Find a Summer Program

Showing 1 - 10 of 12 results found.

    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

    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/AELRCSTARTALK2019

    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

    American Councils for International Education: ACTR/ACCELS, Inc. (Teacher)

    Discover Russian

    Language(s)

    Russian

    Date(s)
    • July 15, 2019 – July 26, 2019: (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 15-26, 2019) 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 using the World-Readiness Standards”, and it will provide 15 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 learning plans for their classrooms, while adhering to state and district guidelines. They will also explore new avenues with their students that will allow them to reach their final destination—Russia and Russian!

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

    Pushkin Summer Institute at the University of Wisconsin-Madison (Student)

    The Pushkin Summer Institute in Russian Language

    Language(s)

    Russian

    Grade Level(s)

    9-12

    Date(s)
    • June 16, 2019 – July 20, 2019: (Face-to-face)
    Location(s)
    • University of Wisconsin - Madison, Madison, WI
    Program Setting

    Residential

    Summary

    The Pushkin Summer Institute (PSI) at UW-Madison attracts academically serious high school students from underrepresented communities to its intensive 5-week program in Russian. PSI offers 20-25 hours of intensive classroom instruction weekly, in addition to a well-developed, integrated extracurricular program that allows students to put their Russian skills into practice in a variety of situations and advances students’ intercultural competence. PSI participants will be 24 rising juniors and seniors with at least one year of Russian instruction from secondary schools with majority Latino and/or African-American populations: Pritzker College Prep and The Noble Academy (Chicago, IL); we will also recruit from among economically disadvantaged minority students at Friends School (Baltimore). Our target proficiency goals are to advance students from Novice Mid to Novice High (in speaking, listening, writing) and Intermediate Low (in reading). Upon returning to their schools, students continue Russian instruction and act as mentors to their fellow students; the PSI Abroad in Latvia, our NSLI-Y project, allows PSI alumni to study in a six-week Russian-language immersion program in the summer after their STARTALK experience.

    Contact(s)
    (608) 262-6764
    dmbethea@wisc.edu
    Program Website

    Middlebury College (Teacher)

    STARTALK: Proficiency-Based Pedagogy for Russian

    Language(s)

    Russian

    Date(s)
    • June 24, 2019 – July 20, 2019
    Location(s)
    • Middlebury College, Middlebury, VT
    Program Setting

    Residential

    Summary

    The program accommodates 16 teachers of Russian working at the middle/high school and the college level with minimal or intermediate-level of experience. Over the course of 20 days (90 instructional hours), which are split between the on-line and on-site parts, the participants will acquire and/or expand the knowledge and understanding of basic tenets of second language acquisition and proficiency-based pedagogy, as well as practice the application of newly acquired concepts in real classroom. As a result of the program, the participants will become more efficient teachers of Russian, able to demonstrate such fundamental teaching skills as planning a lesson and a unit using backward design principles, providing comprehensible input, maximizing target language use, providing gradual and timely release of responsibility, administering performance-based assessment, and providing appropriate feedback. Importantly, the unique feature of the program, i.e., Russian-only environment of the Middlebury Summer School, will contribute to maintenance and improvement of the participants’ Russian language skills.. By engaging in reflexive practices throughout the program, participants will develop as thoughtful practitioners capable of reflecting and analyzing their own work and drawing lessons for future improvement.

    Contact(s)
    (413) 230-4159
    edengub@gmail.com
    Program Website

    California State University, Northridge (Student)

    CSUN Russian Language & Culture Immersion Program

    Language(s)

    Russian

    Grade Level(s)

    Undergraduate

    Date(s)
    • June 9, 2019 – July 12, 2019
    Location(s)
    • California State University, Northridge, CA
    Program Setting

    Residential

    Summary

    The STARTALK Russian Language and Culture Immersion Program is designed for undergraduate students who see themselves pursuing professional careers where their knowledge of the Russian language and culture will be a major asset. The rigorous residential five-week curriculum is organized around the general theme “Let’s Talk About Life” and covers various life aspects including but not limited to education, professional career, social life, hobbies and interests. The level-appropriate linguistic, cultural, and professional competencies that the students develop enable them to employ their knowledge of Russia and Russian in a host of future careers all over the world across professional areas. The program is designed to promote accelerated language learning with integrated knowledge of culture, protocols, and national identity in modern Russia. It will admit 20 undergraduate students from universities and community colleges across the nation, dividing cohorts into two proficiency tracks: Novice and Intermediate. Standards-based and thematically organized curriculum is programmed over five weeks of residential study with 270 hours of structured learning: 125 hours of in-class instruction; 105 hours of self-directed learning activities; and 40 hours of weekend cultural enrichment activities. Participants typically advance one to two ACTFL tiers in language proficiency.

    Contact(s)
    (818) 677-3593
    dina.mokhnatkin@csun.edu
    Program Website

    Kent State University (Student)

    KSU STARTALK: Russian and Chinese Student Academy

    Language(s)

    Chinese, Russian

    Grade Level(s)

    9-12

    Date(s)
    • June 17, 2019 – July 12, 2019: (Face-to-face)
    Location(s)
    • Kent State Regents STARTALK Foreign Language Academy, Kent, OH
    Program Setting

    Residential

    Summary

    Our program targets rising juniors and seniors in U.S. high schools who are new learners of Mandarin Chinese and Russian. The major goals of the Academy are to provide a safe, culture-rich environment for the early development of communicative proficiency; to set our students on the path to advanced-level proficiency; and to assess the impact of the program’s innovative language teaching approach. The Academy will follow a theme-based curriculum with a task-based pedagogy designed to close the gap between classroom performance and real-world proficiency by providing learners with opportunities to perform real-world problem solving tasks, to explore their individual interests in Chinese and Russian language and culture, to connect with native speakers of the language both in the local community and online, and to discuss career opportunities with individuals who use the language in their professional life. The total number of instructional hours is 244, and the Academy will begin on June 17, 2019 and end on July 12, 2019. The summer program is followed by a mandatory academic-year blended-learning component, upon successful completion of which participants receive high school and college credit.

    Contact(s)
    (330) 672-1813
    bbaer@kent.edu
    Program Website

    University of Pittsburgh (Student)

    Pitt STARTALK: We're Off to Russia!

    Language(s)

    Russian

    Grade Level(s)

    9-12

    Date(s)
    • June 17, 2019 – July 12, 2019: (Face-to-face)
    Location(s)
    • University of Pittsburgh, Pittsburgh, PA
    Program Setting

    Residential

    Summary

    Pitt STARTALK “We're Off to Russia!” is an intensive four-week-long Russian summer school for high school students that is administered by the University of Pittsburgh’s Center for Russian, East European, and Eurasian Studies (REEES) and will take place on June 17 through July 12, 2019 on Pitt campus. 20 students from five partnering high schools that offer academic year Russian language programs (Pittsburgh Brashear High School, Penn Trafford High School, Hollidaysburg Area Senior High School, Pritzker College Prep, and Noble Academy) along with students from other U.S. high schools will participate in this Russian language and culture program. The curriculum that is based on the theme “We’re Off to Russia!” will prepare participants for a study-abroad program in Russia. Besides performance-based instructions that target the acquisition of speaking, listening, reading, and writing proficiency in Russian, high school students will also have a chance to explore Russian culture around Pittsburgh, by visiting a Russian church, buying groceries in a Russian store, cooking Russian cuisine, learning Russian songs and poems, participating in Russian art and craft workshops, and meeting with the members of the local Russian community.

    Contact(s)
    (412) 648-7407
    crees@pitt.edu
    Program Website

    UCLA (Teacher)

    STARTALK Heritage Language Teacher Workshop

    Language(s)

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

    Date(s)
    • June 1, 2019 – June 23, 2019: (Online)
    • June 24, 2019 – June 28, 2019: (Face-to-face)
    Location(s)
    • UCLA Royce Hall, Los Angeles, CA
    Program Setting

    Residential

    Summary

    The UCLA National Heritage Language Resource Center will offer a one-month teacher workshop that is designed to help language teachers face the challenge of teaching heritage language (HL) students. The workshop will open on June 1, 2019, with online assignments for three weeks. This will be followed by a five-day face-to-face workshop (June 24-28, 2019, at UCLA). Accepted participants will be required to complete the online assignments as well as the face-to-face workshop.
    The online assignments will focus on identifying and addressing the linguistic gaps in HL students’ language, differentiated teaching, and teaching mixed classes. The face-to-face workshop will focus on how to use project-based learning (PBL) as a useful tool in heritage language instruction. PBL is a learner-centered approach in which students work over an extended period of time on a task that demands engaging with complex issues, analyzing topics, solving problems, or meeting particular real-life challenges. The workshop will be designed to impart the principles and methods of PBL and the ways in which language teaching and authentic materials can be incorporated into a PBL classroom. Participants will engage in hands-on activities that involve the development, presentation, and critique of projects that can be used with HL students. We will accept 24 K-16 instructors 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 PBL by designing a Standards-based unit that is appropriate for HL learners (HLL) 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. This workshop aims to create a cohort of language teachers who will be leaders and mentors in the field of HL instruction. We hope that teachers who participate in the workshop will commit to re-teaching “lessons learned” at their institution or in their region when they return home.

    Contact(s)
    (310) 825-2510
    cwl@international.ucla.edu
    Program Website

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