Find a Summer Program

2018 Summer STARTALK program listings will be available beginning in March 2018

Showing 1 - 10 of 49 results found.

    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

    Rutgers, The State University of New Jersey (Teacher)

    STARTALK Rutgers GSE Chinese Teacher Program 2017

    Language(s)

    Chinese

    Date(s)
    • June 30, 2017 – July 14, 2017: (Face-to-face)
    Location(s)
    • Rutgers The State University of NJ, New Brunswick, NJ
    • Highland Park Middle School, Highland Park, NJ
    Program Setting

    Non-residential

    Summary

    The Rutgers Chinese Teacher Leadership Academy is a two-week, 80-hour intensive summer program designed for 13 experienced Chinese teachers. The program supports the development of leadership skills, while focusing on providing professional development in these specific areas: literacy development and online instruction. The program offers two clinical settings: an elementary face-to-face and high school on-line program in which participants will practice and reflect upon the new skills they are developing. Via our Chinese Round Tables, we offer an additional 25 hours of professional development during the academic year. At the end of the program, teachers will be able to: plan learning experiences that support the STARTALK principles; use a variety of learning tools to support performance objectives; routinely use internal and external assessment data to modify the learning experience; and grow as leaders and reflective practitioners.

    Contact(s)
    (848) 932-0790
    mary.curran@gse.rutgers.edu
    Program Website

    George Mason University (Teacher)

    GMU StarTalk: Innovative Approaches to Assessment

    Language(s)

    Korean

    Date(s)
    • June 19, 2017 – July 8, 2017
    Location(s)
    • George Mason University, Fairfax, VA
    Program Setting

    Residential

    Summary

    Our program will emphasize standards-based, learner-centered planning and assessment for teaching Korean language and culture based on three TELL learning goals. Participants will demonstrate how to plan and create performance-based assessments that address the unique needs and interests of their students and use the backward design process to plan lessons that lead students to meet performance objectives.
    Number of participants and their teaching levels: 20 pre-service teachers.
    Number of instructional hours: 126
    Duration of the program: three weeks in the summer followed by two fall workshops.

    Contact(s)
    (703) 993-8710
    mhaley@gmu.edu

    Chinese American International School (Teacher)

    CAIS STARTALK K-8 Teacher Training Program

    Language(s)

    Chinese

    Date(s)
    • June 26, 2017 – June 30, 2017
    Location(s)
    Program Setting

    Non-residential

    Summary

    The CAIS STARTALK K-8 Chinese Teacher Training Program will provide twelve teacher participants with the fundamentals for instruction in a Chinese language classroom. This intensive one week training for teachers will facilitate high quality Chinese language programming in their schools. Teacher participants will learn the critical skills they need to be innovative and successful in the classroom during the forty hours of instructional time which have a focus of in class practicums built into the program design. They will build and evaluate curriculum, integrate culture into their language program, develop performance based assessments, and access authentic teaching tools and resources. Through hands-on classroom teaching, participants will interact with real students studying Chinese in CAIS student program.

    Contact(s)
    (415) 865-
    k_lee@cais.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

    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

    Bangor Chinese School (Teacher)

    STARTALK: The Future Teaches Chinese

    Language(s)

    Chinese

    Date(s)
    • June 15, 2017 – July 5, 2017: (Face-to-face)
    Location(s)
    • Husson University, Bangor, ME
    Program Setting

    Residential

    Summary

    This is a three-week professional development program for teachers and aspiring teachers in Chinese. It is the intended outcome of the Bangor Chinese School, through the program, to build a reservoir of competent, trained, and student-focused teachers of Chinese in the State of Maine and beyond. These teachers will gain direct knowledge of national and Maine teaching standards in foreign language, the STARTALK six principles, the language “immersion” techniques, the uses of educational technology in the classroom, the capacity to adjust to diverse student learning styles, and the use of Linguafolio in stimulating student self-assessment. Student-centered classroom instruction, hands-on skills and strategies of creation/preparation of activities to engage students leaning will be taught. The program will emphasize quality foreign language instruction through daily mini-lessons, a capstone teaching experience, concrete coaching, and daily reflections. University credits in "Educating Exceptional Students" offered will be applicable to teacher certification in the State of Maine. There will be of the twelve enrollees, two of whom will be residential participants.

    Contact(s)
    (207) 990-0710
    jingzhang@bangorchinese.com
    Program Website

    Troy University (Teacher)

    TROY-STARTALK Teacher Program (Chinese) 2017

    Language(s)

    Chinese

    Date(s)
    • June 18, 2017 – July 2, 2017: (Face-to-face)
    Location(s)
    • TROY University main campus, Troy, AL
    Program Setting

    Residential

    Summary

    The 15-day residential teacher training program aims to recruit 12 novice and experienced teachers in the nation. Upon completion of TROY-STARTALK program that offers 140 instructional hours, trainees will earn three credits in "Teaching Chinese as a Foreign or additional Language". The integration of both theory and practice will be delivered through regular classes. The three different phases of implementation will ensure quality instruction that guides trainees to achieve three goals: 1) to effectively implement five national goals (5 C’s) of Foreign Language Content Standards in thematic and curricular design teaching the three modes by ACTFL, 2) to strengthen their observation and practicum experience, and 3) to further their pursuit of teaching certification for career advancement. The capstone in the development of trainees’ competence in teaching Chinese as a foreign or additional language will be the completion of an e-portfolio that documents trainees’ extensive learning experiences in launching or advancing their careers.

    Contact(s)
    (334) 590-4518
    rfeng@troy.edu
    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

    College of The Holy Cross (Teacher)

    Read-On: Teaching Reading Literacy in Chinese

    Language(s)

    Chinese

    Date(s)
    • July 21, 2017 – July 30, 2017: residential (Face-to-face)
    Location(s)
    • College of the Holy Cross, Worcester, MA
    Program Setting

    Residential

    Summary

    10-day residential program for experienced teachers of Chinese as a foreign language (CFL) focusing on strategies for literacy acquisition in Chinese, with an emphasis on developing higher level reading skills. Participants will be selected to represent Chinese teachers from college (grades 13+), high school (9-12), middle school (6-8), and immersion programs in grades 3-8. They will be on task for a total of 90 hours, developing higher level literacy goals for students of CFL and best practices for achieving them, and designing thematically-based units that implement these best practices in a Standards-based curriculum. Participants will receive round-trip travel from home institution, housing in an apartment-style dorm on campus, and all meals during the program. Application deadline April 15. Apply at https://www.interviewexchange.com/jobofferdetails.jsp?JOBID=81377

    Contact(s)
    (508) 793-3335
    cross@holycross.edu
    Program Website

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