Find a Summer Program

Showing 1 - 10 of 11 results found.

    HEB ISD (Student)

    STARTALK : Building a Legacy

    Language(s)

    Arabic, Chinese, Hindi

    Grade Level(s)

    6-8, 9-12

    Date(s)
    • June 3, 2019 – June 21, 2019: (Face-to-face)
    Location(s)
    • Central Junior High School, Euless, TX
    Program Setting

    Non-residential

    Summary

    HEB ISD’s “STARTALK: Building a Legacy” language academy will provide three weeks / 90 hours of student-centered learning and instruction in Arabic, Chinese, and Hindi to rising sixth and seventh graders for novice level, and intermediate level practice for 8th-11th grade students, as well as exposure to all three languages and cultures. Projected enrollment for Arabic, Chinese, and Hindi is 50 students per language, comprising 30 novice sixth and seventh graders and 20 intermediate students. At the end of this academy, we expect rising sixth and seventh-grade students to achieve novice low-to-mid level oral proficiency in their language of choice and upper grades students to achieve intermediate low-to-mid level. We anticipate that approximately 90% of our seventh-grade students will continue in the language course in the fall in our district. For intermediate students, we expect their scores on the IB exams to reflect the benefits of additional language practice and cultural experience.

    Contact(s)
    (469) 734-6027
    qingli@hebisd.edu

    OneWorld Now (Student)

    OWN - STARTALK Summer Language and Leadership Camp

    Language(s)

    Arabic, Chinese, Korean

    Grade Level(s)

    9-12

    Date(s)
    • July 8, 2019 – July 26, 2019: (Face-to-face)
    Location(s)
    • Franklin High School, Location Not Specified, WA
    Program Setting

    Non-residential

    Summary

    OneWorld Now!’s vision is that all young Americans have access to transformative international education. Through our year-round Global Leadership Program we integrate critical language learning, leadership training, and study abroad scholarships for mostly underserved high school students. Thanks to STARTALK, OWN has offered a three-week Arabic, Chinese, and Korean summer program for each of the last eleven years, with follow-on language classes available through our academic year long program. In 2019 we again propose to hold a three-week-long, non-residential Arabic, Chinese, and Korean language immersion program for non-heritage high school students in Seattle, especially those who have fewer opportunities to access international education. The program includes 15 six-hour days, for a total of 90 contact hours. The desired outcome of the STARTALK-OWN Summer Language Camp will be to introduce 51 students to Arabic, Korean, and Mandarin Chinese, as well as to motivate them to continue their language and cultural studies.

    Contact(s)
    (206) 223-7703
    jennifer@oneworldnow.org
    Program Website

    ReDefiners World Languages (Student)

    Global Explorers: A STARTALK Immersion Program

    Language(s)

    Arabic, Chinese

    Grade Level(s)

    3-5

    Date(s)
    • June 10, 2019 – August 2, 2019: (Face-to-face)
    Location(s)
    • ReDefiners World Languages, Tampa, FL
    Program Setting

    Non-residential

    Summary

    From Day 1 of the Global Explorers: STARTALK Immersion Program full-day program (9AM-5PM), students will begin journeying to targeted regions of the world through virtual & live field trips to explore and engage in culturally relevant practices and customs. By the end of the Global Explorers program, students will have demonstrated the ability to meet Global Can-Do language proficiency benchmarks for Novice-Mid level, as outlined by the American Council on Teaching Foreign Languages (ACTFL) and the National Council of State Supervisors for Languages (NCSSL), by completing three major assessments. The assessments are as follows: 1. The creation of a Video Travel Guide, highlighting all that they have learned about the target region and presented in the target language, 2. Participate in live poster presentations to family and the public about their travel expeditions, using a bilingual approach to best serve the target audience, and 3. participate in a live oral interview with a native speaking international student from an affiliate university, the University of South Florida. Overall, participants will develop a deeper understanding and appreciation of the people, culture, region and target language through language and cultural immersion as they learn to think globally while acting locally, which is essential in ultimately improving international relations, national security, global economic and academic competitiveness. A total of 40 students will participate in the program over the course of 312 instructional hours from June 10th - August 2nd, 2019 (8-weeks).

    Contact(s)
    (813) 530-2313
    info@redefinerswl.org
    Program Website

    Howard Community College (Student)

    STARTALK Intenstive Language Learning Experience

    Language(s)

    Arabic, Chinese

    Grade Level(s)

    9-12

    Date(s)
    • July 1, 2019 – August 1, 2019: (Face-to-face)
    Location(s)
    • Howard Community College, Columbia, MD
    Program Setting

    Non-residential

    Summary

    HCC will provide summer courses in Arabic and Chinese to 60 high school students in Howard County. HCC will recruit students from grades 9 – 12 from public, private, and homeschools in the county and will provide them with 95 hours of instruction over five weeks from July 1 through August 1. The theme of our program is East Meets West: A Global Exchange. Our program outcomes include the following: exiting participants at the novice-mid or novice-high/intermediate-low levels, increasing all participants’ understand of the cultures of the Arab and Chinese global world, recruiting learners to enroll in second-semester language courses offered in the Fall semester, exposing all learners to potential career opportunities requiring the knowledge and skills in a critical language, and continuing to promote heightened awareness of the cultures of Arab and Chinese communities and connections to these communities throughout the academic year.

    Contact(s)
    (443) 518-1540
    jdumont@howardcc.edu
    Program Website

    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/AELRCSTARTALK2019

    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

    Center for Applied LInguistics (Teacher)

    STARTALK Performance Assessment Training Program

    Language(s)

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

    Date(s)
    • June 7, 2019 – July 26, 2019: A 3-day face-to-face workshop will be held in Washington, DC (Online)
    • June 24, 2019 – June 26, 2019: (Face-to-face)
    Location(s)
    • Center for Applied Linguistics, Washington, DC
    Program Setting

    Non-residential

    Summary

    The STARTALK Performance Assessment Training Program at the Center for Applied Linguistics uses a blended online and face-to-face format to train up to 40 STARTALK educators representing all grade and experience levels and STARTALK languages on the fundamentals of performance-based assessment within the STARTALK context. The program will consist of seven online modules, two webinars, and a three-day face-to-face workshop for a total of 41 instructional hours over the course of 7 continuous weeks.

    Participants who complete the program will develop performance assessment tasks, adapt rating rubrics, create self-assessment tools for students, and create a standards- and curriculum-based assessment plan with performance objectives. Participants will be prepared to continue to develop these tools and integrate best practices in assessment with best practices in instruction into their teaching. After active instruction ends, the online modules will remain available as a continued reference and for sharing materials and resources.

    Contact(s)
    (202) 384-1250
    mmontee@cal.org
    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

    HADI-CLASSRoad (Teacher)

    Planning for Authentic, Interactive Language Exp.

    Language(s)

    Arabic, Chinese, Persian

    Date(s)
    • June 7, 2019 – July 15, 2019: (Online)
    Location(s)
    • Online, , Online
    Program Setting

    Non-residential

    Summary

    CLASSRoad’s 2019 fully-online STARTALK program will provide opportunity for thirty-five (35) intermediate and master Arabic, Chinese and Persian language teachers to focus on TELL Learning Experience Domain LE4 (c and e) criteria and LE5 (a) criteria, Learning Tools Domain LT2 (a) criteria, and Professionalism Domain PR3 (b) criteria, building their ability to use the backward design process to plan for meaningful student engagement and successful attainment of daily performance objectives, leading toward unit or course proficiency targets. The program will include asynchronous/ synchronous interaction among instructors and participants, feature video presentations by experts, formative assessments, discussions, observations of recorded online language teaching examples-including video from previous year teacher participants-peer learning and feedback, peer microteaching practice, online co-teaching of remote language students, and self-assessment and personal growth plan development. The 4.5-week program (80 contact hours) will feature four and a half weeks of module-based daily instruction and group work, including online presentations by guest experts, several days of peer microteaching and preparation, followed by a fourth week that involves co-teaching to remote target language students, along with peer observation, personal reflection and professional planning. We are including foundational documents and concepts in the orientation module so that participants can gain earlier exposure to and practice with the content as they become familiar with the course organization and tools.

    Contact(s)
    (310) 845-6149
    mahbuba@classroad.org
    Program Website

    Global Language Project (Teacher)

    Highly Effective Teacher By Design V

    Language(s)

    Arabic, Chinese, Korean

    Date(s)
    • July 15, 2019 – July 26, 2019
    Location(s)
    • Knox Hall at Columbia University, New York, NY
    Program Setting

    Non-residential

    Summary

    The Teacher Program component of the 2019 GLP STARTALK Combination Program will take place over 10 days, and provide participants 65 contact hours. The program will be open to 20 participants, with a range of experience from novice (pre-service to 2 years) to master (8+ years). Participants will focus on the TELL Domain areas of ‘Planning,’ the ‘Learning Experience,’ and ‘Professionalism.’ Participants will have the opportunity to participate in full group and small group lectures and sessions, practice-teach at the GLP summer student Chinese program, as well as unit-plan. All participants will earn Continuing Teaching and Learning Education (CTLE) Credits from the New York State Education Department (NYSED). Learn more and apply at: https://www.glpny.org/startalk2019/.

    Contact(s)
    (646) 657-8075 ext 2
    eshovers@glpny.org
    Program Website

    Indiana University (Teacher)

    IU LCTL STARTALK Professional Development Program

    Language(s)

    Arabic, Chinese, Dari, Hindi, Korean, Persian, 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

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