Find a Summer Program

Showing 1 - 10 of 15 results found.

    Center for Applied Linguistics (Teacher)

    STARTALK Performance Assessment Training Program

    Language(s)

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

    Date(s)
    • June 1, 2018 – June 14, 2018: Introductory online modules (Online)
    • June 18, 2018 – June 20, 2018: Onsite face-to-face workshop (Face-to-face)
    • June 22, 2018 – July 19, 2018: Follow-up online modules (Online)
    Location(s)
    • Center for Applied LInguistics, Washington, DC
    Program Setting

    Non-residential

    Summary

    The STARTALK Performance Assessment Training Program at the Center for Applied Linguistics will use a blended online and face-to-face format to train up to 40 STARTALK educators representing all grade and experience levels and STARTALK languages on the fundamentals of performance-based assessment within the STARTALK context. The program will consist of seven online modules, two webinars, and a three-day face-to-face workshop over the course of 7 continuous weeks. Participants who complete the program will develop performance assessment tasks, adapt rating rubrics, create self-assessment tools for students, and create a standards- and curriculum-based assessment plan with performance objectives. Participants will be prepared to continue to develop these tools and integrate best practices in assessment with best practices in instruction into their teaching. After active instruction ends, the online modules will remain available as a continued reference and for sharing materials and resources until March 31, 2019.

    Contact(s)
    (202) 355-1532
    Lballard@CAL.ORG

    Indiana University Bloomington (Teacher)

    IU LCTL STARTALK Professional Development Program

    Language(s)

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

    Date(s)
    • July 9, 2018 – July 27, 2018: (Face-to-face)
    Location(s)
    • University of Indiana-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. Participants will learn how to create a learner centered classroom. Twelve participants who are 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 online 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 individual basis during the evening curriculum clinic session to attend to individual differences and challenges.

    Contact(s)
    (812) 856-4191
    anyschle@indiana.edu

    University of California, Los Angeles (UCLA) (Teacher)

    Heritage Language Teacher Workshop

    Language(s)

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

    Date(s)
    • June 1, 2018 – June 24, 2018: Online preparatory session (Online)
    • June 25, 2018 – June 29, 2018: UCLA workshop (Face-to-face)
    Location(s)
    • 314 Royce Hall, Los Angeles, CA
    Program Setting

    Residential

    Summary

    The UCLA National Heritage Language Resource Center will offer a one-month teacher workshop (three weeks: online material; one week: face-to-face collaboration) on strategies for creating a macro-based PBL curriculum for heritage language learners (HLLs). We will accept 24 participants 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 project-based learning by designing a Standards- based unit that is appropriate for HLLs 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. Four former workshop participants who have implemented innovative projects and materials suitable to HLLs into their programs will be invited to return as mentors.

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

    Stanford University (Teacher)

    Stanford University Teacher Leadership Seminar

    Language(s)

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

    Date(s)
    • July 20, 2018 – July 25, 2018: (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. Eligible 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

    Hilmar Unified School District (Student)

    HUSD STARTALK Portuguese Language Academy

    Language(s)

    Portuguese

    Grade Level(s)

    K-2, 3-5, 6-8

    Date(s)
    • June 10, 2018 – June 29, 2018: (Face-to-face)
    Location(s)
    • Elim Elementary School, Hilmar, CA
    Program Setting

    Non-residential

    Summary

    The two primary outcomes for the proposed project are a positive learning experience for approximately 100 Portuguese heritage students in grades 1-8 ranging in language ability from novice to intermediate, along with a professional development experience for 15 Portuguese language and culture educators that will increase their language and cultural knowledge as well as their pedagogical content knowledge to successfully implement standards-based language instruction in their classrooms. The students will participate in approximately 75 hours of instruction in a three-week program that will be incorporated into the Hilmar Unified School District's summer school program.

    Contact(s)
    (209) 667-5701
    cplourenco@hilmar.k12.ca.us

    Hilmar Unified School District (Teacher)

    HUSD STARTALK Teacher Program

    Language(s)

    Portuguese

    Date(s)
    • June 3, 2018 – June 7, 2018: (Face-to-face)
    Location(s)
    • Elim Elementary School, Hilmar, CA
    Program Setting

    Residential

    Summary

    The principle expected outcomes for the proposed project are (1) a cadre of approximately 15 Portuguese language educators (intermediate and master experience levels) who are competent in implementing standards-based Portuguese language instruction in their classrooms as a result of their participation in the proposed professional development program, and (2) The 15 teacher participants will engage in about 40 hours of professional development activities spread out over five days. The focus will be on enhancing their knowledge of the three modes of communication and on strategies for integrating culture, content, and language. We will continue to increase the staff development on interpersonal communication (focus on student-to-student interaction) and planning for the integration of content, language and culture. The professional development will also provide strategies for more indepth Checking For Understanding and greater emphasis on language learning and literacy experiences.

    Contact(s)
    (209) 667-5701
    icjohnson@hilmar.k12.ca.us

    Boston University (Teacher)

    STARTALK Portuguese Teacher Training

    Language(s)

    Portuguese

    Date(s)
    • June 18, 2018 – July 20, 2018: phase 1 (Online)
    • July 21, 2018 – July 22, 2018: phase 2 (Face-to-face)
    Location(s)
    • Boston, Boston, MA
    • Boston Park Plaza Hotel, Boston, MA
    Program Setting

    Residential

    Summary

    The target audience for the 70-hour, four-week online and two-day on-site blended Portuguese Teacher Training program (PTT) is fifteen K-16 teachers of Portuguese with a minimum of one-year of teaching experience. Ideally, they should strive to deliver student-centered instruction and predominantly teach in the target language. The goal is to provide opportunities for teachers of Portuguese to integrate research-based best practices into their language teaching, learn to reflect critically on their own performance, engage collaboratively with colleagues to develop effective teaching strategies, and to recognize, analyze and compare different cultural practices from the Portuguese-speaking world. The program also trains teachers to facilitate their students’ acquisition of intercultural communicative competence.

    Contact(s)
    (781) 888-3286
    cbianc@bu.edu
    Program Website

    The University of Texas at El Paso (UTEP) (Student)

    Speak and Connect

    Language(s)

    Arabic, Portuguese, Russian

    Grade Level(s)

    9-12

    Date(s)
    • July 9, 2018 – July 27, 2018: (Face-to-face)
    Location(s)
    • The University of Texas at El Paso (UTEP), El Paso, TX
    Program Setting

    Non-residential

    Summary

    Speak and Connect is a three-week summer language program designed to introduce 50 high school students to Arabic, Portuguese and Russian language. They will be divided into five groups of 10. The program will have two sections for Arabic, two sections for Portuguese and one section for Russian. Selected students will participate in 90 hours of language instruction. Summer language acquisition will be maintained and expanded during the subsequent school year through participation in virtual and face-to-face language and cultural awareness sessions. Upon completion of the program students will have developed a novice/mid level of Arabic, Portuguese and Russian.

    Contact(s)
    (915) 747-5000 ext 7031
    mkhatib@utep.edu
    Program Website

    CityU of Seattle Startalk (Teacher)

    City University Startalk Teacher Certification

    Language(s)

    Chinese, Korean, Portuguese

    Date(s)
    • July 2, 2018 – July 20, 2018: Alternate Route Teacher Certification (Face-to-face)
    Location(s)
    • Chong Wa Benevolent Assn. Hall, Seattle, WA
    Program Setting

    Non-residential

    Summary

    Outcomes of the City University of Seattle Startalk Teacher Certification program: recruit 16 fluent speakers of Chinese, Korean, and Portuguese for Startalk Cohort 12. They will be at the novice teaching level (pre-service). Cohort 12 will take nine undergraduate quarter credits towards a Washington State teaching certificate. The program will run 14 days (July 2-July 20) for a total of 90 instructional hours. After the summer program, candidates will take an additional 14 credits over fall, winter and spring quarters, completing student teaching and the edTPA by June. During the field experience, teacher candidates will take the Designated World Languages test in order to add the world language endorsement to their teaching credentials. Teacher candidates, if all state standards and requirements are met, will then be able to apply for Washington state teaching certificates. The state teaching certificates may be exchanged in other states that have reciprocal agreements with Washington state.

    Contact(s)
    (206) 722-6561
    bettylau@comcast.net

    University of Utah (Student)

    University of Utah Portuguese Student Camp

    Language(s)

    Portuguese

    Grade Level(s)

    6-8

    Date(s)
    • June 11, 2018 – June 17, 2018: Pre-Camp Online Component (Online)
    • June 18, 2018 – June 23, 2018: Residential Camp (Face-to-face)
    • June 24, 2018 – August 3, 2018: Post-Camp Online Component (Online)
    Location(s)
    • University of Utah, Salt Lake City, UT
    Program Setting

    Residential

    Summary

    The 2018 University of Utah (UU) Portuguese Startalk student program is an exciting opportunity for 30 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 three weeks of blended learning with 60 hours of Portuguese instruction and collaboration nestled between 30 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) 585-7988
    c.holzner@utah.edu

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