Find a Summer Program

Showing 1 - 9 of 9 results found.

    San Diego State University Foundation (Teacher)

    2017 STARTALK Teacher Training Program

    Language(s)

    Arabic, Chinese, Dari, Persian

    Date(s)
    • July 24, 2017 – August 4, 2017: (Face-to-face)
    Location(s)
    • Langauge Acquisition Resource Center, San Diego, CA
    Program Setting

    Residential

    Summary

    LARC-SDSU is offering a 2-week (80 hrs.) residential teacher training program through the STARTALK summer program for returning secondary and post-secondary teachers of Arabic, Chinese, Dari, and Persian.
    During the first week of the program, the teacher participants will attend presentations, participate in discussions, see live models, and work on hands-on group activities to develop knowledge about effective teaching and learning practices. The main focus of the program will be on Content-based Instruction in a Learner-Centered classroom.
    During the second week, the teacher participants will put their gained knowledge into practice. They will prepare teaching materials and teach actual students, multiple times. The participants will receive feedback from the lead teacher, peers, and students on how to improve their instruction.
    At the end of the program, successful participants will earn three graduate-level college units. Interested participants will attend an additional 40 hours of continuing teacher education (onsite/online) offered by SAILN, a wing of the California World Language Project (CWLP) and will become fellows of CWLP. The participants will also learn about the steps that are involved in becoming a credential teacher in the state of California.

    Contact(s)
    (619) 594-7447
    fsaydee@mail.sdsu.edu
    Program Website

    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

    San Diego State University Foundation (Student)

    STARTALK 2017 Student/Teacher Combined Program

    Language(s)

    Arabic, Chinese, Dari, Persian

    Grade Level(s)

    9-12

    Date(s)
    • July 10, 2017 – August 4, 2017: (Face-to-face)
    Location(s)
    • Language Acquisition Resource Center, San Diego, CA
    Program Setting

    Non-residential

    Summary

    LARC-SDSU will offer a four-week (non-residential) Arabic, Chinese, Dari, and Persian STARTALK summer program for 10 heritage students in each camp (total 40) from July 10th to August 4th, 2017. These programs will be available to students in grades 9-12 with at least advanced (oral) and intermediate (reading and writing) levels of proficiency.
    Through a thematic curriculum and content-based instruction, students will learn about the history of their native country. This immersion program will increase students’ speaking, listening, reading, and writing skills by at least one sub-level. The program will also enhance students’ cultural competence in their heritage language and culture. While teachers facilitate the classes, students will be active participants who must take ownership of their learning. Through the use of authentic materials, they will conduct research and demonstrate their understanding through in-class discussions, presentations, writing summaries, and developing portfolios.

    Contact(s)
    (619) 594-7447
    fsaydee@mail.sdsu.edu
    Program Website

    LOS ANGELES UNIFIED SCHOOL DISTRICT (Student)

    Startalk LAUSD Let's Celebrate

    Language(s)

    Arabic

    Grade Level(s)

    6-8, 9-12

    Date(s)
    • July 6, 2017 – July 26, 2017: 75 hours of face to face instruction (Face-to-face)
    • July 27, 2017 – August 2, 2017: Online Portion of the program (Online)
    Location(s)
    • Los Angeles Unified School District- Bell High School, Bell, CA
    • Los Angeles Unified School District- Hamilton High School, Los Angeles, CA
    Program Setting

    Non-residential

    Summary

    The 2017 STARTALK funds will guarantee continued Arabic culture and language learning opportunities at Bell and Hamilton high schools (levels I and heritage speakers, grades 7th through 12th). The program will offer 60 students the opportunity to receive Arabic immersed instruction of 90 hours (75 hours of face-to-face and 15 hours) asynchronous learning model enhanced through technology, visual and performing arts from July 6th, 2017 to August 2nd, 2017. The goal of the program is to increase oral and written proficiency by one sub-level on the ACTFL Proficiency Scales (Arabic I NM-NH, Heritage IH-AL). We anticipate that approximately 90% of our Level I, and heritage students will continue in our 2017- 2018 academic year to increase enrollment in Arabic I and Arabic III Honors programs offered by the two schools.

    Contact(s)
    (310) 804-7615
    debra.coaloa@lausd.net
    Program Website

    Bayan Claremont (Student)

    STARTALK Legacy of Arabic Literary Culture

    Language(s)

    Arabic

    Grade Level(s)

    9-12, Undergraduate

    Date(s)
    • July 5, 2017 – August 4, 2017: (Online)
    Location(s)
    • Bayan Claremont / Claremont School of Theology, Claremont, CA
    Program Setting

    Non-residential

    Summary

    Our 100% online thematic Arabic program for high school and college students will engage students around carefully-selected samples of Arabic literature that reflect the richness of cultural expression in various lands during medieval times. Students at the "intermediate low proficiency level" are encouraged to participate, and the format consists of daily synchronous and asynchronous language learning experiences. Lessons will explore the genres of travel writing, frame tales, history, scientific writing, humor, and poetry. By the end of our program, students will know about genres of Arabic literature, famous person, interesting locales, and will be able to talk with others about cultural exchange and influence, and will have enhanced their abilities in the modes of communication as a foundation for further intermediate level study. They will be able to present information on historical eras and figures, stories from Arab culture, and aspects of daily life that have changed and remained the same.

    The program involves 100 hours over five weeks of online language study, comprised of self-paced work as well as live meetings from Monday through Thursday for 1.5 hours per day. Students who complete the program will be provided certificates. We aim to enroll up to 38 students nationwide who are dedicated to the entire program.

    Contact(s)
    (909) 962-6760
    mshaikh@bayanclaremont.org
    Program Website

    ClassRoad - HADI (Teacher)

    Startalk Principles for Meaningful Online Learning

    Language(s)

    Arabic, Chinese, Persian

    Date(s)
    • June 26, 2017 – July 23, 2017
    Location(s)
    • Fully Online - CLASSRoad Canvas (LMS) Course, , CA
    Program Setting

    Non-residential

    Summary

    CLASSRoad’s STARTALK 2017 fully-online program will provide opportunity for thirty-five (35) intermediate and master Arabic, Chinese and Persian language teachers to focus on TELL Learning Experience Domain criteria LE 4c and LE 4e, building their ability to provide meaningful learning experiences and advance student learning through the use of a variety of strategies to make language comprehensible, and by frequently checking for understanding in a variety of ways throughout a lesson, while staying in the target language for 90% of instructional time. The highly collaborative program will include real time interaction among instructors and participants, feature live and 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 to 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 online collaborative group work, including several days of peer microteaching and preparation, followed by a fourth week that involves instruction to remote novice language students, along with peer observation, personal reflection and professional planning. The program will be delivered using the online learning management system Canvas and the web-conference platform Adobe Connect, allowing for adaptive design, improved mobile accessibility, the giving of timely feedback, and the course to be structured in an innovative and highly interactive manner. Note: this is not a self-paced program for teachers to complete independently, but a highly interactive online course that includes collaborative online peer group work throughout the course.

    Contact(s)
    (310) 845-6149
    letha@hadi.org
    Program Website

    Occidental College (Teacher)

    Putting the Arabic Standards Front and Center

    Language(s)

    Arabic

    Date(s)
    • June 10, 2017 – June 22, 2017: Leadership Pre-Institute Online (Online)
    • July 5, 2017 – July 20, 2017: Technology Pre-Institute Online (Online)
    • July 21, 2017 – July 23, 2017: Building Leadership in the Arabic Language Teaching Community (Face-to-face)
    • July 24, 2017 – July 27, 2017: Technology as the Core of Standards-Based Arabic Instruction (Face-to-face)
    Location(s)
    • Occidental College, Los Angeles, CA
    • California State University, Long Beach, Long Beach, CA
    • Embassy Suite, Orange, CA
    Program Setting

    Non-residential

    Summary

    Occidental College offers two separate blended programs one focusing on the development of leadership and the second focusing on technology as the core of standards-based instruction. Thirty applicants (teachers in elementary, middle, high school and university settings) will be served in these two programs for ninety-six hours. Sixteen hours in the Leadership Program and twenty-four hours in the Technology Program will be delivered online. The face-to-face segment will be three days for Leadership Program and four days for Technology Program. The Leadership program is by invitation.
    Participants in the leadership program will revise or create their curricular maps and/or their thematic units in light of readings on the theory and practice of formative and summative assessment, specifically proficiency and performance. They will learn to use assessment data to articulate activities/tasks and ensure maximal learning. During the intervening year, participants will deliver their materials by framework-aligned and standards-based practices and refine their performance tasks, units and lessons to ensure optimal articulation and move learners to higher levels of proficiency.
    Technology Sessions will be offered for teachers at various levels of proficiency. Novices will design or adapt a learning episode and deliver a model episode for high school/university students. They will a) specify the learning targets using can-do statements b) create a technology-based interpretive task with authentic materials using technology to make language, culture and/or content comprehensible to students, c) explore various programs that can be used to support interpersonal and presentational communication and d) participate in a practicum where they teach segments of a model lesson to university student volunteers.
    Intermediate level participants, will complete the tasks assigned to novices as well as the following tasks: a) edit authentic materials, b) create learning episodes/plans that include technology-based interpersonal activities that simulate real-world tasks; and c) technology-based presentational tasks that demonstrate culturally appropriate language use.
    Teachers in the Leadership and Technology Sessions will explore the use of platforms to facilitate professional development and language learning and participate in an online community to share materials and practices that will foster continued interaction among participants.

    Contact(s)
    (323) 259-2949
    ihashem@oxy.edu
    Program Website

    Patterson Joint Unified School District (Student)

    MOSAAIC: Multilingual Opportunities in Arabic Arts

    Language(s)

    Arabic

    Grade Level(s)

    3-5, 6-8

    Date(s)
    • June 5, 2017 – June 30, 2017: (Face-to-face)
    Location(s)
    • Northmead School, Patterson, CA
    Program Setting

    Non-residential

    Summary

    STARTALK: MOSAAIC – Multilingual Opportunities for Students in Arabic Arts, Innovation, and Culture, establishes a four-week, 120-hour summer intensive language learning program for 5th-7th grade students in Patterson, CA to acquire mid-novice levels of Arabic language skills through the arts and cultures of Arabic-speaking communities. The program offers students daily opportunities every day to use their emerging Arabic language capacities to observe, critique, and create culturally responsive art and to communicate in culturally and linguistically authentic and meaningful ways. The program will also support 75 hours of staff professional collaboration, learning and reflection to create the target classroom learning plans, plan student and family activities, and enhance their language teaching and arts integration skills.

    Contact(s)
    (209) 894-7816
    franciscasanchez53@gmail.com

    University of California, Los Angeles (Teacher)

    Heritage Language Teacher Workshop

    Language(s)

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

    Date(s)
    • June 1, 2017 – June 25, 2017: Training Module (Online)
    • June 26, 2017 – June 30, 2017: Residential program at UCLA (Face-to-face)
    Location(s)
    • University of California, Los Angeles, Los Angeles, CA
    Program Setting

    Residential

    Summary

    The UCLA Center for World Languages, host of the National Heritage Language Resource Center, will offer a four-week teacher workshop on strategies for developing materials for heritage language learners (HLLs). Following a flipped format, the workshop will consist of three weeks of online training with an instructor’s feedback and monitoring, and one week of on-site instruction at UCLA, for a total of 75 instructional hours. We will accept 20 participants from across the country representing K-16 institutions. . Participants will demonstrate an ability to apply principles of materials development by designing a Standards-based project that is appropriate for HLLs with differing proficiency levels and needs. We are investigating the possibility of awarding Mozilla badges to participants.

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