Find a Summer Program

Showing 1 - 10 of 10 results found.

    Concordia Language Villages (Teacher)

    Immersion Methodologies for STARTALK Teachers

    Language(s)

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

    Date(s)
    • June 24, 2018 – July 4, 2018: (Face-to-face)
    Location(s)
    • Bemidji State University, Bemidji, MN
    Program Setting

    Residential

    Summary

    The four-credit graduate-level course, entitled “Second Language and Immersion Methodologies for STARTALK Teachers of Critical Languages,” is a 10-day residential program hosted by Concordia Language Villages in Bemidji, Minnesota, and takes place on the campus of Bemidji State University (BSU).
    The course consists of 80 instructional hours, not including informal discussions and personal reflection, and focuses on key concepts of immersion education and active participation in all aspects of language and culture programming at the Language Villages. STARTALK teachers learn and practice: a) strategies for staying in the target language in both formal and informal instructional settings; b) formative and summative Standards-based assessments of students’ communication skills and cultural understandings; c) content-based teaching strategies, with emphasis on the environment, drama and music; d) integrating culture into the teaching of language; and e) meeting the needs of diverse learners. A perennial highlight of our program is several visits to our youth Language Villages in session at that time, where participants observe class concepts put into practice.

    Participants receive tuition, room & board, four units of graduate credit from Concordia College and up to $500 of travel-expense reimbursement, all for free, thanks to the STARTALK grant.

    Enrollment is limited to 15 participants, so register today by completing the attached application form or going to http://www.concordialanguagevillages.org/adult-programs/educator-program... .

    For registration questions, please contact Sara Williams at swilliam@cord.edu.
    For questions regarding course content, please contact Brandon Locke at blocke@cord.edu.
    For all other questions, please contact Mark Chen at mchen@cord.edu.

    Contact(s)
    (218) 299-3472
    blocke@cord.edu
    Program Website

    University of California, Los Angeles (UCLA) (Teacher)

    Heritage Language Teacher Workshop

    Language(s)

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

    Date(s)
    • June 1, 2018 – June 24, 2018: Online preparatory session (Online)
    • June 25, 2018 – June 29, 2018: UCLA workshop (Face-to-face)
    Location(s)
    • 314 Royce Hall, Los Angeles, CA
    Program Setting

    Residential

    Summary

    The UCLA National Heritage Language Resource Center will offer a one-month teacher workshop (three weeks: online material; one week: face-to-face collaboration) on strategies for creating a macro-based PBL curriculum for heritage language learners (HLLs). We will accept 24 participants 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 project-based learning by designing a Standards- based unit that is appropriate for HLLs 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. Four former workshop participants who have implemented innovative projects and materials suitable to HLLs into their programs will be invited to return as mentors.

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

    Stanford University (Teacher)

    Stanford University Teacher Leadership Seminar

    Language(s)

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

    Date(s)
    • July 20, 2018 – July 25, 2018: (Face-to-face)
    Location(s)
    • University of California, Santa Barbara, Santa Barbara, CA
    Program Setting

    Residential

    Summary

    This one-week 40-hour program is designed for experienced teachers of all STARTALK languages. Eligible participants will have had successful experiences in STARTALK and other similar world language professional learning programs and 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. It is expected that they will have a solid understanding of the STARTALK-Endorsed Principles for Teaching and Learning Languages, World Readiness Standards for Language Learning and substantial experience in applying the principles and concepts featured in these documents into effective classroom practices. 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. 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 presentation, 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 censuses 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) 736-9042
    duarte.silva@stanford.edu

    SDSU Research Foundation (Student)

    STARTALK Arabic,Chinese,Dari,Persian Combined Prog

    Language(s)

    Arabic, Chinese, Dari, Persian

    Grade Level(s)

    9-12

    Date(s)
    • July 9, 2018 – August 3, 2018: (Face-to-face)
    Location(s)
    • Language Acquisition Resource Center at San Diego State University, San Diego, CA
    Program Setting

    Non-residential

    Summary

    LARC at SDSU will offer a four-week language instruction in Arabic, Chinese, Dari, and Persian languages to 40 non-heritage students (10 for each language program) from July 9th to August 3rd. The program will be open to students in grades 9-12 with no prior knowledge of the language. Camp instructors will be L1 speakers of the target languages, experienced teachers familiar with the US education system, ACTFL OPI, and WPT certified/trained testers/raters, and fellows of the California World Language Project (CWLP). Upon successful completion, the students are awarded ​four units of undergraduate college credit through the SDSU College of Extended Studies.

    Contact(s)
    (619) 594-0846
    sahmadeianfard-w@sdsu.edu
    Program Website

    San Diego State University Research Foundation (Teacher)

    STARTALK Arabic,Chinese,Dari, Persian Teacher Prog

    Language(s)

    Arabic, Chinese, Dari, Persian

    Date(s)
    • July 16, 2018 – August 3, 2018: (Face-to-face)
    Location(s)
    • Language Acquisition Resource Center at San Diego State University, San Diego, CA
    Program Setting

    Residential

    Summary

    ​This three-week hybrid teacher training program will prepare sixteen new and returning secondary and post-secondary teachers of Arabic, Chinese, Dari, and Persian with the knowledge and practicum opportunities to design and deliver curricula and lessons based on backward design and STARTALK-endorsed principles for effective teaching and learning. An additional core focus will be on thematically organized performance-based units of instruction in a learner-centered classroom. Successful teachers will earn three units of graduate level college credit. Interested participants will attend an additional 40 hours of continuing teacher education offered by CWLP-SAILN on-site or online, and will become fellows of CWLP upon the final training. The participants will also learn about the steps that are involved in becoming a credentialed teacher in the state of California.

    Contact(s)
    (619) 594-0846
    sahmadeianfard-w@sdsu.edu

    Georgetown University (Teacher)

    STARTALK: Understanding the ACTFL Guidelines

    Language(s)

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

    Date(s)
    • June 1, 2018 – June 22, 2018: (Online)
    • June 27, 2018 – June 29, 2018: (Face-to-face)
    Location(s)
    • Georgetown University, Washington, VA
    Program Setting

    Residential

    Summary

    The proposed program will include 20 instructors of higher education from community colleges and other institutions of higher education. Participants will have limited backgrounds in assessment in general and in the ACTFL Proficiency Guidelines and Modified Oral Proficiency (MOPI) in particular. Participants will benefit from a total of 35 hours of professional development: 10 hours before the program, when they participate in an online introduction to the MOPI, practice rating and set goals for the workshop; 21 hours during the face-to-face workshop; one hour in September to complete a survey, one hour in October/November to complete an interview and two hours in January to complete a survey and an interview. The program will also conduct research on short- and long-term impacts of this professional development for participants, their students and their professional growth.

    Contact(s)
    (703) 855-0618
    malonem@georgetown.edu
    Program Website

    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 11, 2018 – July 1, 2018: Main Program (Online)
    • July 2, 2018 – July 8, 2018: Optional ePortfolio Work (Online)
    Location(s)
    • Completely online program, , 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 and will work entirely online with the instruction and support of experienced online program instructors.

    The program will be offered as an intensive three-week summer course (June 11 - July 1, 2018) for critical language teachers. 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 three communication modes framework, and 4) identify basic principles of how to design, develop, and deliver their own hybrid or online course. The program includes online language mini-lessons that will be conducted as a “class-within-a-class” so that language learning activities set within the framework of the three communication modes, learner behaviors and needs, online design and expectations, and best practices for teaching online can be modeled and analyzed, created and tested, and peer-critiqued in a safe environment. Participants will be engaged in active for approximately 120 hours total for the program, depending on the needs and skills of the participants.

    Contact(s)
    (612) 625-8848
    johns484@umn.edu
    Program Website

    HADI-CLASSRoad (Teacher)

    STARTALK: Planning for Engaged Language Learning

    Language(s)

    Arabic, Chinese, Persian

    Date(s)
    • June 18, 2018 – July 17, 2018: (Online)
    Location(s)
    Program Setting

    Non-residential

    Summary

    CLASSRoad’s 2018 fully-online STARTALK program will provide opportunity for thirty-five (35) intermediate and master Arabic, Chinese and Persian language teachers to focus on TELL Planning Domain P6 (a and c) criteria, Learning Experience Domain LE2 (a and b) criteria, LE4 (a and b) criteria, building their ability to: 1) use the backward design process to plan for meaningful student engagement, 2) create daily performance objectives that capture student energy and commitment and that move them toward proficiency targets, and 3) provide comprehensible input while using the target language 90% of the time. 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 four-week program (80 contact hours) will feature three weeks of module-based daily instruction and group work, including online synchronous presentations by guest experts, several days of peer microteaching and preparation, followed by a fourth week that involves co-teaching to remote novice target language students, along with peer observation, personal reflection and professional planning. The program will be fully delivered online using the CLASSRoad Canvas learning management system 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

    Indiana University Bloomington (Teacher)

    IU LCTL STARTALK Professional Development Program

    Language(s)

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

    Date(s)
    • July 9, 2018 – July 27, 2018: (Face-to-face)
    Location(s)
    • University of Indiana-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. Participants will learn how to create a learner centered classroom. Twelve participants who are 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 online 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 individual basis during the evening curriculum clinic session to attend to individual differences and challenges.

    Contact(s)
    (812) 856-4191
    anyschle@indiana.edu

    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 1, 2018 – June 14, 2018: Introductory online modules (Online)
    • June 18, 2018 – June 20, 2018: Onsite face-to-face workshop (Face-to-face)
    • June 22, 2018 – July 19, 2018: Follow-up online modules (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 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 until March 31, 2019.

    Contact(s)
    (202) 355-1532
    Lballard@CAL.ORG