Find a Summer Program

Showing 1 - 5 of 5 results found.

    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

    Hilmar Unified School District (Teacher)

    HUSD STARTALK Teacher Program

    Language(s)

    Portuguese

    Date(s)
    • June 8, 2019 – June 12, 2019: (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 (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. The focus will be on enhancing their knowledge of the three modes of communication and on strategies for integrating culture, content, and language. We will continue to increase the staff development on interpersonal communication (focus on student-to-student interaction) and planning for the integration of content, language and culture. The professional development will also provide strategies for more in-depth Checking For Understanding and greater emphasis on language learning and literacy experiences.

    Contact(s)
    (209) 667-1082
    lorij@hilmar.k12.ca.us

    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

    California State University, Northridge (Student)

    CSUN Russian Language & Culture Immersion Program

    Language(s)

    Russian

    Grade Level(s)

    Undergraduate

    Date(s)
    • June 9, 2019 – July 12, 2019
    Location(s)
    • California State University, Northridge, CA
    Program Setting

    Residential

    Summary

    The STARTALK Russian Language and Culture Immersion Program is designed for undergraduate students who see themselves pursuing professional careers where their knowledge of the Russian language and culture will be a major asset. The rigorous residential five-week curriculum is organized around the general theme “Let’s Talk About Life” and covers various life aspects including but not limited to education, professional career, social life, hobbies and interests. The level-appropriate linguistic, cultural, and professional competencies that the students develop enable them to employ their knowledge of Russia and Russian in a host of future careers all over the world across professional areas. The program is designed to promote accelerated language learning with integrated knowledge of culture, protocols, and national identity in modern Russia. It will admit 20 undergraduate students from universities and community colleges across the nation, dividing cohorts into two proficiency tracks: Novice and Intermediate. Standards-based and thematically organized curriculum is programmed over five weeks of residential study with 270 hours of structured learning: 125 hours of in-class instruction; 105 hours of self-directed learning activities; and 40 hours of weekend cultural enrichment activities. Participants typically advance one to two ACTFL tiers in language proficiency.

    Contact(s)
    (818) 677-3593
    dina.mokhnatkin@csun.edu
    Program Website