Find a Summer Program

Showing 1 - 10 of 12 results found.

    AMERICAN COUNCILS FOR INTERNATIONAL EDUCATION: ACTR/ACCELS, INC. (Teacher)

    Discover Russian

    Language(s)

    Russian

    Date(s)
    • July 17, 2017 – July 28, 2017: (Face-to-face)
    Location(s)
    • Thomas Jefferson High School for Science and Technology, Alexandria, VA
    Program Setting

    Residential

    Summary

    The STARTALK Discover Russian Teacher Program is a two-week (July 17-28, 2017) teacher training program located on the campus of Thomas Jefferson High School for Science and Technology in Fairfax County, Virginia. The theme of the Teacher Program will be, “A Roadmap for Teaching and Learning Russian with the World-Readiness Standards”, and it will provide 17 teachers of Russian with instruction six hours a day for 12 days. During this period, teachers will learn to deliver a standards-based instructional program at the K-12 level in Russian. Participants will create their own itineraries for their classrooms, while keeping within the limits of their state and district guidelines. They will also explore new avenues with their students that allows them to reach their final destination—Russia and Russian!

    Contact(s)
    (703) 955-9228
    ecsandstrom@fcps.edu

    Stanford University (Teacher)

    Stanford Teacher Leadership Development Seminar

    Language(s)

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

    Date(s)
    • July 14, 2017 – July 19, 2017: (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. Selected 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

    University of Washington (Teacher)

    Preparing Teachers for the 21st Century

    Language(s)

    Arabic, Chinese, Korean, Portuguese, Russian

    Date(s)
    • June 26, 2017 – July 5, 2017: (Online)
    • July 6, 2017 – July 21, 2017: (Face-to-face)
    Location(s)
    • University of Washington Language Learning Center, Seattle, WA
    Program Setting

    Non-residential

    Summary

    The STARTALK Teacher Program, “Preparing Language Teachers for the 21st Century,” will prepare 10 native (or near native) speakers of Chinese, Korean, Portuguese, or Russian 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 2017, 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 June 19, 2017 through July 21, 2017 with both online and in-person components.

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

    University of Iowa (Teacher)

    Bridging the Gap: STARTALK, Teachers and High Tech

    Language(s)

    Russian

    Date(s)
    • June 26, 2017 – July 23, 2017: (Online)
    • July 24, 2017 – July 27, 2017: (Face-to-face)
    Location(s)
    • The University of Iowa, Phillips Hall, Iowa City, IL
    Program Setting

    Residential

    Summary

    STARTALK 2017 in comparisons to our previous programs, will put greater emphasis on the use of mobile technology in education. Our outcomes will be: (1) the creation of innovative learning materials based on contemporary methodology, such as serial lectures for students of Russian based 21st Century curriculum topics; (2) use of technological tools and mobile devices, such as iPads and tablets, in a learner-centered classroom and for distance learning; (3) the creation of technology-mediated Learning Objects to be added to our virtual library of Learning Objects. We plan to accept 16 participants who are teachers of Russian at K-16 level this year with 120 instructional hours. The duration of program will be 5 weeks.

    Contact(s)
    (319) 594-5530
    marina@wiredatheart.com
    Program Website

    Portland Public Schools (Teacher)

    STARTALK Summer Bridging Academy for Teachers

    Language(s)

    Chinese, Russian

    Date(s)
    • June 26, 2017 – June 29, 2017: Oral Proficiency Interview Assessment Workshops (Face-to-face)
    • July 10, 2017 – July 13, 2017: Russian STARTALK Training (Face-to-face)
    • July 17, 2017 – August 4, 2017: Russian PLC Blended Program (Face-to-face)
    • July 24, 2017 – July 28, 2017: Chinese STARTALK Training (Face-to-face)
    • July 31, 2017 – August 18, 2017: Chinese PLC Blended Program (Face-to-face)
    Location(s)
    • Hosford Middle School, Portland, OR
    Program Setting

    Non-residential

    Summary

    The STARTALK Summer Bridging Academy for Teachers coupled with the STARTALK K-5 Bridging Academy and High School Online Bridging Academy in Portland offers total of 22 K-12 Mandarin and Russian dual language immersion teachers and aspiring educators the ideal opportunity to bridge pedagogical theory, best practices and real world application. Over 48 hours of training, reflection and evaluation and 90 hours of actual integrated content and language instruction, participants gain critical professional knowledge and skills in immersion pedagogy while collectively building a professional culture of continuous improvement anchored in a data driven learning cycle. Current teachers can earn continuing education credits toward licensure renewal. Dual Language Teacher Fellows enrolled in a Portland Public Schools and Portland State University collaborative alternative licensure program (Portland Dual Language Teacher Fellows) gain significant experience and training as part of their required course work towards full licensure and a masters degree. Aspiring Educators, highly bilingual high school and college students, also receive an invaluable opportunity to be mentored and develop skills and knowledge about working with children.

    Contact(s)
    (503) 916-3077
    tvuong@pps.net
    Program Website

    Glastonbury Public Schools (Teacher)

    Lead with Russian

    Language(s)

    Russian

    Date(s)
    • June 25, 2017 – July 7, 2017: Writing to Read (Face-to-face)
    • July 9, 2017 – July 21, 2017: Student Engagement (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 are five days a week, six hours a day (84 total hours of direct instruction), and also include a Modified Oral Proficiency Interview (MOPI) or Integrated Performance Assessment two-day training workshop during the middle weekend. The outcomes of the program will be found in an e-portfolio and include: a micro-teaching lesson in the co-located student program, a reflective journal on participants’ learning and classroom observations, a final paper containing an assessment of student learning and trainees’ teaching, and an understanding of the importance of “backward design” and how it leads to better learning for students. These outcomes help to increase the sustainability of these educators in the classroom during regular year/academic year programs; the skills and knowledge that they gain in this program are directly transferred to the co-located student program and also to their teaching during the academic year. Many teachers return to the program as a way of continuing their professional development because we differentiate the courses according to the expressed needs and wishes of our participants.

    Contact(s)
    (860) 652-7200 ext 2030
    wildmanj@glastonburyus.org
    Program Website

    CONCORDIA COLLEGE (Teacher)

    Immersion Methodologies for STARTALK Teachers

    Language(s)

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

    Date(s)
    • June 25, 2017 – July 5, 2017: (Face-to-face)
    Location(s)
    • Concordia Language Villages (held at 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 an 11-day residential program hosted by Concordia Language Villages in Bemidji, Minn. The program is limited to 15 K–12 teacher participants, including novice to experienced educators of all STARTALK languages from across the United States. The course includes small-group discussions of 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; d) integrating culture into the teaching of language; and e) meeting the needs of diverse learners.

    Contact(s)
    (907) -24-2-16
    blocke@cord.edu
    Program Website

    Middlebury College (Teacher)

    STARTALK: Proficiency-based pedagogy for Russian

    Language(s)

    Russian

    Date(s)
    • June 19, 2017 – June 23, 2017: (Online)
    • July 13, 2017 – July 22, 2017: (Face-to-face)
    Location(s)
    • Middlebury College, Middlebury, VT
    Program Setting

    Residential

    Summary

    The Middlebury School of Russian STARTALK program will enroll 16 participants, who are middle/high school teachers and graduate students in Russian and related fields, in a residential program that will last 17 days (5 days online and 12 days on-site) and over 70 hours of instruction. By the end of the program, participants will develop or significantly improve their understanding of the fundamentals of second language acquisition theories as they apply to teaching Russian, and gain hands-on experience with STARTALK-endorsed teaching principles, which inform curriculum development, lesson planning, task design and performance-based assessment. The participants will also have an opportunity to expand their professional networks and practice Russian language during program sessions as well as during formal and informal interactions with the Middlebury Russian School’s faculty and students.

    Contact(s)
    (781) 736-3223
    idubinin@brandeis.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 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

    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

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