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    UCLA (Teacher)

    STARTALK Heritage Language Teacher Workshop

    Language(s)

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

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

    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