Find a Summer Program

Showing 21 - 30 of 39 results found.

    University of Pennsylvania (Teacher)

    STARTALK-Penn Chinese Language Teacher Advancement

    Language(s)

    Chinese

    Date(s)
    • July 21, 2019 – August 2, 2019
    Location(s)
    • University of Pennsylvania, Philadelphia, PA
    Program Setting

    Residential

    Summary

    The STARTALK-Penn Chinese Language Teacher Advancement Program is a teacher enrichment program to provide STARTALK-approved training to fifteen K-16 Chinese language teachers for career advancement. Held at the beautiful campus of University of Pennsylvania, this two-week, 63 instructional hour face-to-face program will be from July 21 to August 2nd, 2019 each day from 9 am to 4 pm. The program will offer Penn expert discussions on China's Belt and Road Initiative (BRI), China's history of interactions in Central Eurasia, nationalism and Chinese minorities, ecological and environmental issues relating to the BRI, as well as pedagogy training, material development and micro-teaching. The program also features video editing training, a field trip to a Philadelphia high school and workshop in the Penn Museum of Archaeology and Anthropology. This partial residential program offers travel funds to 10 STARTALK participants to cover housing for 10 out-of-state participants during the program; Pennsylvania participants will receive ACT 48 hours toward re-certification and career advancement. After the program, participating teachers will have new teaching materials that are World-Readiness Standard-based with innovative culture content and technology components, to use in the new school year. Experiences gained from this Belt & Road Initiative themed program will open great opportunities for language teachers to connect the subject to K-12 courses, such as Economics, World History, World Geography, Environment Study, Arts and Music appreciation course.

    Contact(s)
    (215) 898-6338
    mhchiang@sas.upenn.edu
    Program Website

    North Central College (Teacher)

    STARTALK Teaching Chinese with Authentic Materials

    Language(s)

    Chinese

    Date(s)
    • June 14, 2019 – June 16, 2019: (Face-to-face)
    • June 17, 2019 – June 21, 2019: (Online)
    • June 22, 2019 – June 29, 2019: (Face-to-face)
    Location(s)
    • North Central College, Naperville, IL
    Program Setting

    Non-residential

    Summary

    The North Central College Chinese program will provide a STARTALK teacher program for 12 teachers of Mandarin Chinese from weekend Chinese schools. This program, focusing on equipping participants with strategies and tools in selecting and applying authentic materials in Chinese language classrooms, is delivered through a combination of face-to-face and online formats. The program, with a total instructional time of over 90 hours, combines a 10-day face-to-face workshop and 5-day online modules, to guide participants to use authentic materials and apply effective teaching strategies in unit and lesson planning. To ensure the continued support for participants’ application of training content, two post- program reunion and sharing activities are designed during the fall and winter. The expected outcomes are that participants are able to select age-appropriate authentic materials for their lessons, scaffold student learning through effective teaching strategies and tools, and develop performance-based assessments using authentic materials.

    Contact(s)
    (630) 637-5263
    jsun@noctrl.edu

    GMU (Teacher)

    Using K-Pop For Effective Differentiated Planning

    Language(s)

    Korean

    Date(s)
    • June 17, 2019 – July 5, 2019
    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 two TELL learning goals. Participants will demonstrate how to plan and create learning plans that address the unique needs and interests of their students and using differentiated instruction in K-Pop to plan lessons that lead students to meet performance objectives.
    Number of participants and their teaching levels: 15 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

    Colby College (Teacher)

    Teaching Chinese through Art

    Language(s)

    Chinese

    Date(s)
    • July 8, 2019 – July 26, 2019: (Face-to-face)
    Location(s)
    • STARTALK Colby, Waterville, ME
    Program Setting

    Residential

    Summary

    This program will be a 3-week long combination (teacher preparation and student language learning) program in July 2019 to promote Chinese language learning and teaching in the local Central Maine community. With a focus on Chinese art, this program will offer a 3-week long combination program with two programs running in parallel and synchronously. This will be a residential, culture-rich pedagogical training for up to eight preservice/inservice teachers of Chinese and a beginning-level Chinese summer camp for up to twenty-four third to fifth graders. The teacher participants will learn to teach Chinese as second language through art; they will be guided to observe experienced teachers’ classes in the summer camp, to create components of art-based lesson plans for the camp, and finally to implement their lesson plans. The teacher participants will receive a certificate at the end of the 100 hour training on how to teach Chinese through art; 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

    Providence Day School (Teacher)

    PDS STARTALK Chinese Teacher Program

    Language(s)

    Chinese

    Date(s)
    • June 13, 2019 – June 21, 2019
    Location(s)
    • Providence Day School, Charlotte, NC
    Program Setting

    Non-residential

    Summary

    The Providence Day School (PDS) Chinese Teacher Program is a face-to-face non-residential 70 hour intensive teacher training program. It is designed as a comprehensive introduction to current research-backed practices in Chinese language teaching and Second Language Acquisition (including the STARTALK-Endorsed Principles for Effective Teaching & Learning) through practical, hands-on learning experiences. Teacher participants will learn from a team of experienced world language teachers and teacher-trainers as well as work collaboratively with peers to experience, interpret, discuss and apply best practices in world language instruction. They will participate in a variety of activities designed to equip them with new tools to deliver more effective student-centered lessons in their classrooms. ​As their final product in the teacher training program, each teacher will create a collection of culturally-rich, student-centered lesson plans and accompanying materials to take back to their yearlong classrooms.

    Contact(s)
    (704) 266-0886
    pds.startalk@gmail.com
    Program Website

    University of Virginia (Teacher)

    Virginia STARTALK Chinese Teacher Academy

    Language(s)

    Chinese

    Date(s)
    • June 17, 2019 – July 18, 2019
    Location(s)
    • University of Virginia, Charlottesville, VA
    Program Setting

    Residential

    Summary

    The 2-week residential teacher training program, preceded by 2-week pre-program online training and followed by 1-week offsite practicum, aims to train 12 teachers to learn to teach Mandarin Chinese to 9-12 graders online. Trainees will earn up to five graduate credits in "Teaching Chinese as a Foreign Language" that offers 126 instructional hours. The integration of both theory and practice will be delivered through a blended instructional model before, during, and after the program. The program ensures quality instruction and guides trainees to achieve three goals: 1) to effectively implement world-readiness standards in thematic and curricular design and STARTALK endorsed principles for effective ONLINE teaching, 2) to strengthen their observation and practicum experience in ONLINE teaching, and 3) to further their pursuit of teaching certification for career advancement in teaching Mandarin Chinese through different modalities. The capstone in the development of trainees’ competence will be the completion of an Eportfolio that documents UVA STARTALK Fellows’ extensive learning experiences in launching or advancing their careers in teaching Mandarin Chinese courses. UVA STARTALK Fellows will enjoy free lodging and food at the hometown of the 3rd US president, Thomas Jefferson and receive travel reimbursement up to $600 upon the completion of the program. Please visit the program website at http://startalkuva.as.virginia.edu/ to gather further information and complete online application. The application is based on rolling admission, and spots will be filled up soon.

    Contact(s)
    (434) 882-5168
    mt3z@virginia.edu
    Program Website

    Bangor Chinese School (Teacher)

    STARTALK: The Future Teaches Chinese

    Language(s)

    Chinese

    Date(s)
    • June 12, 2019 – July 2, 2019: (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 "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

    Turkish Cultural Center Boston (Teacher)

    2019 STARTALK Turkish Teacher Training

    Language(s)

    Turkish

    Date(s)
    • June 24, 2019 – June 28, 2019: (Face-to-face)
    Location(s)
    • Turkish Cultural Center MA, Revere, MA
    Program Setting

    Non-residential

    Summary

    2019 STARTALK Turkish Teacher Training Program, organized by Ace It Education Inc., d.b.a. Turkish Cultural Center Boston (TCC), will be 5 days and 30 hours of the ​instructional time training program for teachers. Participants in the teaching training program will be native Turkish speakers. We will advertise the program on the different platforms and we expect participation from a wide range of attendees such as some public school teachers, Turkish​ students in universities as well as members of the local Turkish community who currently teach in our Weekend School at the Turkish Cultural Center. These community members could be adults and also adolescents. Our goal is to prepare Turkish Language instructors to teach heritage learners and non-heritage​ learners in the US.

    Contact(s)
    (617) 779-8222
    o.turan@tccma.org
    Program Website

    UCLA (Teacher)

    STARTALK Heritage Language Teacher Workshop

    Language(s)

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

    Date(s)
    • June 1, 2019 – June 23, 2019: (Online)
    • June 24, 2019 – June 28, 2019: (Face-to-face)
    Location(s)
    • UCLA Royce Hall, Los Angeles, CA
    Program Setting

    Residential

    Summary

    The UCLA National Heritage Language Resource Center will offer a one-month teacher workshop that is designed to help language teachers face the challenge of teaching heritage language (HL) students. The workshop will open on June 1, 2019, with online assignments for three weeks. This will be followed by a five-day face-to-face workshop (June 24-28, 2019, at UCLA). Accepted participants will be required to complete the online assignments as well as the face-to-face workshop.
    The online assignments will focus on identifying and addressing the linguistic gaps in HL students’ language, differentiated teaching, and teaching mixed classes. The face-to-face workshop will focus on how to use project-based learning (PBL) as a useful tool in heritage language instruction. PBL is a learner-centered approach in which students work over an extended period of time on a task that demands engaging with complex issues, analyzing topics, solving problems, or meeting particular real-life challenges. The workshop will be designed to impart the principles and methods of PBL and the ways in which language teaching and authentic materials can be incorporated into a PBL classroom. Participants will engage in hands-on activities that involve the development, presentation, and critique of projects that can be used with HL students. We will accept 24 K-16 instructors 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 PBL by designing a Standards-based unit that is appropriate for HL learners (HLL) 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. This workshop aims to create a cohort of language teachers who will be leaders and mentors in the field of HL instruction. We hope that teachers who participate in the workshop will commit to re-teaching “lessons learned” at their institution or in their region when they return home.

    Contact(s)
    (310) 825-2510
    cwl@international.ucla.edu
    Program Website

    Stanford University (Teacher)

    Stanford University Teacher Leadership Seminar

    Language(s)

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

    Date(s)
    • July 19, 2019 – July 24, 2019: (Face-to-face)
    Location(s)
    • University of California, Santa Barbara, Santa Barbara, CA
    Program Setting

    Residential

    Summary

    This six-day 40-hour program is designed for 15 teachers of multiple STARTALK languages who have had successful experiences in STARTALK and who have a solid understanding of the STARTALK-Endorsed Principles for Teaching and Learning Languages, the World Readiness Standards for Language Learning and have had substantial experience in applying the principles and concepts featured in these documents into effective classroom practices. These teachers 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. 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, and 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 presentations, 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 consensus 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) 736-9618
    smearns@stanford.edu

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