Westmont Junior High School, Westmont, IL
    • Plainfield North High School, Plainfield, IL
    • Lincoln Junior High School, Naperville, IL
    Program Setting

    Non-residential

    Summary

    The program will create opportunities for approximately 80 hours in 15 days to students ranged from Grade
    4 to Grade 8 with the proficiency level from Novice-low to Novice-mid to learn Chinese, in school districts that currently do not have the budgets to offer Chinese language programs or have the potential to offer dual language program in the
    coming years.

    Contact(s)
    (630) 699-5726
    fredlu98@gmail.com

    School of International Letters and Cultures, Arizona State University (Student)

    STARTALK: ASU Startalk from Startalk to Flagship

    Language(s)

    Chinese

    Grade Level(s)

    6-8, 9-12

    Date(s)
    • June 5, 2016 – June 19, 2016: (Face-to-face)
    Location(s)
    • ASU STARTALK Chinese Language Summer Camp: From STARTALK to Flagship, Tempe, AZ
    Program Setting

    Residential

    Summary

    This proposed program offers a two-week intensive residential Chinese summer camp for 30 Arizona junior and senior high schools students to explore and expand their knowledge in Chinese language and culture. The 30 students are placed into different classes based on their proficiency levels. During the camp, students live on the Tempe campus of Arizona State University, where they spend all day in language classes, hands-on cultural activities, and work in the evenings on individual and group projects assisted by bilingual resident advisors. After the program, students will be committed to continue learning Chinese language and culture.

    Contact(s)
    (480) 965-0703
    xia.zhang@asu.edu
    Program Website

    Florida State University (Student)

    Learning Chinese, Farsi, and Portuguese in Atlanta

    Language(s)

    Chinese, Portuguese, Persian

    Grade Level(s)

    K-2, 3-5

    Date(s)
    • June 5, 2016 – June 17, 2016: (Face-to-face)
    Location(s)
    • The Globe Academy, Atlanta, GA
    Program Setting

    Non-residential

    Summary

    As a result of the proposed summer camp, kindergarten through 5th grade learners in the Atlanta area will have the opportunity to develop Novice Level proficiency in the U.S. priority languages of Chinese, Farsi, and Portuguese. This program will provide intensive language instruction for 48 participants: 24 in Chinese, 12 in Farsi, and 12 in Portuguese. Target proficiency levels will be Novice Low to Novice Mid for Farsi and Portuguese participants and Novice Low to Novice High for Chinese participants. This intensive language program will be a two-week camp with 40 hours of interactive immersion in the target language.

    Contact(s)
    (850) 980-5737
    rgaleano@fsu.edu

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