Find a Summer Program

Showing 11 - 20 of 91 results found.

    California State University, Northridge (Student)

    CSUN Russian Language & Culture Immersion Program

    Language(s)

    Russian

    Grade Level(s)

    Undergraduate

    Date(s)
    • June 7, 2018 – July 13, 2018: (Face-to-face)
    Location(s)
    • California State University, Northridge, Northridge, CA
    Program Setting

    Residential

    Summary

    The STARTALK Russian Language and Culture Immersion Program is designed to promote accelerated language learning with integrated knowledge of culture, protocols, and national identity in modern Russia. The program will admit 20 undergraduates from universities and community colleges across the nation, dividing cohorts into two proficiency tracks: Novice and Intermediate. Standards-based and thematically organized curriculum is programmed over five weeks of residential study with 270 hours of structured learning: 125 hours of in-class instruction; 105 hours of self-directed learning activities; and 40 hours of weekend cultural enrichment activities. Participants typically advance one to two ACTFL tiers in language proficiency.

    Contact(s)
    (818) 677-3593
    dina.mokhnatkin@csun.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

    GMU (Teacher)

    Engaged Students & Effective Classroom Management

    Language(s)

    Korean

    Date(s)
    • June 18, 2018 – June 22, 2018: (Online)
    • June 25, 2018 – June 29, 2018: (Face-to-face)
    • July 2, 2018 – July 6, 2018: (Online)
    Location(s)
    • George Mason University, Fairfax, VA
    Program Setting

    Residential

    Summary

    Our program will emphasize standards-based, learner-centered planning and classroom management for teaching Korean language and culture based on four TELL learning goals. Participants will demonstrate how to plan and create learning plans 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: 16 pre-service teachers.
    Number of instructional hours: 120
    Duration of the program: three weeks in the summer followed by two fall workshops.

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

    Bangor Chinese School (Student)

    STARTALK: The Future Speaks Chinese

    Language(s)

    Chinese

    Grade Level(s)

    3-5, 6-8, 9-12

    Date(s)
    • June 25, 2018 – July 13, 2018: (Face-to-face)
    Location(s)
    • Husson University Bangor Campus, Bangor, ME
    Program Setting

    Residential

    Summary

    Traditional Chinese Medicine will be the theme of our 2018 three-week, 120 hours program for forty-two (42) grades 4-12 learners in northern New England with learners' proficiency from novice-low to intermediate-high at Husson University, Bangor, Maine. For the summer 2018, the Bangor Chinese School will continue to provide both new and tested teaching strategies and student learning experiences. Students will gain the four skills (speaking, listening, reading and writing) in a learning environment featuring language "immersion". BCS now offers to provide a year-ten of instruction and learning experience in which students will take part in standards-based, student-centered language and culture immersion, thematic organized learning with target language and advanced educational technology. The goal of the learning process is to move each student’s proficiency levels up by the end of the program. It is also the intention of BCS to expand learning experiences for students outside the classroom, including opportunities for students to communicate with Chinese counterparts/friends through the Internet, including, Skype and WeChat which has been done very successfully in the past nine years. All master teachers of student program are required to participate in the BCS’s STARTALK teacher program to ensure the teaching quality of the student program. It is hoped that following the program the participants and their families will be motivated to continue pursuing on-going language-speaking and cultural opportunities to enrich their own knowledge, and promote the ancient and rich Chinese heritage, allowing better understanding and effective diplomacy with that area of the world, be prepared to be able to compete for global jobs, manage multicultural colleagues and collaborate on global teams. Simply stated, if we are to face the challenges of the future with confidence, we must start now, using ACTFL standards and STARTALK principles, in building a cadre of young Americans who comprehend, speak and read this lovely, ancient and "critical" world language.

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

    Bangor Chinese School (Teacher)

    STARTALK: The Future Teaches Chinese

    Language(s)

    Chinese

    Date(s)
    • June 13, 2018 – July 3, 2018: (Face-to-face)
    Location(s)
    • Husson University Bangor Campus, 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 "Methods of Teaching Foreign Languages" 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

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