Find a Summer Program

All STARTALK 2020 summer programs will be deferred to 2021 due to the impact of the COVID-19 virus. These programs are listed below. Please check back for information on program dates early next year.

Showing 31 - 40 of 95 results found.

    Portland Public Schools (Student Program)

    STARTALK Summer Bridging Academies

    Language(s)

    Chinese, Russian

    Date(s)

    To Be Determined

    Location(s)
    • Martin Luther King Jr Elementary School, Portland, OR
    • Whitman Elementary School, Portland, OR
    Program Setting

    Non-residential

    Summary

    The STARTALK Summer Bridging Academies in Portland offer a two week intensive language and culture learning experience for 100 K-5 students of Chinese and 40 K-5 students of Russian who are currently enrolled in Portland Public Schools’ Dual Language Immersion programs. The Academies provide 48 hours of instruction based on the theme of “Sharing the Planet with Animals.” Student outcomes target a one proficiency sublevel gain, from Novice Mid to Novice High or Intermediate Low and, for struggling students, a boost going into the school year. As part of a practicum STARTALK program, students will be exposed to a curriculum infused by the STARTALK-Endorsed Principles for Effective Teaching and Learning and help solidify Portland Public Schools contribution to a pipeline of students enrolled in the study of critical languages.

    Contact(s)
    (503) 442-4065
    ldai@pps.net

    Portland Public Schools (Practicum Teacher Program)

    STARTALK Summer Bridging Academies in Portland

    Language(s)

    Chinese, Russian

    Date(s)

    To Be Determined

    Location(s)
    • Martin Luther King Jr Elementary School, Portland, OR
    Program Setting

    Non-residential

    Summary

    The STARTALK Practicum Program offers eleven K-5 Chinese and Russian dual language immersion teachers the ideal opportunity to have a deeper understanding of the STARTALK principles and TELL criteria in order to bridge pedagogical theory, best practices and real world application. Participants will move directly to implementing these learnings from the teacher training week into the student program portion. Over 50 hours of training, reflection and evaluation and 48 hours of actual integrated content and language instruction, participants gain critical professional knowledge and skills in immersion pedagogy while collectively building a professional culture of continuous improvement anchored in a data driven learning cycle. Current teachers can earn continuing education credits toward licensure renewal if desired.

    Contact(s)
    (503) 916-3612
    ldai@pps.net

    Stanford University (Focus Teacher Program)

    STARTALK Teacher Leadership Seminar

    Language(s)

    Arabic, Hindi, Korean, Persian, Russian, Turkish, Spanish, Urdu

    Date(s)

    To Be Determined

    Location(s)
    • University of California Santa Barbara, Santa Barbara, CA
    • 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 languages who have had successful STARTALK experiences and who have a solid understanding of the STARTALK-Endorsed Principles and the World Readiness Standards for Language Learning and substantial experience in applying these concepts into effective classroom practices and who 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 will be invited to participate and increase their leadership skills by observing and reporting other programs in the CLTA/CWLP Summer Seminar as well as mentoring their peers who are participating for the first time.
    All participants will complete a TELL self-assessment prior to arriving to create a baseline profile of their professional competencies 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 and numerous activities on the following topics: exploration of diverse leadership styles, advocacy, coaching and mentoring, strategies for successful and engaging presentations, 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

    TCSD (Student Program)

    TCSD Summer Learning

    Language(s)

    Chinese, Russian

    Date(s)

    To Be Determined

    Location(s)
    Program Setting

    Non-residential

    Summary

    The TCSD STARTALK Summer Learning program will provide an engaging language learning environment for 400 children ages 5-11 in Russian and Mandarin Chinese. These children are current and future immersion students in existing immersion programs in the district, and will continue their language learning in strong programs during the normal school year. As Novice and Intermediate language learners, they will receive age and proficiency level appropriate instruction over the course of five days (35 hours), which is bookended by engaging and age-appropriate online learning programs to further foster their language skills.

    Contact(s)
    (307) 680-8651
    bmau@tooeleschools.org

    HADI-CLASSRoad (Demonstration Teacher Program)

    STARTALK: Planning Authentic & Engaging eTeaching

    Language(s)

    Arabic, Chinese, Hindi, Urdu

    Date(s)

    To Be Determined

    Location(s)
    • Online, , Online
    Program Setting

    Non-residential

    Summary

    CLASSRoad’s 2020 fully-online STARTALK program will provide opportunity for thirty-five (35) intermediate and master Arabic, Chinese, Hindi, and Urdu language teachers to focus on TELL Planning Domain PL7 (b and c) criteria and PL8 (c) criteria, Learning Tools Domain LT2 (b) criteria, and LT3 (a) criteria, building their ability to use the backward design process to plan for meaningful student engagement and successful attainment of daily performance objectives, leading toward unit or course proficiency targets. The program will include asynchronous/synchronous interaction among instructors and participants, feature 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 micro-teaching practice, online co-teaching of remote language students, and self-assessment and personal growth plan development. The program (80 contact hours) will feature a module-based daily instruction and group work, including online presentations by guest experts, several days of peer micro-teaching and preparation, followed by a fourth week that involves co-teaching to remote target language students, along with peer observation, personal reflection and professional planning. We are including foundational documents and concepts in the orientation module so that participants can gain earlier exposure to and practice with the content as they become familiar with the course organization and tools. The program will be delivered using the CLASSRoad Canvas online learning management system and the web-conference platform Adobe Connect, which allows for adaptive design, improved mobile accessibility, the giving of timely feedback, and the course to be structured in an innovative and highly interactive manner.

    Contact(s)
    (310) 845-6149
    mahbuba@classroad.org
    Program Website

    Loyola Marymount University - Center for Equity for English Learners (Student Program)

    LMU 2020 Mandarin Student Immersion Summer Program

    Language(s)

    Chinese

    Date(s)

    To Be Determined

    Location(s)
    • Castelar Elementary School/LMU, Los Angeles, CA
    Program Setting

    Non-residential

    Summary

    The LMU 2020 Mandarin Student Immersion Summer 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 128 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 4.1 instructional hours per day for eleven days totaling 45 student contact hours.

    Contact(s)
    (310) 568-6117
    magaly.lavadenz@lmu.edu
    Program Website

    Loyola Marymount University - Center for Equity for English Learners (Practicum Teacher Program)

    LMU 2020 Mandarin Teacher Summer Program

    Language(s)

    Chinese

    Date(s)

    To Be Determined

    Location(s)
    • Loyola Marymount University, Los Angeles, CA
    Program Setting

    Non-residential

    Summary

    The LMU 2020 Mandarin Teacher Summer Institute (June –August 2020) responds to the demand for highly qualified teachers of Chinese by providing support and resources for pre-service and in-service teachers. The program will take place primarily between June 1 -August 31, 2020, and includes an expected 17 teachers, teacher assistants and mentors. Program participants will engage in a robust professional learning program inclusive of a 4-course professional development program, pre-program activities, a practicum (student program) period, and post-program activities (167.1 hours). This program will allow participants to deepen knowledge on select TELL criteria focused on creating effective learning experiences and environments for immersion program students. Differentiated opportunities are provided to support participants in the development and delivery of interdisciplinary, content-based language curriculum for 1st-4th grade students participating in the LMU two-week Elementary Mandarin Student Immersion program Program completers will be prepared to serve as teachers/interns/volunteers in K-12 classrooms in one of LMU’s 42 partner districts.

    Contact(s)
    (310) 568-6117
    magaly.lavadenz@lmu.edu
    Program Website

    University of New Mexico (Student Program)

    Arabic in New Mexico

    Language(s)

    Arabic

    Date(s)

    To Be Determined

    Location(s)
    • University of New Mexico, Albuquerque, NM
    Program Setting

    Non-residential

    Summary

    The program “Arabic in New Mexico: Food Cultures Past and Present” will provide Arabic instruction for 36 students grades 6-12 at the Novice and Intermediate levels over the course of three weeks (97.5 contact hours). Novice students will reach the Novice High level with some performance at the Intermediate Low 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)
    (443) 624-6658
    etrentman@unm.edu
    Program Website

    Mercy College (Student Program)

    STARTALK: Explore Cities of Korea

    Language(s)

    Korean

    Date(s)

    To Be Determined

    Location(s)
    • Mercy College, Dobbs Ferry, NY
    Program Setting

    Non-residential

    Summary

    The STARTALK Korean Language Program at Mercy College, “STARTALK: Explore Cities of Korea,” will advance students’ Korean language competency to novice-high or intermediate level, depending on their level at program entrance. We will recruit and select 30 Korean heritage students in grades 6-8, including students returning from the previous year’s program. Through both virtual and face-to-face teaching and learning experiences, the students will explore landmarks, food, Korean family and school life, and learn with cultural activities that are aligned to the World Readiness Standards. The students will have opportunities to create a final presentation on their learning outcomes from the STARTALK program. The program will be offered Monday - Friday from 9 a.m. to 3 p.m., July 27 to August 14, 2020, for a total of 90 hours of instructional time.

    Contact(s)
    (914) 674-3057
    mchung@mercy.edu
    Program Website

    ACTFL (Demonstration Teacher Program)

    STARTALK Multi-State Pathways to Teaching

    Language(s)

    Arabic, Chinese, Hindi, Korean, Persian, Russian, Turkish, Urdu

    Date(s)

    To Be Determined

    Location(s)
    • University of North Carolina-Charlotte, Charlotte, NC
    Program Setting

    Residential

    Summary

    The STARTALK Multi-State Pathways to Teaching Demonstration Program focuses on closing the gap for heritage school teachers by creating a Personalized Learning Plan (PLP) to earn state certification in order to be placed during the 2020-2021 school year in a K-12 public school classroom as an alternative entry or provisionally licensed teacher. This teacher training program seeks to recruit and support up to 50 prospective teachers in eight languages to address the critical need for K-12 language programs in Virginia, North Carolina, South Carolina, and Georgia, as well as across the Southeast and throughout the United States. The Demonstration Program design includes 70 hours of instruction delivered online and face-to-face in four phases through a variety of learning experiences: Phase 1 the Pre-Institute (6 hours over a one-month period), Phase 2 the Summer Institute (54 hours over 8 days), Phase 3 the Post-Institute (10 hours over a seven-month period), and finally Phase 4 the Extended Institute (additional individual work to complete certification requirements as outlined in each participant’s PLP). This program will focus on ensuring that teachers are prepared to meet the licensing requirements of the state where they will be teaching and enter the classroom as effective educators with the skills to plan, deliver, and assess instruction using the STARTALK Principles.

    Contact(s)
    (703) 894-2900 ext 120
    kmccrea@actfl.org
    Program Website

Pages