Find a Summer Program

Showing 1 - 10 of 109 results found.

    UTA (Focus Teacher Program)

    STARTALK Program: Standards-based and ACTFL Proficiency-Oriented Teaching

    Language(s)

    Arabic, Chinese, Korean, Russian, Spanish

    Date(s)
    • June 1, 2021 – June 18, 2021
    Location(s)
    Program Setting

    Residential

    Summary

    UPDATED INFORMATION FOR 2021 PROGRAM COMING SOON!

    The STARTALK Program: Standards-based and ACTFL Proficiency-Oriented Teaching at the University of Texas at Arlington will train 25 secondary and post-secondary teachers of critical languages (Russian, Korean, Chinese, and Arabic) and Spanish during a summer two-week online, and 5-day in-person workshops, and four fall online modules for a total of 70 instructional professional development hours. The goal is for participants to develop an understanding of and gain hands-on experience in creating a standards-based curriculum that fosters purposeful communication to increase learners’ proficiency in the target language. Participants will learn the fundamentals of employing backward-design principles aligning learning outcomes, performance assessments, and meaningful learning experiences. At the end of the summer workshop, they will have instructional materials and resources to plan for implementation in the next fall semester during which our follow-up modules will be offered to them for assistance and feedback. This focus program, designed to support the STARTALK principle of implementing a Standards-Based and Thematically-Organized Curriculum, is aligned with TELL criteria in the Planning domain, and promotes foreign language educators’ understanding of ACTFL proficiency guidelines, which in turn improves curricula design and implementation for student success.

    Contact(s)
    (272) 950-9
    iya.khelm@uta.edu

    College of the Holy Cross (Focus Teacher Program)

    Read On: Steps to Chinese Literacy Instruction

    Language(s)

    Chinese

    Date(s)
    • June 28, 2021 – July 16, 2021
    Location(s)
    • Online, , Online
    Program Setting

    Non-residential

    Summary

    UPDATED INFORMATION FOR 2021 PROGRAM COMING SOON!

    Our program will include 16 participants recruited nationally, who are certified high school and college teachers with between 2-7 years of experience teaching Chinese as a foreign language in the United States at the novice and intermediate levels. The focus of the program will be research-supported approaches to Chinese literacy instruction and it will be held in an online format including 80 instructional hours over a period of 3 weeks, plus 5 pre-program hours in which we provide an overview of the program and the mentoring opportunities, and 5 post-program hours in which participants reflect on their learning through reports and discussions about their post-program teaching. In Part I of the program, participants will learn the components of Chinese literacy and research-supported approaches for successful Chinese literacy instruction. In Part II, participants will design thematic units appropriate for the grade and proficiency level of their students, which feature activities that develop lower- and higher-level literacy skills that their students can perform in the target language, along with formative and summative assessment activities. By the end of the program, participants can
    • identify the components of Chinese literacy acquisition,
    • identify and create research-supported activities that help to develop lower- and higher-level literacy skills,
    • create thematic units that incorporate activities that guide their students to develop lower- and higher-level literacy skills,
    • create formative and summative assessments that check for learning as students develop the skills they need to read a Chinese text for literal, inferential, and evaluative meaning.

    Contact(s)
    (508) 344-5663
    cross@holycross.edu

    Kansas City Chinese School North (Overview Teacher Program)

    STARTALK Fundamentals for Chinese & Korean Teachers

    Language(s)

    Chinese, Korean

    Date(s)
    • June 13, 2021 – July 24, 2021
    Location(s)
    • Online, , US
    Program Setting

    Non-residential

    Summary

    UPDATED INFORMATION FOR 2021 PROGRAM COMING SOON!

    The STARTALK Fundamentals for Chinese and Korean Teachers is an online overview program for 40 teachers of Chinese and 20 teachers of Korean at community-based heritage schools/programs across the country. This program is designed to expand the conceptual understanding and practical teaching strategies of experienced K-12 teachers of Mandarin Chinese. The distance learning program includes a six-week online course in June and first week of July, webinar in August and monthly online coaching meetings and discussion forum from September till March 2022. Teacher participants will acquire, process, and reflect on the key concepts within the STARTALK-endorsed principles through readings, video viewing, and discussions in approximately 110 hours of instruction and coaching. The teacher participants will develop e-portfolios on Catalyst to demonstrate their understanding of standards-based curriculum toward proficiency using backward design planning and STARTALK Endorsed Principles.

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

    TAMU (Demonstration Teacher Program)

    Texas A&M University STARTALK World Language Teacher Academy

    Language(s)

    Chinese, Korean

    Date(s)
    • June 1, 2021 – August 30, 2021
    Location(s)
    Program Setting

    Residential

    Summary

    UPDATED INFORMATION FOR 2021 PROGRAM COMING SOON!

    The Texas A&M University STARTALK World Language Teacher Academy offers a demonstration program for 16 novice Chinese and Korean World Language pre-service and in-service teachers with no more than two years of teaching experience and no prior experience with STARTALK.

    The program will target the following TELL criteria: a) PL1 & 3: Implementing standards-based units of learning and planning lessons that address the unique needs and interests of the students; b) LE3: Providing opportunities for students to process language in the interpretive mode; and c) LT2: Using a variety of resources to help students produce language in the interpersonal and presentational modes.

    With the use of the state-of-the-art learning management system Canvas, the program will be conducted both online and face-to-face in four phases: Phase I (30 instructional hours), which uses four interactive online modules and four face-to-face workshops to introduce participants to Backward Design, STARTALK-Endorsed Principles for Effective Teaching and Learning, World-Readiness Standards for Learning Languages, NCSSFL-ACTFL Can-Do Statements, and the TELL criteria emphasized in our program; Phase II (60 instructional hours), which provides a dynamic and supportive learning community for participants to apply what they have learned through a) a practicum at a well-established STARTALK Student Program; b) development of learning units and plans and c) peer-teaching; Phase III (20 instructional hours), in which participants will further their learning through micro-teaching with students who match the profiles of students targeted in their learning plans, as well as additional online peer- and micro-teaching opportunities; and Phase IV (10 hours), which provides continued professional support for participants to apply their new knowledge and skills, with preservice teachers gaining further classroom experience through our STARTALK Student Program or a community-based world language tutoring request network, and in-service teachers implementing the learning units they developed during the summer in their own classes.

    Pre-service teachers will receive Texas A&M University graduate credits tuition-free and a voucher of $200 to complete world language teacher certification requirements, while in-service teachers will receive up to 120 Continuing Professional Education hours for their participation in the program.

    The program will culminate in a closing workshop in January 2022 where participants showcase their professional growth by presenting a multimedia teaching portfolio with learning units, plans, and video clips from each phase of the program and highlight how STARTALK has transformed their teaching practices and inspired them to become reflective educators with the knowledge and skills to effectively implement the STARTALK Principles and create learning experiences with the TELL criteria emphasized in our program.

    Contact(s)
    (979) 845-8384
    lijenkuo@tamu.edu

    Michigan State University (Demonstration Teacher Program)

    STARTALK Critical Language Assessment Program

    Language(s)

    Arabic, Russian

    Date(s)
    • June 7, 2021 – June 30, 2021
    Location(s)
    • Online, , Online
    Program Setting

    Non-residential

    Summary

    UPDATED INFORMATION FOR 2021 PROGRAM COMING SOON!

    Through a nationwide search, we will recruit 20 middle-school, high-school, and college-level teachers of Arabic and Russian (ideally 10 per language) to participate in our fully online STARTALK Critical Language Assessment Program (CLAP).

    The overarching goal of CLAP is for the teacher-participants to develop a battery of three theoretically innovative, pedagogically sound, and cost-effective foreign language assessments that they can implement in their programs and share nationally.

    By the end of the four-week, 20-hour summer component of CLAP, participants will have drafted and alpha tested an assessment portfolio comprising three speaking assessments: (1) Group orals for measuring interactive speaking; (2) Multimodal speaking tasks for measuring presentational speaking, and (3) Oral-skills-based self-assessments for promoting learner agency and for measuring proficiency growth on the American Council of the Teaching of Foreign Languages (ACTFL, 2012) scale.

    The 5-hour 2021-2022 academic year component of CLAP follows participants as they are tasked with administering (beta testing) their assessments at their home institutions and continuing to revise their instruments based on validity and reliability feedback from CLAP and graduate students in language assessment at MSU.

    The final step in CLAP is for the participants to share their instruments on IRIS, an open-source repository for second-language materials, so that other Arabic and Russian language teachers can use them for performance assessment with their students, and for measuring growth and goal attainment within their programs.

    Contact(s)
    (517) 353-9792
    winke@msu.edu
    Program Website

    Webster University (Demonstration Teacher Program)

    STARTALK: Our Language, Our Gateway

    Language(s)

    Arabic, Persian

    Date(s)
    • June 14, 2021 – June 25, 2021
    Location(s)
    Program Setting

    Non-residential

    Summary

    UPDATED INFORMATION FOR 2021 PROGRAM COMING SOON!

    Webster University’s STARTALK: Promoting Arabic and Persian Literacy in St. Louis will provide 60 hours of professional development workshops to in-service K-12 and heritage language teachers of Arabic and Persian. The 10 intermediate-level participating teachers will acquire the necessary knowledge of effectively implementing TELL criteria statements and their relevant domains focusing on Planning and Learning Environment in a two-week Summer session followed by 30 hours of follow-up Fall workshops and in-class observations and coaching. All participants will use the TELL Self-Assessment rubric, additional self-assessment criterion referenced instrument, Teacher Folio Self/Peer Assessment Observation Tool, checklists and formative assessment to provide peer-, self-, and teacher-assessment evaluations along with receiving feedback from Program Director, Co-Program Director, and Instructional Lead during and after training workshops using Feedback Tools: Focused Feedback-Checking for Understanding and Full Class Observation. During the training workshops, teachers will become familiar with planning use of backward design, establishing achievable and measurable goals and outcomes, effectively implementing their learning plans, integrating best practices in teacher development, and identifying materials and resources to meet the program goals. Upon completing the 90 hours of learning and classroom teachings effectively, participants may apply to receive six course-credit hours by Webster University.

    Contact(s)
    (314) 246-7029
    soheilmansouri63@webster.edu

    North Central College (Demonstration Teacher Program)

    STARTALK Teacher: Chinese classic novels as a bridge to linguistic and intercultural competence

    Language(s)

    Chinese

    Date(s)
    • June 13, 2021 – July 2, 2021
    Location(s)
    • Online, , Online
    Program Setting

    Non-residential

    Summary

    UPDATED INFORMATION FOR 2021 PROGRAM COMING SOON!

    In response to the immediate need for effective linguistic and intercultural competence between the US and China, North Central College (NCC) seeks STARTALK funding to support a fully-online teacher training program, "North Central College-STARTALK Teacher Training: Chinese novels as a bridge to linguistic and intercultural competence".

    This program will provide professional development for twelve (12) in-service high school teachers of Mandarin during a 3-week (90-hours) online training which employs both synchronous and asynchronous interactions among instructors and participants, featuring presentations by prestigious experts, formative assessments, observation of recorded model teachers, peer learning and feedback, micro-teaching practice, development of an e-portfolio, self-assessment, and personal growth plan.

    Program participants will develop the skills needed to construct meaningful learning experiences (centered on real-world tasks) that prepare, advance, and support student learning and allow for thoughtful and nuanced examination of the similarities and differences across Chinese and American cultural perspectives based on classic works of literature central to Chinese values and identity.

    Participants will have structured opportunities to engage with and reflect on narratives, characters, and themes central to Chinese culture and together discover ways to bring these foundational texts and the Chinese language itself “to life” for their students through rich experiential lessons.

    Technology will be leveraged in the design and implementation of experiential learning activities that foster growth in linguistic and intercultural competence.

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

    University of Virginia (Demonstration Teacher Program)

    Virginia STARTALK Chinese Teacher Academy

    Language(s)

    Chinese

    Date(s)
    • June 21, 2021 – July 9, 2021: (Online)
    Location(s)
    • University of Virginia, Charlottesville, VA
    Program Setting

    Non-residential

    Summary

    The 2021 Virginia STARTALK Chinese TEACHER Academy at the University of Virginia (UVA) celebrates its 13th anniversary this year and marks its 5th year in leading national pioneering work on online teaching. This year the program aims to place the fulfillment of individual professional goals at the heart of the training curriculum. It features one week of asynchronous training and two weeks of synchronous training for instructional planning and peer-teaching in summer, and post-program coaching in alignment with teaching in action this fall. Secondary and post-secondary teachers who are interested in developing competence in online teaching as a predominant or supplementary delivery mode are encouraged to apply. Teacher participants will earn graduate credits in Teaching Chinese as a Foreign Language to advance their teaching career. They will achieve three goals through quality training and mentoring for online teaching: 1) plan and implement teaching according to STARTALK principles for effective teaching and individual self-efficacy goals, 2) maximize professional exchange and growth in an active online learning community, and 3) develop readiness skills and competence to complete online teaching through a multifaceted reflective and mentoring process. Participants’ professional experiences culminate in the completion of an E-portfolio that documents their extensive learning experiences and professional advancement in teaching Chinese online.

    Contact(s)
    (434) 924-0571
    mt3z@virginia.edu
    Program Website

    UNC Greensboro (Demonstration Teacher Program)

    STARTALK: Integrating Content, Culture and Language for Student Wellbeing

    Language(s)

    Chinese

    Date(s)
    • June 21, 2021 – July 30, 2021
    Location(s)
    Program Setting

    Non-residential

    Summary

    UPDATED INFORMATION FOR 2021 PROGRAM COMING SOON!

    The program offers 90-hour professional development for 15 K-12 Chinese teachers from public, private, and heritage language schools in North Carolina. Participants will collaborate in the design and delivery of STEAM-infused Chinese language lessons through a STARTALK student program and be prepared to use STARTALK principles and TELL framework to design standard-based, content and culture enriched Chinese language lessons in K-12 settings. In addition to online training and teaching experiences through the STARTALK student program during the summer, participants will have the opportunity to participate in the follow-up coaching and reflections in the fall semester.

    Contact(s)
    (336) 334-3437
    y_he@uncg.edu
    Program Website

    Sam Houston State University (Student Program)

    STARTALK Arabic Program at Sam Houston State U

    Language(s)

    Arabic

    Date(s)
    • June 8, 2020 – June 26, 2020
    Location(s)
    Program Setting

    Non-residential

    Summary

    UPDATED INFORMATION FOR 2021 PROGRAM COMING SOON!

    The STARTALK Arabic student program at Sam Houston State University aims to reach 30 high school and college students through 90 instructional hours over three weeks in June 2020. Through an integrated dynamic approach to language learning, the program intends to expose rural students of East Texas to Arabic language and culture, for most, likely their first interactions. “Let us set up an Arabic Festival” the theme for the program, will result in a mock festival where students will showcase their newly acquired skills, such as calligraphy, speaking, playing percussion with Derbakke, and performing Dabke. At end of the program, as a result of highly intensive interaction with the target language and culture, students will have achieved ACTFL standard of novice mid to novice high proficiency in Arabic language and culture and be able to interact with native speakers at a survival level.

    Contact(s)
    (936) 294-3894
    sxz015@shsu.edu

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