Find a Summer Program

Showing 1 - 10 of 70 results found.

    College Board (Teacher)

    College Board Guest Teacher Summer Institute(GTSI)

    Language(s)

    Chinese

    Date(s)
    • May 23, 2016 – June 10, 2016: Pre-Institute Online Modules (Online)
    • July 20, 2016 – July 30, 2016: Guest Teacher Summer Institute (face-to-face) (Face-to-face)
    • July 20, 2016 – July 30, 2016: Guest Teacher Summer Institute (face-to-face) (Face-to-face)
    Location(s)
    • University of California, Los Angeles, CA
    Program Setting

    Residential

    Summary

    The Chinese Guest Teacher Summer Institute (GTSI) offers professional development for newly arriving teachers from China, prior to their placement as visiting teachers of Chinese language and culture in elementary and secondary schools across the United States. The primary goal of the GTSI is to prepare the guest teachers to teach effectively in American classrooms through a combination of interactive sessions and hands-on teaching practice. The program covers topics such as the structure of U.S. K-12 education, K-12 foreign language teaching standards, communication strategies, course design, classroom management, materials development, and more. The GTSI is only open to teachers selected for the College Board Chinese Guest Teacher Program. The program is organized by College Board in collaboration with the National Council of State Supervisors for Languages (NCSSFL) and the UCLA Confucius Institute, and is hosted on the UCLA campus. For questions, please contact guestteacher@collegeboard.org.

    Contact(s)
    (212) 713-8038
    scantor@collegeboard.org
    Program Website

    Florida State University (Teacher)

    Teaching Farsi, Portuguese and Chinese

    Language(s)

    Chinese, Portuguese, Persian

    Date(s)
    • June 1, 2016 – June 17, 2016: (Face-to-face)
    • June 20, 2016 – June 24, 2016: (Online)
    Location(s)
    • The Globe Academy, Atlanta, GA
    Program Setting

    Non-residential

    Summary

    This program will provide professional development for practicing and potential teachers of Chinese, Farsi, and Portuguese. As a result of this program, participants will be able to implement standards-based, thematically organized instruction; integrate target language culture into everyday instruction; and provide instruction in the target language that is student centered and engaging. This four-week program consists of 120 instructional hours.

    Contact(s)
    (850) 321-5235
    rgaleano@fsu.edu

    Loyola Marymount University (Teacher)

    LMU 2016 Mandarin Teacher Summer Institute

    Language(s)

    Chinese

    Date(s)
    • June 1, 2016 – August 9, 2017: Certificate Pathway (Face-to-face)
    • June 1, 2016 – February 28, 2017: Credential Pathway (Face-to-face)
    Location(s)
    • Loyola Marymount University, Los Angeles, CA
    Program Setting

    Non-residential

    Summary

    The LMU 2016 Mandarin Teacher Summer Institute will continue to respond to the demand for highly qualified teachers of Chinese by providing support and resources through the provision of two pathways for teacher preparation: 1) The continuing graduate-level Mandarin language credential, and 2) the Certificate in Teaching Mandarin in PreK-12 Settings. Pathway 1: Credential program outcomes include: 1) recruiting and admitting highly qualified K-12 Chinese language teacher candidates for entrance into the secondary or multiple subjects requirements and master's degree program; 2) Supporting Summer Institute participants in passing state testing requirements; 3) Providing 2 cohorts of teacher candidates (10 total) with 6 units of graduate-level coursework applicable to their credentials and masters. The credential program offers 110 hours of coursework, independent work and clinical practice for graduate credit. Pathway 2 is the Certificate in Teaching Chinese in Pre-K – 12 Settings with a targeted enrollment of 16 participants (8 new and 8 returning) who teach in heritage or other programs. Pathway 2 participants complete a hybrid course-series offered through LMU Extension for up to 12 continuing education units of credit (120 professional development credit hours). Upon completion of this second Summer Institute Pathway, participants will: 1) Expand knowledge of content-based Mandarin language and literacy, with a focus on the arts and movement education (Content-based Language Instruction and Curriculum Development in Mandarin); 2) Incorporate research-based practices in assessment linked to instruction (Assessment Basics and Oral Proficiency); 3) Apply new skills in content instruction in Mandarin and engage in reflection about their practices (Practicum in Teaching Mandarin); and 4) Deepen knowledge and skill in teaching Chinese grammar (Chinese Grammar Pedagogy course).

    Contact(s)
    (310) 338-2924
    mlavaden@lmu.edu
    Program Website

    Center for Applied Linguistics (Teacher)

    STARTALK Performance Assessment Training Program

    Language(s)

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

    Date(s)
    • June 3, 2016 – June 16, 2016: Online session 1 (Online)
    • June 20, 2016 – June 22, 2016: Face to Face (Optional) (Face-to-face)
    • June 24, 2016 – July 21, 2016: Online session 2 (Online)
    Location(s)
    • Center for Applied Linguistics, Washington, DC
    Program Setting

    Non-residential

    Summary

    The STARTALK Performance Assessment Training Program will use 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 a standards- and curriculum-based assessment plan with performance objectives, performance assessment tasks, rating rubrics, and self-assessment tools for students, and will be prepared to continue to develop these tools and integrate best practices in assessment with best practices in instruction into their teaching. They will receive a certificate of completion at the end of the course. After active instruction ends, the online modules will remain available as a continued reference and for sharing materials and resources until February 28, 2017.

    Contact(s)
    (202) 362-0700
    lthompson@cal.org

    University of California, Berkeley (Teacher)

    The Berkeley STARTALK Chinese Teacher Program

    Language(s)

    Chinese

    Date(s)
    • June 6, 2016 – June 17, 2016: (Online)
    • June 20, 2016 – July 1, 2016: (Face-to-face)
    Location(s)
    • Berkeley High School, Berkeley, CA
    Program Setting

    Non-residential

    Summary

    The 2016 Berkeley STARTALK Teacher Program is a 4-week 20-day 160-hour Blended Program designed for sixteen (16) teachers teaching grades 6-12 in public, private, and heritage schools. Each teacher participant will develop and microteach two Standards-Based lesson plans using backward-designed and STARTALK Endorsed Principles. One lesson will be developed and microtaught independently, another lesson will be done collaboratively with another teacher participant. The participants will also have the opportunity to review samples of teaching material, including demo teaching, various authentic materials, as well as STARTALK Classroom Video Collections & Multimedia Teacher Workshop Collections.

    Contact(s)
    (510) 642-8390
    stellakwoh@berkeley.edu

    Bangor Chinese School (Teacher)

    STARTALK: The Future Teaches Chinese

    Language(s)

    Chinese

    Date(s)
    • June 9, 2016 – June 29, 2016: (Face-to-face)
    Location(s)
    • Husson University, Bangor, ME
    Program Setting

    Residential

    Summary

    This is a three-week professional development program for teachers and aspiring teachers in Chinese. It is the intended outcome of the Bangor Chinese School, through the program, to build a reservoir of competent, trained, and student-focused teachers of Chinese in the State of Maine. Participants will gain direct knowledge of National standards, the six STARTALK principles for effective teaching and learning foreign languages, the language “immersion” techniques, effective assessment techniques, capacity to adjust to diverse student learning styles, and uses of educational technology in the classroom. The program will emphasize quality foreign language instruction through daily mini-lessons, a capstone teaching experience, concrete coaching, and daily reflections. University credits in "Methods of Teaching Foreign Languages" offered will be applicable to teacher certification in the State of Maine. Following the three-week program, participants will be given the opportunity to continue their professional development through workshops and professional conferences.

    Contact(s)
    (207) 990-0710
    jingzhang@bangorchinese.com
    Program Website

    College of the Holy Cross (Teacher)

    Read On: Teaching Reading Literacy in Chinese

    Language(s)

    Chinese

    Date(s)
    • June 10, 2016 – June 10, 2016: 2-3 pre-program onlines sessions (Online)
    • July 22, 2016 – July 31, 2016: arrive 7/21 depart 8/2 (Face-to-face)
    Location(s)
    • College of the Holy Cross, Worcester, MA
    Program Setting

    Residential

    Summary

    10-day residential program for early-career teachers of Chinese as a foreign language (CFL) teaching at the following grade levels: 6-8, 9-12, 13 + (college), and CFL immersion grades 3-8. The program will focus on research-supported strategies for literacy acquisition in Chinese, with an emphasis on character and word acquisition and retention. Participants will be selected to form four evenly balanced teams: 3-8 immersion, 6-8, 9-12, and college. 2-3 online sessions will be scheduled in June. During the residential portion, participants will be on task for a total of 90 hours, reading and discussing research on native speaker and CFL literacy acquisition, developing best practices in CFL literacy instruction based on research findings, and designing thematic-based units that implement these best practices in a Standards-based curriculum. The units that the participants develop will be posted on the Holy Cross Chinese Literacy website and will be freely accessible to all. Transportation, housing, and meals will be provided. Family members cannot be accommodated.

    Contact(s)
    (508) 793-3335
    cross@holycross.edu
    Program Website

    Human Assistance and Development International - CLASSRoad (Teacher)

    Advancing TELL Online with Comprehensible Input

    Language(s)

    Arabic, Chinese, Persian

    Date(s)
    • June 12, 2016 – July 17, 2016: (Online)
    Location(s)
    • Fully Online, Online Program, CA
    Program Setting

    Non-residential

    Summary

    CLASSRoad’s 2016 fully-online STARTALK program will provide opportunity for sixty (60) intermediate and master Arabic, Chinese and Persian language teachers to focus on the TELL Learning Tools LT1 (a-c) criteria, building their ability to identify, design and deliver online lessons that use comprehensible input strategies to stay in the target language for 90% of instructional time, while utilizing suitable digital tools to implement planning steps and activities. The program will include asynchronous/synchronous interaction among instructors and participants, featuring video presentations by experts, formative assessments, discussions, observations of recorded online language teaching examples, peer learning and feedback, peer microteaching practice, online microteaching of remote language students, and self-assessment and personal growth plan development. The four-week program (80 contact hours) will feature three weeks of module-based daily instruction and group work, including several days of peer microteaching and preparation, followed by a fourth week that involves microteaching of remote target language students, along with peer observation, personal reflection and professional planning. The program will be delivered using the online learning management system Moodlerooms and the web-conference platform Adobe Connect, which allows for adaptive design, improved mobile accessibility, the giving of timely feedback, and the course to be structured in an innovative and highly interactive manner.

    Contact(s)
    (310) 845-6149
    letha@hadi.org
    Program Website

    Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota (Teacher)

    STARTALK: Transition to Teaching Language Online

    Language(s)

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

    Date(s)
    • June 13, 2016 – July 3, 2016: 3-week course (Online)
    • September 12, 2016 – December 23, 2016: Fall semester pilot (Online)
    Location(s)
    • Online course in a Moodle site, Minneapolis, MN
    Program Setting

    Non-residential

    Summary

    Program #1:
    Twenty-five to thirty proficiency-oriented, experienced classroom teachers of beginning levels of critical languages will be selected to participate in the “STARTALK: Transitioning to Teaching Language Online” (STARTALK:TTLO) summer course and will work entirely online with the help and support of experienced online program instructors. Outcomes will include the teachers' ability to 1) articulate the differences between teaching online and teaching in the classroom; 2) analyze their experiences as an online language students; 3) design successful online, proficiency-oriented language activities. The intensive three-week STARTALK:TTLO summer course (June 13 - July 3, 2016) includes online language mini-lessons that will be conducted as a class-within-a-class so language learning activities, learner behaviors and needs, and other aspects of teaching online can be modeled and analyzed. Participants will experience online language activities using a variety of online tools based on the three modes of communication. During the final week of the course, participants will apply all of the knowledge and experience gained from the course to create and refine online lessons and activities. Participants will be engaged in learning for approximately 30 hours per week (90 hours total for the program), depending on the needs of the participants.*

    Program #2:
    A 14-week fall semester pilot of the TTLO course (Sept-Dec, 2016) will be offered to 10-15 participants, primarily for program directors and staff, with the same outcomes and will be offered for approximately the same total hours (6-8 hours/week).

    *Note: Instructional hours are difficult to count when the course is completely online and offered asynchronously, so we define this as the hours the participants will be engaged with the content in a variety of ways, which may vary from participant to participant.

    Contact(s)
    (612) 625-8848
    startalk.ttlo@gmail.com
    Program Website

    Northern Virginia Community College (Teacher)

    NOVASTARTALK

    Language(s)

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

    Date(s)
    • June 13, 2016 – June 24, 2016
    Location(s)
    • Northern VA Community College, Alexandria, VA
    • Northern Virginia Community College, Alexandria, VA
    • Alexandria Campus, Alexandria, VA
    Program Setting

    Residential

    Summary

    NOVASTARTALK consists of hands-on technology-enhanced language workshops held throughout the year and led by a team of expert language educators who regularly teach the application of instructional technology in the standards-based language classroom to hundreds of teachers at the K-12 and post-secondary levels. These workshops are held both in-person during the Summer Institute and as webinars online, and are open to instructors teaching any of the STARTALK languages. NOVASTARTALK incorporates the STARTALK Endorsed Principles in all its workshops which include field trips to the Smithsonian Institution Freer-Sackler Galleries and the National Museum of Natural History in Washington DC. Teachers of every STARTALK language are welcome to attend our training workshops, which take place for two forty -hour weeks in the summer face to face program and at various intervals during the grant period through webinars and our website. The same instructors of NOVASTARTALK have been with the program from the beginning of the initiative and deliver a program that teaches the teachers tointegrate technology to promote target language proficiency and target cultural awareness, in accordance with the STARTALK Endorsed Principles, the TELL Project and STELLA.

    Contact(s)
    (703) 845-6325
    lfranklin@nvcc.edu
    Program Website

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