Find a Summer Program

Showing 121 - 130 of 300 results found.

    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 New Mexico (Student)

    Arabic in New Mexico: UNM STARTALK

    Language(s)

    Arabic

    Grade Level(s)

    6-8, 9-12

    Date(s)
    • June 18, 2018 – July 6, 2018: (Face-to-face)
    Location(s)
    • University of New Mexico, Albuquerque, NM
    Program Setting

    Non-residential

    Summary

    The program “Arabic in New Mexico: A Common Past and Shared Future” will provide Arabic instruction for 36 students grades 6-12 at the Novice and Intermediate levels over the course of three weeks (91 contact hours). Novice students will reach the Novice Mid level with some performance at the Novice High level and Intermediate students will reach the Intermediate Low level with some performance at the Intermediate Mid level in all language skills. The program will be guided by the World-Readiness Standards for Language Learning and use performance-based assessment. Through classroom instruction, community interactions, and extracurricular activities, students will develop a greater understanding of past and present cultural connections between New Mexico and the Arab world.

    Contact(s)
    (505) 277-4771
    etrentman@unm.edu

    Hunter College/City University of New York (Student)

    STARTALK Hunter Chinese Student Program Gr. 9-16

    Language(s)

    Chinese

    Grade Level(s)

    9-12, Undergraduate

    Date(s)
    • June 29, 2018 – August 2, 2018: (Face-to-face)
    Location(s)
    • Hunter College, New York, NY
    Program Setting

    Non-residential

    Summary

    The program uses the best practices of the blended model to offer a 5 week summer language and culture program for 20 high school and college level students with little or no background. High school students who do well in the summer session may continue in the program and earn 3 college credits by taking a post-summer 10 week online course. College students with satisfactory learning performance will be accepted into the Chinese Flagship program. The program enables American students to receive quality instruction in Chinese language from native speakers while taking part in rich cultural activities; students will receive up to a total of 110 instructional hours. Students will achieve at least one sub-level of proficiency growth in speaking by the end of the summer program as demonstrated by the STAMP test results.

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

    LMU 2018 Mandarin Student Summer Immersion Program

    Language(s)

    Chinese

    Grade Level(s)

    K-2, 3-5

    Date(s)
    • June 18, 2018 – June 29, 2018: (Face-to-face)
    Location(s)
    • Castelar Elementary School, Los Angeles, CA
    Program Setting

    Non-residential

    Summary

    The LMU 2018 Mandarin Student Summer Immersion Program is based on ACTFL Standards-Standards for Foreign Language Learning and Preparing for the 21st Century, as well as aligned with the Common Core, Visual/ Performing Arts, and Physical Education Standards for California Public Schools. Expected program outcomes are that students will be able to: 1) perform Chinese folk art dancing, sing, recite Chinese poetry, complete and describe hands-on culture, art and craft projects; 2) Guide family/community members through a market-place simulation during a culminating experience representative of this year’s theme, Discovery through the Virtual Journey along the Silk Road; 3) Integrate Chinese language and cultural learning through the Virtual Journey by learning proverbs about travel/journey, their meanings and morals, and engage in interdisciplinary instruction with language arts, math and social studies. This program targets 160 students from Castelar Elementary School and neighboring sites currently providing Mandarin Dual Language Programs. We will hold 8 simultaneous class sessions and students will participate for 4 instructional hours per day, 5 days a week, for two weeks totaling 40 student contact hours.

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

    Glastonbury Public Schools (Teacher)

    Lead with Russian

    Language(s)

    Russian

    Date(s)
    • June 24, 2018 – July 6, 2018: Using Authentic Tales to Advance the Three Modes (Face-to-face)
    • July 9, 2018 – July 20, 2018: Creating a Learner-Centered Classroom by the Gradual Release of Responsibility (Face-to-face)
    Location(s)
    • Glastonbury High School, Glastonbury, CT
    Program Setting

    Residential

    Summary

    This program provides two two-week sessions for up to 15 total teachers to learn to deliver instruction and assess student learning in a standards-based instructional program at the K-12 level. The classes are five days a week, seven hours a day (84 total hours of direct instruction), and also include a Modified Oral Proficiency Interview (MOPI) or Integrated Performance Assessment two-day training workshop during the middle weekend. The outcomes of the program will be found in an e-portfolio and include: a micro-teaching lesson in the co-located student program, a reflective journal on participants’ learning and classroom observations, a final paper detailing student progress and trainees’ teaching, and an understanding of the importance of “backward design” and how it leads to better learning for students. These outcomes help to increase the sustainability of these educators in the classroom during regular/academic year programs; the skills and knowledge that they gain in this program are directly transferred to the co-located student program and also to their teaching during the academic year. Many teachers return to the program as a way of continuing their professional development because every year we differentiate the courses according to the expressed needs and wishes of previous participants.

    Contact(s)
    (201) 265-5265 ext 2030
    drjdowd@aol.com
    Program Website

    University of Nebraska-Lincoln (Student)

    STARTALK Chinese Language and Culture Academy

    Language(s)

    Chinese

    Grade Level(s)

    9-12

    Date(s)
    • July 8, 2018 – July 21, 2018
    Location(s)
    • University of Nebraska-Lincoln, Lincoln, NE
    Program Setting

    Residential

    Summary

    The residential Chinese Language, Culture and Technology Academy will consist of 13 instructional days (117 instructional hours) for high schools students grades 9-12 who are beginning students of Chinese. The outcomes of the Academy are 1) to develop interest in Chinese language and culture among high school students resulting in the establishment of programs across Nebraska 2) to immerse 20 high school students in the Chinese language and culture using innovative digital media for teaching, learning and assessment 3) to pair each high school Chinese learner with a teacher of Chinese to serve as a mentor and 4) to promote continued development of the Chinese language and culture through the LinguaFolio Online designed to assess student achievement and encourage continued study.

    Contact(s)
    (402) 370-6139
    shurlbut2@unl.edu
    Program Website

    University of Nebraska-Lincoln (Teacher)

    STARTALK Chinese Teacher Institute

    Language(s)

    Chinese

    Date(s)
    • July 11, 2018 – July 21, 2018
    Location(s)
    • University of Nebraska-Lincoln, Lincoln, NE
    Program Setting

    Residential

    Summary

    This residential STARTALK Chinese Teacher Institute will consist of 90 instructional hours (10 days) of professional development for 15 US Chinese teachers interested in improving their language teaching skills. The outcomes of this institute include a) development of a research informed pedagogy and examination of personal beliefs about language learning and teaching, b) skill development and integration of technology in language teaching and learning, c) increase in the number of highly qualified teachers of Chinese, d) creation of a learner-centered learning environment that optimizes language proficiency and e) development of a professional learning community of Chinese teachers and language educators.

    Contact(s)
    (402) 370-6139
    shurlbut2@unl.edu
    Program Website

    Penn State (Student)

    Penn State STARTALK Arabic Academy for Students

    Language(s)

    Arabic

    Grade Level(s)

    9-12, Undergraduate

    Date(s)
    • June 18, 2018 – July 13, 2018
    Location(s)
    • The Pennsylvania State University, University Park, PA
    Program Setting

    Non-residential

    Summary

    The STARTALK Arabic Academy at Penn State is an ambitious, multifaceted program for 20 high school and college students to take an introductory college course in Arabic. For 4 weeks (June-July), a multinational instructional team provides instruction in Arabic for 5.5 hours daily Monday through Thursday, an additional 2 hours of afternoon immersion twice a week, and 4.5 hours on Friday, for a total of 113 available instructional hours. Upon successful completion, students earn 4 Penn State credits (one semester of college Arabic).
    Through student-centered, task-based, and communicative activities, students will become acquainted with Arabic cultures and learn to communicate in Arabic. Starting with no prior knowledge of Arabic, students will reach novice-mid or novice-high level.

    Contact(s)
    (814) 867-1665
    galinova@psu.edu
    Program Website

    Penn State (Teacher)

    Penn State STARTALK Arabic Academy for Teachers

    Language(s)

    Arabic

    Date(s)
    • June 1, 2018 – July 13, 2018
    Location(s)
    • The Pennsylvania State University, University Park, PA
    Program Setting

    Residential

    Summary

    This professional development program, designed for 10 current and prospective teachers of Arabic at middle school, high school, and post-secondary levels, uses a three-part blended learning structure: (1) an initial 3-week online component (estimated 20 hours' instructional time), June 1-21; (2) a 6-day residential seminar (48 instructional hours), held at Penn State's University Park Campus, June 24-29, during which the teachers participate in teaching high school and college students who are taking an introductory Arabic course at Penn State; and (3) a postseminar online component (estimated 7 hours), July 8-13 ; for 75 hours total. The broad outcome at which we aim is to contribute to the national effort to expand instructional capacity in critical languages, including Arabic. Specific outcomes are to enable teachers to teach Arabic effectively according to STARTALK-endorsed principles––our special focus is on staying in the target language while maintaining comprehensibility; to ensure teachers' awareness of resources that can support them in doing so; and to enhance their preparedness for careers teaching Arabic. We will present pathways to certification and other career options.

    Contact(s)
    (814) 867-1665
    galinova@psu.edu
    Program Website

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