Find a Summer Program

Showing 61 - 70 of 98 results found.

    Georgetown University (Teacher)

    STARTALK: Understanding the ACTFL Guidelines

    Language(s)

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

    Date(s)
    • June 1, 2018 – June 22, 2018: (Online)
    • June 27, 2018 – June 29, 2018: (Face-to-face)
    Location(s)
    • Georgetown University, Washington, VA
    Program Setting

    Residential

    Summary

    The proposed program will include 20 instructors of higher education from community colleges and other institutions of higher education. Participants will have limited backgrounds in assessment in general and in the ACTFL Proficiency Guidelines and Modified Oral Proficiency (MOPI) in particular. Participants will benefit from a total of 35 hours of professional development: 10 hours before the program, when they participate in an online introduction to the MOPI, practice rating and set goals for the workshop; 21 hours during the face-to-face workshop; one hour in September to complete a survey, one hour in October/November to complete an interview and two hours in January to complete a survey and an interview. The program will also conduct research on short- and long-term impacts of this professional development for participants, their students and their professional growth.

    Contact(s)
    (703) 855-0618
    malonem@georgetown.edu
    Program Website

    Asia Institute-Crane House (Student)

    STARTALK: AICH Chinese Language Program

    Language(s)

    Chinese

    Grade Level(s)

    6-8, 9-12

    Date(s)
    • June 18, 2018 – June 29, 2018: (Face-to-face)
    Location(s)
    • Field Elementary School, Louisville, KY
    Program Setting

    Non-residential

    Summary

    The Asia Institute Crane House Mandarin Program is a summer language program focused on providing high quality Chinese language and cultural learning to 50 rising middle school and high school students in the Louisville, Kentucky region who range from having very little or no experience to being proficient with Mandarin.

    During the program students are immersed in Chinese language and culture through projects and group activities to achieve a minimum of a novice level of proficiency or better. The program will last two weeks and include 10 days of six hours of instruction for a total of 60 hours of immersive instruction with activities that include traditional arts such as paper folding and calligraphy, traditional dances, tai chi, and music. They will also explore contemporary China through its cities, growing economy, environment and the arts. Students will use their own Kentucky heritage as a lens to compare and contrast both cultures, then demonstrate their knowledge in a final program for educators, family and friends.

    There will be an additional 16 hours of online follow-up classes in the Fall.

    Contact(s)
    (502) 243-7772
    cheng.fisher@jefferson.kyschools.us
    Program Website

    The College Board (Teacher)

    2018 Chinese Guest Teacher Summer Institute (GTSI)

    Language(s)

    Chinese

    Date(s)
    • July 18, 2018 – July 28, 2018: (Face-to-face)
    Location(s)
    • University of California, Los Angeles, CA
    Program Setting

    Non-residential

    Summary

    The Chinese Guest Teacher Summer Institute program aims to prepare visiting teachers from China for upcoming teaching assignments in U.S. elementary and secondary schools. The participants are newly assigned in the College Board-Hanban Chinese Guest Teacher Program. Through a combination of instructional presentations, hands-on activities, and microteaching, participants gain a realistic understanding of the expectations in U.S. K-12 schools. Participants develop skills and strategies for classroom management, teaching in the target language, using the Understanding-By-Design (UBD) approach for lesson plan creation, and communicating with U.S. students, parents, and colleagues. A secondary group of 10 veteran guest teachers will serve as mentors to improve their own teaching and leadership skills.

    Contact(s)
    (212) 713-8038
    guestteacher@collegeboard.org
    Program Website

    University of Colorado Boulder (Teacher)

    STARTALK: Chinese Instruction in the Digital Age

    Language(s)

    Chinese

    Date(s)
    • June 13, 2018 – June 22, 2018: (Online)
    • June 25, 2018 – July 3, 2018: (Face-to-face)
    Location(s)
    • University of Colorado Boulder, Boulder, CO
    Program Setting

    Residential

    Summary

    This blended STARTALK program consists of a pre-institute (10 days) asynchronous online module and a residential summer institute (8 days) for 20 secondary Chinese language teachers, totaling 65 contact hours. The primary focus of the program is developing professional and program sustainability through the incorporation of effective and engaging learner-centered educational technology. Most travel expenses and all meals and dormitory lodging are covered by the program. Optional 3 graduate credit hours in Teacher Education are available at the participant's expense.

    Contact(s)
    (303) 735-5128
    jon.zeljo@colorado.edu
    Program Website

    WCSD (Student)

    WCSD Chinese Summer Camp

    Language(s)

    Chinese

    Grade Level(s)

    K-2, 3-5, 6-8, 9-12

    Date(s)
    • June 4, 2018 – June 15, 2018: (Face-to-face)
    • June 18, 2018 – June 22, 2018: (Online)
    Location(s)
    • Lava Ridge Intermediate School, Santa Clara, UT
    Program Setting

    Non-residential

    Summary

    The Washington County School District (WCSD) Chinese Summer Camp is an opportunity for 40 rising 6th and 7th graders from eight WCSD schools to join together for an intensive linguistic and cultural experience. The program will include 2 classrooms of 20 students each meeting daily for 60 hours, 6 hours per day, and online for an additional 30 hours exploring Beijing and Beyond where students will explore peer experiences in major cities in China. WCSD students will engage with students from China, via electronic communication, as topics are explored and activities include group presentations and informative oral and written assignments. After participating in the camp, students will be able to engage in Intermediate Mid discourse regarding life of a teen in China through the sub-themes of social economic diversity, cultural awareness, and environmental protection.

    Contact(s)
    (435) 986-5183
    marybeth.fuller@washk12.org
    Program Website

    Kent State University (Student)

    KSU STARTALK: Russian and Chinese Student Academy

    Language(s)

    Chinese, Russian

    Grade Level(s)

    9-12

    Date(s)
    • June 18, 2018 – July 13, 2018: (Face-to-face)
    Location(s)
    • Kent State Regents STARTALK Foreign Language Academy, Kent, OH
    Program Setting

    Residential

    Summary

    The Mandarin Chinese and Russian Student Academy is a four-week residential immersion program in the summer at Kent State’s main campus. Housed in the university's state-of-the-art Honors College, the Mandarin Chinese and Russian Academy will serve two cohorts of 10 new learners of Mandarin Chinese and Russian, targeting rising high school juniors and seniors. The program offers 235 instructional hours over four weeks in the summer and involves a mandatory academic year follow-up component. Proficiency-based outcomes assessment and tracking of graduates will measure the success of the program in fostering success and persistence in the study of the Mandarin Chinese and Russian language.

    Contact(s)
    (330) 672-1813
    bbaer@kent.edu
    Program Website

    Western Michigan University (Teacher)

    Michigan STARTALK Chinese Teacher Academy

    Language(s)

    Chinese

    Date(s)
    • July 2, 2018 – July 6, 2018: Online Learning (Online)
    • July 9, 2018 – July 27, 2018: Onsite Training (Face-to-face)
    • July 30, 2018 – August 3, 2018: Online Practicum (Online)
    Location(s)
    • Western Michigan University, Kalamazoo, MI
    Program Setting

    Residential

    Summary

    The MSCTA begins with one-week online training (July 2- 6), followed by 3-week onsite training and practicum at the Western Michigan University (WMU) (July 9-27) and one-week online practicum (July 30-August 3). The MSCTA program aims to recruit five experienced Chinese teachers (more than 3-years teaching experience) and ten prospective and novice (0-2 years of teaching experience) Chinese teachers from public/private K-12 schools, colleges, graduate programs, and heritage/community schools. At the end of the program, participants will be able to plan student learning experiences based on local curriculum and state and national standards, frequently check for understanding in a variety of ways throughout the lesson, engage in self-assessment and peer review to monitor progress toward the targeted performance objectives and their own language and culture goals and use processes that allow them to analyze and reflect on their current teaching practices. In-service Chinese teachers will be awarded up to 100 professional development SCECHs hours upon completion of the summer program. The program also offers 3 to 6 credits for the graduate level course on Teaching Chinese As a Second Language offered by the College of Education and Human Development at WMU. Teacher participants who are interested in obtaining credits will pay tuition and associated fee at their own expense. Participants who are registered for graduate credits will be given $596.25 as a scholarship. Those who do not need to obtain credits will not need to pay any program fee. Thus, in conjunction with WMU’s Teacher Certification Program, after the program, the participants will have three pathways that lead to certification i.e., add a minor endorsement (20 credit hours) in their initial teaching certificate, the initial Graduate Teaching Chinese Certificate program (26 credit hours) or the master program (33 credit hours). The application deadline is April 25, 2018, and applications will be reviewed on a rolling basis.

    Contact(s)
    (269) 387-3465 ext 3496
    moimooi.lew@wmich.edu
    Program Website

    University of Minnesota (Teacher)

    STARTALK:Transitioning to Teaching Language Online

    Language(s)

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

    Date(s)
    • June 11, 2018 – July 1, 2018: Main Program (Online)
    • July 2, 2018 – July 8, 2018: Optional ePortfolio Work (Online)
    Location(s)
    • Completely online program, , MN
    Program Setting

    Non-residential

    Summary

    Experienced classroom teachers of beginning levels of critical languages will be selected to participate in the “STARTALK: Transitioning to Teaching Language Online” (STARTALK:TTLO) program and will work entirely online with the instruction and support of experienced online program instructors.

    The program will be offered as an intensive three-week summer course (June 11 - July 1, 2018) for critical language teachers. Outcomes will include improving the participant teachers’ ability to 1) analyze their experiences as an online students and online language students; 2) articulate the differences between teaching online and teaching in the classroom; 3) design successful online, proficiency-oriented language activities within the three communication modes framework, and 4) identify basic principles of how to design, develop, and deliver their own hybrid or online course. The program includes online language mini-lessons that will be conducted as a “class-within-a-class” so that language learning activities set within the framework of the three communication modes, learner behaviors and needs, online design and expectations, and best practices for teaching online can be modeled and analyzed, created and tested, and peer-critiqued in a safe environment. Participants will be engaged in active for approximately 120 hours total for the program, depending on the needs and skills of the participants.

    Contact(s)
    (612) 625-8848
    johns484@umn.edu
    Program Website

    University of Toledo (Teacher)

    STARTALK-CHELER Chinese Leadership Program

    Language(s)

    Chinese

    Date(s)
    • June 13, 2018 – July 11, 2018: (Online)
    • July 15, 2018 – July 22, 2018: (Face-to-face)
    Location(s)
    • Universit of Toledo, Toledo, OH
    Program Setting

    Residential

    Summary

    • The STARTALK-CHELER Chinese Leadership Program is designed to expand the conceptual understanding and practical teaching skills of experienced K-12 teacher leaders of community-based Chinese heritage schools/programs. The blended residential teacher program includes a one-month online session, an eight-day workshop on the main campus at the University of Toledo, and a semester-long online forum, with approximately 88 hours of instruction. The instruction and learning experiences will be differentiated for new and returning STARTALK participants. Teacher participants will collaborate in small groups to develop a Standards-based age-appropriate unit and student learning plans using backward design planning and STARTALK Endorsed Principles and to conduct micro-teachings to volunteer Chinese heritage speakers. The goals of the 2018 Program are to enhance the knowledge and skills of 18 participants by developing pedagogically-sound learning plans with technology and teaching practices focusing on the literacy development of Chinese heritage speakers and differentiated instruction (returning STARTALK participants particularly).

    Contact(s)
    (419) 530-2146
    anchung.cheng@utoledo.edu
    Program Website

    Howard Community College (Student)

    STARTALK Intensive Language Learning Experience

    Language(s)

    Arabic, Chinese

    Grade Level(s)

    9-12

    Date(s)
    • July 2, 2018 – August 2, 2018: (Face-to-face)
    Location(s)
    • Howard County Community College, Columbia, MD
    Program Setting

    Non-residential

    Summary

    HCC will provide summer courses in Arabic and Chinese to 60 high school students in Howard County. HCC will recruit students from grades 9 – 12 from public, private, and homeschools in the county and will provide them with 86 hours of instruction over five weeks from July 2 through August 2. Outcomes include: exiting participants at the novice mid or novice high level, increasing understanding of Arabic and Chinese speaking cultures, recruiting learners to continue with second semester language offerings in the fall semester, exposing learners to potential career opportunities requiring the knowledge and skills in a critical language, and continuing to promote heightened awareness and conversation around Arabic and Chinese language and cultural issues in the community throughout the academic year.

    Contact(s)
    (443) 518-4678
    jdumont@howardcc.edu
    Program Website

Pages