Find a Summer Program

Showing 1 - 10 of 12 results found.

    Penn State (Teacher)

    Penn State STARTALK Arabic Academy for Teachers

    Language(s)

    Arabic

    Date(s)
    • June 1, 2019 – July 12, 2019
    Location(s)
    • Penn State University, University Park, PA
    Program Setting

    Residential

    Summary

    This professional development program, designed for 10 current and prospective teachers of Arabic at middle school, high school, and post-secondary levels, uses a three-part blended learning structure: (1) a 3-week pre-seminar online component (estimated 20 hours' instructional time), June 1-20; (2) a 7-day residential seminar (54 instructional hours), held at Penn State's University Park Campus, June 22-28, during which the teachers participate in teaching high school and college students who are taking an introductory Arabic course at Penn State; and (3) a post-seminar online component (estimated 7 hours), July 7- 12; for 81 hours total. The broad outcome at which we aim is to contribute to the national effort to expand instructional capacity in critical languages, including Arabic. More specifically, by the end of the program, participants will have demonstrated their abilities to plan and successfully present standards-based learning experiences in the target language; and through final portfolios they will also have demonstrated a mindset for transfer of their STARTALK learning and a knowledge of career pathways, including certification or further degrees where relevant.

    Contact(s)
    (814) 867-1665
    galinova@psu.edu
    Program Website

    UW (Teacher)

    Preparing Language Teachers for the 21st Century

    Language(s)

    Arabic, Russian, Spanish

    Date(s)
    • July 29, 2019 – August 11, 2019: Online Pre-Program (Online)
    • August 12, 2019 – August 23, 2019: Face-to-Face (Face-to-face)
    Location(s)
    • University of Washington Language Learning Center, Seattle, WA
    Program Setting

    Residential

    Summary

    The STARTALK Teacher Program, “Preparing Language Teachers for the 21st Century,” will prepare 10 native (or near native) speakers of Russian, Arabic, or Spanish to teach in a standards and content-based program, focused on developing communicative proficiency and accuracy in students learning these languages and on integrating STEM (Science, Technology, Engineering, and Math) into language instruction. The program is designed to teach participants the STARTALK principles and standards-based 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. Teachers will be able to work toward obtaining a P-12 World Language Endorsement for teaching these languages in Washington K-12 public schools. The program also provides scholarship assistance to complete the required assessments (WEST-E and ACTFL OPIc and WPT). In 2019, the 75-hour program will offer six UW credits of EDC&I 495 from the University of Washington College of Education and will run from July 29, 2019 to August 9, 2019 (online) and August 12, 2019 through August 23, 2019 in the face-to-face component.

    Contact(s)
    (206) 543-0536
    startalk@uw.edu
    Program Website

    Indiana University (Teacher)

    IU LCTL STARTALK Professional Development Program

    Language(s)

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

    Date(s)
    • July 8, 2019 – July 12, 2019: (Online)
    • July 15, 2019 – July 26, 2019: (Face-to-face)
    Location(s)
    • Indiana University-Bloomington, Bloomington, IN
    Program Setting

    Residential

    Summary

    The IU LCTL STARTALK Professional Development Program will prepare participants to develop lesson plans using Backward Curriculum Design with performance assessment in the three modes of communication. The program will also train participants to integrate language, culture and content in the language classroom through micro-teaching sessions and how to create a learner centered classroom. Twelve participants who are either new instructors or who have not had any formal training in language pedagogy will be selected to permit adequate opportunity for teaching demonstrations. The program will be a total of three-weeks, and 90 instructional hours, of which 10 hours will be devoted to on-line training and 80 hours will be spent at the residential face-to-face program in Bloomington, Indiana. These hours include some of the hours that the instructors will spend with the participants on an individual basis during the evening curriculum clinic session to attend to individual differences and challenges.

    Contact(s)
    (812) 856-4191
    ayschlei@gmail.com

    UCLA (Teacher)

    STARTALK Heritage Language Teacher Workshop

    Language(s)

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

    Date(s)
    • June 1, 2019 – June 23, 2019: (Online)
    • June 24, 2019 – June 28, 2019: (Face-to-face)
    Location(s)
    • UCLA Royce Hall, Los Angeles, CA
    Program Setting

    Residential

    Summary

    The UCLA National Heritage Language Resource Center will offer a one-month teacher workshop that is designed to help language teachers face the challenge of teaching heritage language (HL) students. The workshop will open on June 1, 2019, with online assignments for three weeks. This will be followed by a five-day face-to-face workshop (June 24-28, 2019, at UCLA). Accepted participants will be required to complete the online assignments as well as the face-to-face workshop.
    The online assignments will focus on identifying and addressing the linguistic gaps in HL students’ language, differentiated teaching, and teaching mixed classes. The face-to-face workshop will focus on how to use project-based learning (PBL) as a useful tool in heritage language instruction. PBL is a learner-centered approach in which students work over an extended period of time on a task that demands engaging with complex issues, analyzing topics, solving problems, or meeting particular real-life challenges. The workshop will be designed to impart the principles and methods of PBL and the ways in which language teaching and authentic materials can be incorporated into a PBL classroom. Participants will engage in hands-on activities that involve the development, presentation, and critique of projects that can be used with HL students. We will accept 24 K-16 instructors who will spend 40 instructional hours over a week at UCLA, preceded by 30-50 hours of online work, including time spent working on assignments, and also time as needed during and after the workshop for online consultation with mentors and instructors. Participants will demonstrate an ability to apply principles of PBL by designing a Standards-based unit that is appropriate for HL learners (HLL) with differing proficiency levels and needs. They will apply knowledge gained from presentations, discussions, and exercises on HLL characteristics, differentiated instruction, standards-based instruction, project-based instruction, and backward design. This workshop aims to create a cohort of language teachers who will be leaders and mentors in the field of HL instruction. We hope that teachers who participate in the workshop will commit to re-teaching “lessons learned” at their institution or in their region when they return home.

    Contact(s)
    (310) 825-2510
    cwl@international.ucla.edu
    Program Website

    Stanford University (Teacher)

    Stanford University Teacher Leadership Seminar

    Language(s)

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

    Date(s)
    • July 19, 2019 – July 24, 2019: (Face-to-face)
    Location(s)
    • University of California, Santa Barbara, Santa Barbara, CA
    Program Setting

    Residential

    Summary

    This six-day 40-hour program is designed for 15 teachers of multiple STARTALK languages who have had successful experiences in STARTALK and who have a solid understanding of the STARTALK-Endorsed Principles for Teaching and Learning Languages, the World Readiness Standards for Language Learning and have had substantial experience in applying the principles and concepts featured in these documents into effective classroom practices. These teachers are at the point in their careers where they are ready to assume leadership roles in their schools, districts, professional organizations and in the STARTALK community. A sub-set of returning participants from the previous year program will be invited to participate and increase the leadership skills and experience by observing and reporting other programs in the CLTA/CWLP Summer Seminar as well as mentoring their peers who are participating in the program for the first time. All participants will complete a TELL self-assessment prior to arriving at the institute to create a baseline profile of their professional competencies along the TELL domains continua, and at the end of the program they will be able to plan and present a professional presentation on a topic selected from the TELL domains and facilitate different aspects of a successful and learner-centered professional learning activity. They will apply knowledge gained from presentations, discussing activities on the following topics: exploration of diverse leadership styles, advocacy, coping with change, coaching and mentoring, strategies for successful and engaging presentations and consensus building and group dynamics with the STARTALK principles integrated throughout. As they participate in the program, they will develop their own professional leadership development plan and will be supported in its implementation beyond the end of the program.

    Contact(s)
    (650) 736-9618
    smearns@stanford.edu

    New York University (Teacher)

    Teacher Training Summer Institute

    Language(s)

    Arabic, Hindi, Urdu

    Date(s)
    • June 10, 2019 – June 27, 2019: (Online)
    • June 27, 2019 – July 3, 2019: (Face-to-face)
    Location(s)
    • Hagop Kevorkian Center for Near Eastern Studies, New York, NY
    Program Setting

    Residential

    Summary

    This online/on-site program emphasizes classroom teaching strategies and basic principles that can
    be applied to a variety of classroom settings. Participants learn to implement the World-Readiness Standards for Learning Languages, develop student-centered lessons with backwards design appropriate to student proficiency, background and needs, use the target language and authentic materials in real-life scenarios. 21 Arabic, Hindi and Urdu teachers participate. Preference is given to applicants with some teaching experience and native or near-native language proficiency without previous or with limited formal training. Training is conducted in both target languages and English and at the end teachers prepare a portfolio that demonstrates understanding of the principles of learning and teaching, including a standards-based lesson for micro- teaching, and at least one lesson plan or unit appropriate to the participant's teaching setting, two reflection/ journal entries (a micro- teaching experience and a final self-assessment essay), observation reports and a final project. Through an online component participants engage in reading, video- observations, group- projects, postings and forum discussions, while on site, they design activities in groups and individually, and team-teach beginning level students. The program is 87 hours delivered over four weeks – two weeks of online instruction (20 hrs X 2 weeks= 40), one week on site (7 full days - 42) and one more week online (5 hrs). The Teacher Training Institute has an experienced team performing their administrative or academic duties in full coordination and with professionalism throughout the year during workshops, seminars, publicity events and social media discussions.

    Contact(s)
    (212) 998-8872
    james.ryan@nyu.edu

    Seattle Public Schools (Teacher)

    Seattle Schools Startalk Teacher Certification

    Language(s)

    Arabic, Korean, Spanish

    Date(s)
    • July 8, 2019 – July 26, 2019: (Face-to-face)
    Location(s)
    • Seattle Public Schools/Pacific Lutheran University, Tacoma, WA
    Program Setting

    Residential

    Summary

    The Seattle Public Schools (SPS) and Pacific Lutheran University (PLU) STARTALK Teacher Program seeks to enroll 13 participants (6 Korean, 3 Arabic, and 4 Spanish) who have at least Advanced Low proficiency. Participants will earn 11 graduate level credits towards teacher certification with a World Language Endorsement through alternative routes to certification and will receive vouchers to take the required assessments for teacher certification This three-week face-to-face summer intensive program and 3 online classes totals 120 contact hours. The program will be followed by 8 credits of fall/spring coursework and internship in order to complete the full certification program, with an estimated out-of-pocket cost of only $6,600 (financial aid available). Participants will have the opportunity to observe and microteach during summer language camps for high school heritage and intermediate second languages learners.

    Contact(s)
    (253) 906-9173
    hassenjk@plu.edu
    Program Website

    Occidental College - World Language Project (Teacher)

    Putting the Arabic Standards Front and Central

    Language(s)

    Arabic

    Date(s)
    • June 30, 2019 – July 19, 2019: (Online)
    • July 22, 2019 – July 25, 2019: (Face-to-face)
    Location(s)
    • California State University, Long Beach, Long Beach, CA
    Program Setting

    Residential

    Summary

    Occidental College offers two separate blended programs one focusing on the development of leadership and the second focusing on technology as the core of standards-based instruction. Thirty applicants (teachers in elementary, middle, high school and university settings) will be served in these two programs for total of 64 hours. Instruction will be divided equally between online synchronous and asynchronous sessions. Four days will occur face-to-face. The Leadership program is by invitation.
    [Leadership Groups] 1) Participants will design can-do statements that fit their curricular maps and/or a thematic units and create performance tasks that demonstrate the achievement of the can-do-statements. 2) They will unpack the can do statements they designed for use in their lessons and will sequence learning experiences to lead to successful completion of performance tasks.
    [Technology Groups] 1) Participants will design or adapt learning plan(s) and deliver a model leaning episode to available volunteers. The learning plan will address the interpretation of authentic texts using technology to make language, culture and/or content comprehensible to students. Participants will explore various programs to support interpersonal and presentational communication or design a learning plan that addresses interpersonal and/or presentational tasks. The practicum will give participants the opportunity to experience the use of the target language, technology and other strategies to make language content and culture available in authentic text comprehensible to students.

    Contact(s)
    (323) 259-2949
    bzaslow@oxy.edu

    Oxford College (Student)

    Let's Explore Moroccan Food

    Language(s)

    Arabic

    Grade Level(s)

    9-12, Undergraduate

    Date(s)
    • July 2, 2019 – July 26, 2019: (Face-to-face)
    Location(s)
    • Oxford College of Emory University, Oxford, GA
    Program Setting

    Residential

    Summary

    At the conclusion of the program, our students will have the necessary linguistic and cultural skills to interact with Arabic speakers on basic, everyday topics, especially the topic of food. We will recruit 20 students to participate in this intensive Arabic program. Our participants will be high school and college students (grades 9-16). Their proficiency level in Arabic will be Novice-High by the conclusion of the program. We will conduct about 94 instructional hours throughout a four-week period, to extend from July 2nd to July 26th, 2019.

    Contact(s)
    (770) 784-4768 ext 44768
    aelyoun@emory.edu

    Georgetown University (Teacher)

    STARTALK: Influences of ACTFL MOPI PD

    Language(s)

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

    Date(s)
    • May 23, 2019 – July 5, 2019: Introduction: Online (Online)
    • June 13, 2019 – June 15, 2019: MOPI Workshop (Face-to-face)
    Location(s)
    • AELRC, Georgetown University, Washington, DC
    Program Setting

    Residential

    Summary

    Assessment is critical to language teaching, and proficiency-based assessment can have positive influences on curriculum planning and implementation. The ACTFL MOPI workshop provides an opportunity for instructors to learn how to assess their students' oral proficiency and reflect on realistic outcomes for their students. Please indicate interest here: https://www.surveymonkey.com/r/AELRC2019Registration
    This program will enroll 20 participants who teach in higher education, with a variety of language teaching experiences and backgrounds. Participants will learn about the ACTFL Guidelines and how to apply these for goal-setting, assessment and self-assessment to improve teaching and learning, The first part of the workshop is an online course that provides a background on the ACTFL Guidelines and ACTFL Oral Proficiency Interview. The second part is a face-to-face workshop on the ACTFL OPI and a focus on classroom applications. The third part involves regular follow-up with participants during Fall 2019 and Winter 2020 on the influences of the workshop on teaching, learning and assessment.

    Participants will accrue approximately 35 hours, including up to 10-14 pre-session hours, 21 hours during the face-to-face workshop and 4-6 hours in completing the surveys and follow on interviews.

    Contact(s)
    (202) 687-6334
    malonem@georgetown.edu
    Program Website

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