Find a Summer Program

Showing 1 - 10 of 33 results found.

    Seattle Public Schools (Teacher)

    Seattle Schools Startalk Teacher Certification

    Language(s)

    Arabic, Korean, Spanish

    Date(s)
    • July 8, 2019 – July 26, 2019: (Face-to-face)
    Location(s)
    • Seattle Public Schools/Pacific Lutheran University, Tacoma, WA
    Program Setting

    Residential

    Summary

    The Seattle Public Schools (SPS) and Pacific Lutheran University (PLU) STARTALK Teacher Program seeks to enroll 13 participants (6 Korean, 3 Arabic, and 4 Spanish) who have at least Advanced Low proficiency. Participants will earn 11 graduate level credits towards teacher certification with a World Language Endorsement through alternative routes to certification and will receive vouchers to take the required assessments for teacher certification This three-week face-to-face summer intensive program and 3 online classes totals 120 contact hours. The program will be followed by 8 credits of fall/spring coursework and internship in order to complete the full certification program, with an estimated out-of-pocket cost of only $6,600 (financial aid available). Participants will have the opportunity to observe and microteach during summer language camps for high school heritage and intermediate second languages learners.

    Contact(s)
    (253) 906-9173
    hassenjk@plu.edu
    Program Website

    Glastonbury Public Schools (Teacher)

    Lead with Russian

    Language(s)

    Russian

    Date(s)
    • June 22, 2019 – July 3, 2019: Session I: (Face-to-face)
    • July 7, 2019 – July 18, 2019: Session II: (Face-to-face)
    Location(s)
    • Glastonbury High School, Glastonbury, CT
    Program Setting

    Residential

    Summary

    This program provides two two-week sessions for up to 15 total teachers to learn to deliver instruction and assess student learning in a standards-based instructional program at the K-12 level. The classes meet every day for 12 days, seven hours a day (84 total hours of direct instruction), and include a Workshop on Cooperative Teaching and a workshop on the Modified Oral Proficiency Interview (MOPI) during the weekends. The outcomes of the program will be found in an e-portfolio and include: micro-teaching lessons in the co-located student program (on coaching and on assessment), a reflective journal on participants’ learning and classroom observations, a final reflective paper detailing the student progress they saw and their personal thoughts on their classroom work, and a plan for implementing the newly acquired skills during their regular school program. The skills and knowledge that participants gain in this program are directly transferred to the co-located student program and to their teaching during the academic year. Many teachers return to the program as a way of continuing their professional development because every year we differentiate the courses according to the expressed needs and wishes of previous participants.

    Contact(s)
    (201) 265-5265
    drjdowd@aol.com
    Program Website

    Glastonbury Public Schools (Teacher)

    Lead with Chinese

    Language(s)

    Chinese

    Date(s)
    • June 22, 2019 – July 3, 2019: Session I: (Face-to-face)
    • July 7, 2019 – July 18, 2019: Session II: (Face-to-face)
    Location(s)
    • Glastonbury High School, Glastonbury, CT
    Program Setting

    Residential

    Summary

    This program provides two two-week sessions for up to 15 total teachers to learn to deliver instruction and assess student learning in a standards-based instructional program at the K-12 level. The classes meet every day for 12 days, seven hours a day (84 total hours of direct instruction), and include a Workshop on Cooperative Teaching and a workshop on the Modified Oral Proficiency Interview (MOPI) during the weekends. The outcomes of the program will be found in an e-portfolio and include: micro-teaching lessons in the co-located student program (on coaching and on assessment), a reflective journal on participants’ learning and classroom observations, a final reflective paper detailing the student progress they saw and their personal thoughts on their classroom work, and a plan for implementing the newly acquired skills during their regular school program. The skills and knowledge that participants gain in this program are directly transferred to the co-located student program and to their teaching during the academic year. Many teachers return to the program as a way of continuing their professional development because every year we differentiate the courses according to the expressed needs and wishes of previous participants.

    Contact(s)
    (201) 265-5265
    drjdowd@aol.com
    Program Website

    Indiana University (Teacher)

    IU LCTL STARTALK Professional Development Program

    Language(s)

    Arabic, Chinese, Dari, Hindi, Korean, Persian, Russian, Turkish, 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

    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/AELRC2019Registration
    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

    University of Utah Center for Latin American Studies (Student)

    University of Utah Portuguese Summer Camp

    Language(s)

    Portuguese

    Grade Level(s)

    6-8

    Date(s)
    • June 17, 2019 – August 9, 2019: (Online)
    • June 24, 2019 – June 29, 2019: (Face-to-face)
    Location(s)
    • Carolyn Tanner Irish Humanities Building, Salt Lake City, UT
    Program Setting

    Residential

    Summary

    The 2019 University of Utah (UU) Portuguese Startalk student program is an exciting opportunity for 34 rising seventh-grade Portuguese immersion students in Utah to push past the limitations of their classrooms and see how advanced levels of Portuguese language proficiency can open new doors for college and career readiness. A primary goal of the program is to provide the antidote to student attrition in dual language immersion programs, which commonly occurs as students move from the elementary to secondary school, by providing them with exciting ways to apply their growing language fluency to new subjects – in this case the Amazon, biodiversity, human rights and environmental issues. The program will feature four weeks of blended learning with 75 hours of Portuguese instruction and collaboration during the residential camp, nestled between 15-25 hours of online, distance-learning curriculum. Students, including both heritage and non-heritage Portuguese speakers, will enter the student camp primarily at the intermediate-low proficiency level. During the camp experiences, student participants will engage in advanced-low discourse as they research issues of biodiversity, human rights, and environmental protection; compare and contrast Brazilian and American culture; discuss and debate controversial topics; and write informational essays and present group projects related to the Amazon Rainforest.

    Contact(s)
    (801) 581-6702
    bryce.garner@utah.edu

    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

    University of North Georgia (Student)

    UNG STARTALK Chinese and Astronomy Summer Academy

    Language(s)

    Chinese

    Grade Level(s)

    9-12

    Date(s)
    • July 7, 2019 – July 20, 2019: (Face-to-face)
    Location(s)
    • University of North Georgia, Dahlonega, GA
    Program Setting

    Residential

    Summary

    The UNG STARTALK Chinese and Astronomy Academy offers a two week (with 91 instructional hours) residential summer camp to 24 local, non-heritage high school students (rising Grade 9 - Grade 12) with no prior knowledge of the Chinese language from north Georgia area. The content and focus of learning will be spun on the theme “Outer Space: Truths, Myths and Mysteries”, integrated with the topics of astronomy selected from the Georgia Performance Standards (Georgia DOE, 2009) for High School Astronomy, the literacy of Chinese myths about the night sky, the Chinese language to introduce basic knowledge of astronomy and used in a simulated working place –an auction of selling naming rights of stars, and the Chinese culture connected to the topics of astronomy and the related myths. In this STEM focused language academy, students will be motivated to explore outer space through well designed content and context based and student centered scientific and language learning activities, making connections across disciplines and relating content to real world experience.

    Contact(s)
    (706) 867-4554
    startalk@ung.edu
    Program Website

    UW (Teacher)

    Preparing Language Teachers for the 21st Century

    Language(s)

    Arabic, Russian, Spanish

    Date(s)
    • July 29, 2019 – August 11, 2019: Online Pre-Program (Online)
    • August 12, 2019 – August 23, 2019: Face-to-Face (Face-to-face)
    Location(s)
    • University of Washington Language Learning Center, Seattle, WA
    Program Setting

    Residential

    Summary

    The STARTALK Teacher Program, “Preparing Language Teachers for the 21st Century,” will prepare 10 native (or near native) speakers of Russian, Arabic, or Spanish to teach in a standards and content-based program, focused on developing communicative proficiency and accuracy in students learning these languages and on integrating STEM (Science, Technology, Engineering, and Math) into language instruction. The program is designed to teach participants the STARTALK principles and standards-based language teaching and curriculum development, as well as the content knowledge needed to pass the Washington Educator Skills Test – Endorsement (WEST-E) for World Languages. Teachers will be able to work toward obtaining a P-12 World Language Endorsement for teaching these languages in Washington K-12 public schools. The program also provides scholarship assistance to complete the required assessments (WEST-E and ACTFL OPIc and WPT). In 2019, the 75-hour program will offer six UW credits of EDC&I 495 from the University of Washington College of Education and will run from July 29, 2019 to August 9, 2019 (online) and August 12, 2019 through August 23, 2019 in the face-to-face component.

    Contact(s)
    (206) 543-0536
    startalk@uw.edu
    Program Website

    Oxford College (Student)

    Let's Explore Moroccan Food

    Language(s)

    Arabic

    Grade Level(s)

    9-12, Undergraduate

    Date(s)
    • July 2, 2019 – July 26, 2019: (Face-to-face)
    Location(s)
    • Oxford College of Emory University, Oxford, GA
    Program Setting

    Residential

    Summary

    At the conclusion of the program, our students will have the necessary linguistic and cultural skills to interact with Arabic speakers on basic, everyday topics, especially the topic of food. We will recruit 20 students to participate in this intensive Arabic program. Our participants will be high school and college students (grades 9-16). Their proficiency level in Arabic will be Novice-High by the conclusion of the program. We will conduct about 94 instructional hours throughout a four-week period, to extend from July 2nd to July 26th, 2019.

    Contact(s)
    (770) 784-4768 ext 44768
    aelyoun@emory.edu

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