Find a Summer Program

Showing 1 - 10 of 42 results found.

    University of California, Los Angeles (Teacher)

    Heritage Language Teacher Workshop

    Language(s)

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

    Date(s)
    • June 1, 2017 – June 25, 2017: Training Module (Online)
    • June 26, 2017 – June 30, 2017: Residential program at UCLA (Face-to-face)
    Location(s)
    • University of California, Los Angeles, Los Angeles, CA
    Program Setting

    Residential

    Summary

    The UCLA Center for World Languages, host of the National Heritage Language Resource Center, will offer a four-week teacher workshop on strategies for developing materials for heritage language learners (HLLs). Following a flipped format, the workshop will consist of three weeks of online training with an instructor’s feedback and monitoring, and one week of on-site instruction at UCLA, for a total of 75 instructional hours. We will accept 20 participants from across the country representing K-16 institutions. . Participants will demonstrate an ability to apply principles of materials development by designing a Standards-based project that is appropriate for HLLs with differing proficiency levels and needs. We are investigating the possibility of awarding Mozilla badges to participants.

    Contact(s)
    (310) 825-2510
    kathryn@humnet.ucla.edu
    Program Website

    Hilmar Unified School District (Teacher)

    HUSD STARTALK Teacher Program

    Language(s)

    Portuguese

    Date(s)
    • June 4, 2017 – June 8, 2017: (Face-to-face)
    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 standardsbased 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

    Arizona State University (Student)

    ASU Chinese Program: From STARTALK to Flagship

    Language(s)

    Chinese

    Grade Level(s)

    6-8, 9-12

    Date(s)
    • June 4, 2017 – June 18, 2017: ones session only (Face-to-face)
    Location(s)
    • Arizona State University Tempe Campus, Tempe, AZ
    Program Setting

    Residential

    Summary

    This program offers a fifteen-day residential Chinese language summer camp for 30 current 8th to 12th graders from Arizona 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 ASU Tempe campus where they spend their day participating in intensive language classes as as well as fun, hands-on cultural activities. Evenings and weekends are also packed with activities that are geared toward both learning and entertainment. By the end of the program, these learners are not only able to use Chinese to perform basic tasks in everyday life but also to acquire valuable knowledge on Chinese culture as well. The program boasts a living-learning setting, where participants can also gain first-hand college life experience on the ASU Tempe campus. All evening activities are monitored and supervised by mature resident advisors who reside in the residence hall with students.

    Contact(s)
    (480) -96-5-07
    xia.zhang@asu.edu
    Program Website

    PENNSYLVANIA STATE UNIVERSITY (Teacher)

    Penn State STARTALK Arabic Academy for Teachers

    Language(s)

    Arabic

    Date(s)
    • June 5, 2017 – June 23, 2017: (Online) (Online)
    • July 5, 2017 – July 11, 2017: (Face-to-Face Session at Penn State) (Face-to-face)
    • July 17, 2017 – July 21, 2017: (Online) (Online)
    Location(s)
    • Pennsylvania 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) an initial 3-week online component (estimated 20 hours' instructional time), June 5-23; (2) a 6-day residential seminar (48 instructional hours), held at Penn State's University Park Campus, July 5-11; and (3) a postseminar online component (estimated 7 hours), July 17-21; for 75 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. Specific outcomes are to enable teachers to teach effectively according to STARTALK-endorsed principles––our special focus is on staying in the target language while maintaining comprehensibility; to ensure teachers' awareness of resources that can support them in doing so; and to enhance their preparedness for careers teaching Arabic. We will present pathways to certification and other career options.

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

    NEW YORK UNIVERSITY (Teacher)

    Hindi And Urdu Teacher Training Summer Institute

    Language(s)

    Hindi, Urdu

    Date(s)
    • June 5, 2017 – June 30, 2017: (Online)
    • June 17, 2017 – June 24, 2017: (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. 20 Hindi and Urdu teachers participate. Preference is given to applicants with 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 70 hours delivered over four weeks – two weeks of online instruction, one week on site (8 full days Saturday-Saturday) and one more week online.

    Contact(s)
    (212) 998-8872
    gs113@nyu.edu
    Program Website

    AELRC (Teacher)

    STARTALK: Understanding the ACTFL Guidelines

    Language(s)

    Arabic, Chinese, Hindi, Korean, Portuguese, Russian, Turkish

    Date(s)
    • June 11, 2017 – July 21, 2017: Online introduction (Online)
    • July 30, 2017 – August 1, 2017: Face-to-face workshop (Face-to-face)
    Location(s)
    • Georgetown University, Washington, DC
    Program Setting

    Residential

    Summary

    STARTALK: Understanding the ACTFL Guidelines is a hybrid workshop designed for language instructors from community colleges and other institutions of higher education to participate in action-based research on the influence of this workshop on their professional practices. Participants will learn how to use and apply the ACTFL Proficiency Guidelines and the accompanying Modified Oral Proficiency Interview. First, participants will review a short, online introduction to the ACTFL Guidelines and the Modified Oral Proficiency Interview and respond to a quiz; activities will include opportunities to learn about the ACTFL Guidelines, practice rating speech samples and setting goals for incorporating speaking proficiency activities in their classrooms. Next, participants will come to Georgetown University July 30-August 1 to work with a certified ACTFL trainer to learn to conduct interviews and incorporate proficiency-based activities in their language classrooms. During September, November, and January, participants will be involved in three, three-hour follow up sessions (Zoom or face to face) on the influence of this professional development for participants, their students and their professional growth. There will be an online application for interested participants.

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

    University of Colorado Boulder (Teacher)

    STARTALK: Chinese Instruction in the Digital Age

    Language(s)

    Chinese

    Date(s)
    • June 12, 2017 – June 20, 2017: Asynchronous (Online)
    • June 22, 2017 – June 30, 2017: (Face-to-face)
    Location(s)
    • University of Colorado Boulder, Boulder, CO
    Program Setting

    Residential

    Summary

    This STARTALK program will introduce the theory, standards, frameworks, knowledge, and practice necessary for incorporating into the Chinese language curriculum a range of technology tools. Program participants will work with language technology specialists, experienced Chinese language curriculum designers, and master teachers from successful language programs to gain competencies in a variety of technologies around which they can create effective and engaging lessons. The program will cover a variety of topics, including affordances & challenges to technology integration in the language classroom, development of a learner-centered classroom, the flipped classroom, digital storytelling, technology project assessments, open educational resources, and cultivation of a Personalized Learning Network (PLN). The program will consist of eight days of pre-program asynchronous online learning and eight days of a face-to-face residential institute on the University of Colorado Boulder campus. The online portion of the program consists of activities and discussion related to program topics. During the face-to-face institute, participants will receive training on specific technologies, have time to gain experience and work with instructors on these technologies, engage in discussions with master teachers about successful integration of technology in the classroom, and learn about current theory, standards, and trends in instructional technology and Chinese language learning. At the end of the program, participants will leave with resources, lesson plans, and action plans for technology integration in the world language classroom. Application to this STARTALK program is open to all Chinese language teachers who teach Chinese language in grades 6-12 in the United States. Enrollment is limited to 20 teachers. Participants must be able to commit to fulfilling all requirements of the residential and asynchronous online portions of the program. No partial attendance is allowed. Participants will receive $375 towards travel reimbursement, single-room lodging, and all meals. Participants will have the option to earn graduate credit in Teacher Education from the University of Colorado Boulder at the participant's expense.

    Contact(s)
    (303) 735-5128
    jon.zeljo@colorado.edu
    Program Website

    University of Toledo (Teacher)

    STARTALK-CHELER Chinese Leadership Program

    Language(s)

    Chinese

    Date(s)
    • June 12, 2017 – July 8, 2017: Online Preparatory Session (Online)
    • July 9, 2017 – July 16, 2017: Onsite Residential Workshop (Face-to-face)
    Location(s)
    • University of Toledo, Main Campus, TOLEDO, OH
    Program Setting

    Residential

    Summary

    The STARTALK-CHELER Chinese Leadership Program is designed to expand the conceptual understanding and practical teaching skills of experienced K-12 teacher leaders of community-based Chinese heritage schools/programs. The blended residential teacher program includes a one-month online session, an eight-day workshop on the main campus at the University of Toledo, and a semester-long online forum, with approximately 88 hours of instruction. The instruction and learning experiences will be differentiated for new and returning STARTALK participants. Teacher participants will collaborate in small groups to develop three Standards-based learning plans using backward design planning and STARTALK Endorsed Principles and conduct micro-teachings to volunteer Chinese heritage speakers. The goals of the 2017 Program are to enhance the knowledge and skills of 18 participants by developing pedagogically-sound learning plans with technology and teaching practices focusing on the literacy development of Chinese heritage speakers.

    Contact(s)
    (419) 530-2146
    acheng@utoledo.edu
    Program Website

    Brigham Young University (Student)

    BYU Chinese STARTALK Program

    Language(s)

    Chinese

    Grade Level(s)

    9-12

    Date(s)
    • June 12, 2017 – July 1, 2017: Student Program (Face-to-face)
    Location(s)
    • BYU Conferences & Workshops, Provo, UT
    Program Setting

    Residential

    Summary

    The 2017 BYU Chinese STARTALK Program will serve 64 participants in grades 9-12 for a total of 180 instructional hours during a three week summer residential camp. We will offer four proficiency levels and high school credit corresponding to high school Chinese 1, 2, 3 and 4. Students will use language in meaningful ways as they participate in a variety of activities and classes throughout the day that keep them engaged and immersed in language learning and communication. Students will obtain sufficient instructional training to demonstrate language proficiency ranging from Novice-mid to Intermediate-low as measured by pre- and post- assessments.

    Contact(s)
    (801) 422-1505
    steve_riep@byu.edu
    Program Website

    University of Minnesota (Teacher)

    Teaching & Assessing Chinese Langauge & Culture

    Language(s)

    Chinese

    Date(s)
    • June 13, 2017 – June 16, 2017: (Online)
    • June 19, 2017 – June 26, 2017: (Face-to-face)
    Location(s)
    • University International Center, Minneapolis, MN
    Program Setting

    Residential

    Summary

    The TACCL program is a two-week summer teacher education blended learning experience for pre-service and in-service Chinese language instructors to teach language and culture in their classroom. Participants will enhance their ability to design standards-based curricula that foster higher levels of Chinese language and cultural proficiency in their students. The first four days will be online and the next six days will be residential on the campus of University of Minnesota.

    Participants will be able to better identify and enact the characteristics of culture in proficiency-based instruction, and the specific implications for curriculum, instruction and assessment for a U.S. classroom. They will prepare and deliver lesson plans and assessment plans that emphasize these understandings and practice through micro teaching and receive feed back on their teaching. Moreover, participants will produce a cultural growth road map of their own transformative and developmental culture learning, authentic Chinese language teaching materials, assessment rubrics and share them with others.

    The program will provide free lodging for all participants coming from out of Twin Cities metro area, and travel stipend up to $400 to offset the cost of airfare and/or mileage. Participants will also have the opportunity to take STARTALK program for 2 credit graduate level course at the University of Minnesota (tuition and other fees apply).

    Contact(s)
    (612) 625-0243
    zhang429@umn.edu
    Program Website

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