Find a Summer Program

Showing 1 - 5 of 5 results found.

    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

    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

    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

    American Council on the Teaching of Foreign Languages (ACTFL) (Teacher)

    STARTALK Multi-State Pathways to Teaching

    Language(s)

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

    Date(s)
    • June 12, 2019 – July 17, 2019: Pre-Institute Online Sessions (Online)
    • July 24, 2019 – July 31, 2019: Summer Institute (On-Site) (Face-to-face)
    • August 12, 2019 – August 31, 2019: Post-Institute Online Sessions (Online)
    Location(s)
    • University of North Carolina-Charlotte, Charlotte, NC
    Program Setting

    Residential

    Summary

    The STARTALK Multi-State Pathways to Teaching Institute focuses on closing the gap for heritage school teachers by creating a Personalized Learning Plan (PLP) to earn state certification in order to be placed during the 2019-2020 school year in a K-12 public school classroom as an alternative entry or provisionally licensed teacher. This teacher training program recruits and supports up to 50 prospective teachers in 10 targeted STARTALK languages to address the critical need for K-12 language programs in Virginia, North Carolina, and Georgia, as well as a limited number of Spanish teachers to serve in dual language/immersion programs in those states. The Institute design includes 75 hours of instruction delivered online and face-to-face in four stages through a variety of learning experiences: Stage 1 Pre-Institute (6 hours online; June 12-July 17); Stage 2 Summer Institute (45 hours on-site; July 24-31); Stage 3 Post-Institute (24 hours over a seven-month period, August 2019 - February 2020); and finally Stage 4 Extended Institute (additional individual work as needed to complete certification requirements, will be outlined in each participant’s PLP). This Institute ensures that teachers are coached and prepared to meet the licensing requirements of the state where they will be teaching and enter the classroom as effective educators with the skills to plan, deliver, and assess instruction using the STARTALK-Endorsed Principles.

    Contact(s)
    (703) 894-2900 ext 131
    psandrock@actfl.org
    Program Website