Find a Summer Program

Showing 1 - 10 of 23 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

    Global Language Project (Teacher)

    Highly Effective Teacher by Design IV

    Language(s)

    Arabic, Chinese, Korean

    Date(s)
    • July 16, 2018 – July 27, 2018
    Location(s)
    • Highly Effective Teacher by Design IV, New York, NY
    Program Setting

    Non-residential

    Summary

    The 2018 GLP STARTALK combination program will last 10 days, and provide participants 60 contact hours; it will include 24 total participants, four student program leaders and 20 new participants. Participants will focus on the TELL Domain areas of ‘Planning,’ the ‘Learning Experience,’ and ‘Professionalism.’ Participants will have the opportunity to participate in full group and small group lectures and sessions, as well the chance to peer-teach and micro-teach at the GLP summer student Chinese program, which will be run in collaboration with the Graham Windham summer camp. All participants will earn Continuing Teaching and Learning Education (CTLE) Credits.

    Contact(s)
    (646) 657-8075 ext 2
    eshovers@glpny.org
    Program Website

    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

    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

    Seattle Public Schools (Teacher)

    Seattle Schools Startalk Teacher Certification

    Language(s)

    Chinese, Korean

    Date(s)
    • July 30, 2018 – August 17, 2018: (Face-to-face)
    Location(s)
    • Pacific Lutheran University & Seattle Public Schools., Tacoma, WA
    Program Setting

    Non-residential

    Summary

    The Seattle Public Schools (SPS) and Pacific Lutheran University (PLU) STARTALK Teacher Program will offer a four-credit continuing education world language methods course, with a focus on differentiation, working with special needs students, and connecting to STEAM content areas, for 10 Chinese and 5 Korean speakers. This three-week summer intensive course awards 4 credits of continuing education that can be applied to PLU’s alternative routes to full teacher certification program with a World Language Endorsement in Chinese or Korean. During the second and third week of the course, teachers will have the opportunity to observe and microteach during a summer language camp for high school heritage and intermediate second languages learners.

    Contact(s)
    (253) 906-9173
    hassenjk@plu.edu

    Texas A&M University (Student)

    STARTALK: A Virtual Trip to East Asia

    Language(s)

    Chinese, Korean

    Grade Level(s)

    K-2, 3-5

    Date(s)
    • June 1, 2018 – June 28, 2018: (Face-to-face)
    Location(s)
    • Texas A&M University, College Station, TX
    Program Setting

    Non-residential

    Summary

    This 20-day, 80-instructional-hour summer program aims to increase the awareness and interest in Chinese and Korean languages and cultures among the community. The program will also serve as a springboard for the establishment of two-way immersion programs in collaboration with the school district in the next few years. A total of 45 second and third grade non-heritage language learners with no prior experience in Chinese or Korean will be recruited: 30 for the Chinese program and 15 for the Korean program. By the end of the summer program, students are expected to achieve a novice-low level of reading and writing and a novice-mid level of listening and speaking in the target language. They are also expected to develop a sustained interest in the target languages and cultures, continuing their learning in the online program from July to August and in the after-school programs during the academic year.

    Contact(s)
    (979) 845-8384
    k12.foreignlanguages.tamu@gmail.com

    Georgetown University (Teacher)

    STARTALK: Understanding the ACTFL Guidelines

    Language(s)

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

    Date(s)
    • June 1, 2018 – June 22, 2018: (Online)
    • June 27, 2018 – June 29, 2018: (Face-to-face)
    Location(s)
    • Georgetown University, Washington, VA
    Program Setting

    Residential

    Summary

    The proposed program will include 20 instructors of higher education from community colleges and other institutions of higher education. Participants will have limited backgrounds in assessment in general and in the ACTFL Proficiency Guidelines and Modified Oral Proficiency (MOPI) in particular. Participants will benefit from a total of 35 hours of professional development: 10 hours before the program, when they participate in an online introduction to the MOPI, practice rating and set goals for the workshop; 21 hours during the face-to-face workshop; one hour in September to complete a survey, one hour in October/November to complete an interview and two hours in January to complete a survey and an interview. The program will also conduct research on short- and long-term impacts of this professional development for participants, their students and their professional growth.

    Contact(s)
    (703) 855-0618
    malonem@georgetown.edu
    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

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