Find a Summer Program

Showing 1 - 10 of 12 results found.

    San Diego State University Foundation (Teacher)

    STARTALK TRAINING FOR PORTUGUESE LANGUAGE TEACHERS

    Language(s)

    Portuguese

    Date(s)
    • July 17, 2017 – July 28, 2017: (Face-to-face)
    Location(s)
    • San Diego State University, San Diego, CA
    Program Setting

    Residential

    Summary

    The teacher program will give 6 novice teachers of Portuguese the foundational knowledge to design and deliver curriculum and lessons based on the principles of backward design and STARTALK-endorsed principles for effective teaching and learning. The program will be offered via a two-week (80-hours) residential on-site workshop. During the first week, the participants will attend presentations, see models, participate in discussions, and work in hands-on activities. During the second week, the participants will get the opportunity to observe the student program classes, and take part as teaching assistants. Interested participants will attend continuing teacher education offered by CWLP-SAILN on site or online.

    Contact(s)
    (619) 623-2465
    cdeabreu@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

    Boston University (Teacher)

    Portuguese Teacher Training

    Language(s)

    Portuguese

    Date(s)
    • June 26, 2017 – July 26, 2017: phase 1 (Online)
    • July 28, 2017 – July 29, 2017: phase 2 (Face-to-face)
    Location(s)
    • Boston Park Plaza Hotel, Boston, MA
    • Boston, Boston, MA
    Program Setting

    Residential

    Summary

    The target audience for the 75-hour long, 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. They need not to have any background in Portuguese as a pluricentric language or intercultural communicative competence, but ideally 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. As the program addresses pluricentrism it also trains teachers to facilitate their students’ acquisition of intercultural communicative competence.

    Contact(s)
    (781) -88-8-32
    cbianc@bu.edu
    Program Website

    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

    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

    SEATTLE PUBLIC SCHOOLS (Teacher)

    Seattle Schools Startalk Teacher Certification

    Language(s)

    Chinese, Korean, Portuguese

    Date(s)
    • June 23, 2017 – July 14, 2017: (Face-to-face)
    Location(s)
    • Chong Wa Benevolent Association Hall, Seattle, WA
    Program Setting

    Non-residential

    Summary

    This three week summer intensive program will take place June 23-July 14. Seattle Public Schools (SPS) Startalk Teacher Certification Program will start a new Cohort 11 of 5 Chinese, 3 Korean and 3 Portuguese speaking teacher candidates to join the returning Cohort 10 (4 participants) in a state approved teacher certification program. Cohort 10 will take its own 6 graduate level credits in the alternate route teacher certification sequence, totaling 180 instructional hours . The new Cohort 11 will begin their initial set of courses for 6 graduate level classes. Day 1 (Friday, June 23) features the orientation to certification seminar and first day of classes, with the following Week 1 consisting of morning certification classes and afternoon lab school prep. Weeks 2 and 3 will consist of a supervised morning lab school practicum with a working lunch debrief and prep in the afternoons. Those in Cohort 10 who completed summer 2016 and who have also completed the fall Issues of Child Abuse and Neglect class, spring student teaching and the culminating EdTPA, will be eligible for state teaching certificates by the end of Summer 2017.

    Contact(s)
    (206) 722-6561
    belau@seattleschools.org

    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

    Georgia State University (Teacher)

    Teaching Chinese, Korean and Portuguese in Atlanta

    Language(s)

    Chinese, Korean, Portuguese

    Date(s)
    • June 5, 2017 – June 30, 2017: (Online)
    • June 24, 2017 – June 30, 2017
    Location(s)
    • The Globe Academy, Atlanta, GA
    Program Setting

    Non-residential

    Summary

    This program will provide professional development for practicing and potential teachers of Chinese, Korean, and Portuguese. As a result of this program, participants will be able to implement standards-based, thematically organized instruction; integrate target language culture into everyday instruction; and provide instruction in the target language that is student centered and engaging. This four-week program consists of 120 instructional hours.

    Contact(s)
    (404) 413-6390
    rgaleano@gsu.edu
    Program Website

    Hilmar Unified School District (Teacher)

    HUSD STARTALK Teacher Program

    Language(s)

    Portuguese

    Date(s)
    • June 4, 2017 – June 8, 2017: (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 (novice, intermediate and master experience levels) who are competent in implementing standardsbased 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. It will focus on enhancing their knowledge of the three modes of communication and on strategies for integrating culture, content, and language

    Contact(s)
    (209) 652-5265
    icjohnson@hilmar.k12.ca.us

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