Find a Summer Program

Showing 1 - 7 of 7 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

    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

    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

    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

    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