Find a Summer Program

Showing 11 - 20 of 53 results found.

    Colby College (Teacher)

    STARTALK Teaching Chinese through Art

    Language(s)

    Chinese

    Date(s)
    • June 11, 2018 – June 22, 2018: Teacher training (Face-to-face)
    • June 25, 2018 – July 13, 2018: Teaching (Face-to-face)
    Location(s)
    • Colby College, Waterville, ME
    Program Setting

    Residential

    Summary

    This program is a 5-week long combination (teacher preparation and student language learning) program in June and July 2018 to promote Chinese language learning and teaching in the local Central Maine community. With a focus on Chinese art, this program will offer a 2-week long residential, culture-rich, content-based pedagogical training for preservice/inservice teachers of Chinese and a 3-week long beginning-level Chinese summer camp to students from ages 10-12. During the first two weeks, the teacher participants will learn the basics of teaching Chinese as second language through hands-on experiences and will be guided to create lesson plans for the Chinese summer camp using the Backward Design and Content-Based Instruction approach. During the Chinese language camp of the third to the fifth weeks of the combination program, the teacher participants will implement their lesson plans and the student participants will learn basic Chinese through an art-based, culture-rich experience. The teacher participants will receive a certificate at the end of the 168 hour training whereas the student participants will gain an opportunity to develop their interests in and awareness of as well as an initial understanding of the Chinese language, art, and culture, and learn to use basic Chinese to communicate about their personal information, preferences, and art-related daily activities.

    Contact(s)
    (207) 859-4412
    kimberly.besio@colby.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

    Hunter College/City University of New York (Teacher)

    STARTALK / Hunter College Chinese Teacher Program

    Language(s)

    Chinese

    Date(s)
    • June 26, 2018 – August 2, 2018
    Location(s)
    • Hunter College, New York, NY
    Program Setting

    Non-residential

    Summary

    Ten pre-service and in-service teachers will be given the opportunity to complete proficiency- and evidence-based training through the cycle of observe, teach, critique, and reflect. The training will emphasize the importance of implementing a standards-based and thematically organized curriculum, using the target language, and providing comprehensible input for instruction. The design of the teacher program is closely integrated with the student program. Participants will gain abundant experience in both classroom-based and online teaching. Participants can earn graduate credits toward the M.A. in the Teaching Chinese degree and the New York State teacher certificate. Instruction is approximately 120 hours.

    Contact(s)
    (212) 396-6724
    bhao@hunter.cuny.edu
    Program Website

    Loyola Marymount University (Teacher)

    LMU 2018 Mandarin Teacher Summer Institute

    Language(s)

    Chinese

    Date(s)
    • June 1, 2018 – August 31, 2018: (Online)
    • June 18, 2018 – June 29, 2018: (Face-to-face)
    Location(s)
    • Loyola Marymount University, Los Angeles, CA
    Program Setting

    Non-residential

    Summary

    The LMU 2018 Mandarin Teacher Summer Institute will continue to respond to the demand for highly qualified teachers of Chinese by providing support and resources through the provision of two pathways for teacher preparation: 1) The continuing graduate-level Mandarin language credential, and 2) the Certificate in Teaching Mandarin in PreK-12 Settings. Pathway 1: Credential program outcomes include: 1) recruiting and admitting highly qualified K-12 Chinese language teacher candidates for entrance into the secondary or multiple subjects requirements and master's degree program; 2) Supporting Summer Institute participants in passing state testing requirements; 3) Providing 2 cohorts of teacher candidates (21 total) with 6 units of graduate-level coursework applicable to their credentials and masters. The credential program offers 110 hours of coursework, independent work and clinical practice for graduate credit. Pathway 2 is the Certificate in Teaching Chinese in Pre-K – 12 Settings with a targeted enrollment of 13 participants (5 new and 8 returning) who teach in heritage or other programs. Pathway 2 participants complete a hybrid course-series offered through LMU Extension for up to 12 continuing education units of credit (120 professional development credit hours). Upon completion of this second Summer Institute Pathway, participants will: 1) Expand knowledge of content-based Mandarin language and literacy, with a focus on the arts and movement education (Content-based Language Instruction and Curriculum Development in Mandarin); 2) Incorporate research-based practices in assessment linked to instruction (Assessment Basics and Oral Proficiency); 3) Apply new skills in content instruction in Mandarin and engage in reflection about their practices (Practicum in Teaching Mandarin); and 4) Deepen knowledge and skill in teaching Chinese grammar (Chinese Grammar Pedagogy course).

    Contact(s)
    (310) 338-2924
    magaly.lavadenz@lmu.edu
    Program Website

    American Councils (Teacher)

    STARTALK Discover Russian

    Language(s)

    Russian

    Date(s)
    • July 16, 2018 – July 27, 2018: (Face-to-face)
    Location(s)
    • Thomas Jefferson High School for Science and Technology, Alexandria, VA
    Program Setting

    Residential

    Summary

    The STARTALK Discover Russian Teacher Program is a two-week (July 16-27, 2018) teacher training program located on the campus of Thomas Jefferson High School for Science and Technology in Fairfax County, Virginia. The theme of the Teacher Program will be “A Roadmap for Teaching and Learning Russian using the World-Readiness Standards”, and it will provide 15 teachers of Russian with instruction six hours a day for 12 days. During this period, teachers will learn to deliver a standards-based instructional program at the K-12 level in Russian. Participants will create their own learning plans for their classrooms, while keeping within the limits of their state and district guidelines. They will also explore new avenues with their students that will allow them to reach their final destination—Russia and Russian!

    Contact(s)
    (703) 955-9228
    ecsandstrom@fcps.edu

    Middlebury College School of Russian (Teacher)

    STARTALK: Proficiency-Based Pedagogy for Russian

    Language(s)

    Russian

    Date(s)
    • June 25, 2018 – July 29, 2018: Required Session: SLA and Russian Language Pedagogy (Online)
    • July 9, 2018 – July 13, 2018: Optional Session: Russian Language Content-Based Module (Online)
    • July 18, 2018 – July 29, 2018: Required Residential Session on Campus (Face-to-face)
    Location(s)
    • Middlebury College School of Russian, Middlebury, VT
    Program Setting

    Residential

    Summary

    The Middlebury School of Russian STARTALK program will enroll 16 participants, who are middle/high school teachers and graduate students in Russian, in a residential program that will last 12 days. Required 5-day module will introduce participants to main SLA concepts and STARTALK principles for effective teaching. A week-long optional online language-learning module will support participants whose Russian language proficiency is Advanced Mid or lower in transitioning to the required Russian-only STARTALK environment at Middlebury Summer Russian School.
    By the end of the program, participants will develop or significantly improve their understanding of the fundamentals of second language acquisition theories as they apply to teaching Russian, and gain hands-on experience with STARTALK-endorsed teaching principles, which inform curriculum development, lesson planning, task design and performance-based assessment.
    The participants will also have an opportunity to expand their professional networks and practice Russian language during program sessions as well as during formal and informal interactions with the Middlebury Russian School’s faculty and students.

    Contact(s)
    (240) 277-6770
    edengub@gmail.com
    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

    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

    San Diego State University Research Foundation (Teacher)

    STARTALK Arabic,Chinese,Dari, Persian Teacher Prog

    Language(s)

    Arabic, Chinese, Dari, Persian

    Date(s)
    • July 16, 2018 – August 3, 2018: (Face-to-face)
    Location(s)
    • Language Acquisition Resource Center at San Diego State University, San Diego, CA
    Program Setting

    Residential

    Summary

    ​This three-week hybrid teacher training program will prepare sixteen new and returning secondary and post-secondary teachers of Arabic, Chinese, Dari, and Persian with the knowledge and practicum opportunities to design and deliver curricula and lessons based on backward design and STARTALK-endorsed principles for effective teaching and learning. An additional core focus will be on thematically organized performance-based units of instruction in a learner-centered classroom. Successful teachers will earn three units of graduate level college credit. Interested participants will attend an additional 40 hours of continuing teacher education offered by CWLP-SAILN on-site or online, and will become fellows of CWLP upon the final training. The participants will also learn about the steps that are involved in becoming a credentialed teacher in the state of California.

    Contact(s)
    (619) 594-0846
    sahmadeianfard-w@sdsu.edu

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