Find a Summer Program

Showing 1 - 10 of 37 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

    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 2, 2017 – June 15, 2017: Online session 1 (Online)
    • June 19, 2017 – June 21, 2017: Face-to-face (Face-to-face)
    • June 23, 2017 – July 20, 2017: Online session 2 (Online)
    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 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 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. 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, 2018.

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

    Georgia State University (Teacher)

    Teaching Chinese, Korean and Portuguese in Atlanta

    Language(s)

    Chinese, Korean, Portuguese

    Date(s)
    • June 5, 2017 – June 30, 2017: (Online)
    • June 24, 2017 – June 30, 2017
    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, Korean, 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)
    (404) 413-6390
    rgaleano@gsu.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 California (Teacher)

    The Berkeley STARTALK Chinese Teacher Program

    Language(s)

    Chinese

    Date(s)
    • June 12, 2017 – June 28, 2017: (Online)
    • June 29, 2017 – July 14, 2017: (Face-to-face)
    Location(s)
    • Berkeley High School, Berkeley, CA
    Program Setting

    Non-residential

    Summary

    The 2017 Berkeley STARTALK Teacher Program is a 23-day 184-hour Blended Program designed for twelve (12) teachers teaching or planning to teach grades 6-12 in public, private, and heritage schools. (The complete grant period will be April 1, 2017 through February 28, 2018). 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. The participants will also have the opportunity to meet the candidates in the Berkeley STARTALK Teacher Certification Enrichment (Infrastructure) Program in the post program workshop to learn how to become certified teachers.

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

    University of Minnesota (Teacher)

    STARTALK:Transitioning to Teaching Language Online

    Language(s)

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

    Date(s)
    • June 12, 2017 – July 2, 2017: STARTALK:TTLO (Online)
    Location(s)
    • STARTALK:TTLO Moodle Online Courseroom, Minneapolis, MN
    Program Setting

    Non-residential

    Summary

    Experienced classroom teachers of beginning levels of critical languages will be selected to participate in the “STARTALK: Transitioning to Teaching Language Online” (STARTALK:TTLO) program courses and will work entirely online with the instructional support of experienced online program instructors.

    The program will be offered as an intensive three-week summer course (June 12 - July 2, 2017) for 25 critical language teachers. Participants will be engaged in active learning for approximately 120 hours total for the program (40 hours per week), depending on the needs and skills of the participants.

    Outcomes will include improving the participant teachers’ ability to 1) analyze their experiences as an online students and online language students; 2) articulate the differences between teaching online and teaching in the classroom; 3) design successful online, proficiency-oriented language activities within the 3 communication modes framework, and 4) identify basic principles of how to design, develop, and deliver their own hybrid or online course.

    The course includes online language mini-lessons so participants gain experience being online learners themselves. Online course design and expectations, along with best practices for teaching online, are investigated and compared to the traditional classroom. Language learning activities are modeled, then created and tested, and peer-critiqued.

    Please see the TTLO website for the required application form and supporting documents. Deadline: May 15, 2017.
    http://carla.umn.edu/technology/STARTALK/index.html

    Contact(s)
    (612) 625-8848
    STARTALK.TTLO@gmail.com
    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

    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

    Bangor Chinese School (Teacher)

    STARTALK: The Future Teaches Chinese

    Language(s)

    Chinese

    Date(s)
    • June 15, 2017 – July 5, 2017: (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 and beyond. These teachers will gain direct knowledge of national and Maine teaching standards in foreign language, the STARTALK six principles, the language “immersion” techniques, the uses of educational technology in the classroom, the capacity to adjust to diverse student learning styles, and the use of Linguafolio in stimulating student self-assessment. Student-centered classroom instruction, hands-on skills and strategies of creation/preparation of activities to engage students leaning will be taught. The program will emphasize quality foreign language instruction through daily mini-lessons, a capstone teaching experience, concrete coaching, and daily reflections. University credits in "Educating Exceptional Students" offered will be applicable to teacher certification in the State of Maine. There will be of the twelve enrollees, two of whom will be residential participants.

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

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