Find a Summer Program

Showing 1 - 5 of 5 results found.

    Fargo Public Schools (Student)

    Fargo STARTALK Chinese Retreat for Students

    Language(s)

    Chinese

    Grade Level(s)

    3-5, 6-8

    Date(s)
    • July 23, 2018 – August 10, 2018: (Face-to-face)
    Location(s)
    • Trollwood Performing Arts School, Moorhead, MN
    • NDSU Memorial Union, Fargo, ND
    Program Setting

    Non-residential

    Summary

    This three-week Chinese immersion program will allow 48 participants grades, 3-5 and 6-8 to attain a novice-mid
    proficiency level in Chinese. During the six hour days, students will engage in dynamic task-based
    language learning, practicing martial arts, calligraphy, cooking, and Chinese ink painting. The theme Exploring the Regions of China will explore the four regions of China:, North, South, East, and West. Students will learn about the geography including flora and fauna, climate, clothes, monuments, famous people, and foods in thematic units. A field trip to Concordia Language Villages Chinese Village, Sen Lin Hu, will provide a rich exchange of activities and an opportunity for interpersonal communication.

    Contact(s)
    (701) 793-2555
    mary.thrond@gmail.com
    Program Website

    University of Minnesota (Teacher)

    Teaching & Assessing Chinese Culture and Language

    Language(s)

    Chinese

    Date(s)
    • June 20, 2018 – July 3, 2018: First three days are online followed by seven days face to face. (Face-to-face)
    Location(s)
    • University of Minnesota, Minneapolis, MN
    Program Setting

    Residential

    Summary

    The TACCL program is a two-week summer teacher education experience for Chinese language teachers that will improve their ability to design standards-based curricula that fosters higher levels of Chinese language and cultural learning in their students. This program is a ten-day blended learning experience with 60- hour program for 20 Chinese language teachers who are teaching or plan to teach in immersion and second language programs. 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. Participants 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. 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.

    Contact(s)
    (612) 625-5080
    brzez001@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

    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

    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