Find a Summer Program

Showing 1 - 10 of 32 results found.

    Virginia Beach City Public Schools (Student)

    Virginia Beach Summer STARTALK Academies

    Language(s)

    Chinese, Russian

    Grade Level(s)

    3-5, 6-8

    Date(s)
    • June 24, 2019 – July 18, 2019: (Face-to-face)
    Location(s)
    • Providence Elementary School, Virginia Beach, VA
    Program Setting

    Non-residential

    Summary

    The Virginia Beach STARTALK Academies seek to provide easily accessible, free opportunities for immersive language and culture learning to students throughout the school division, reflecting the diverse learners in our community. 45 fifth grade students will be selected by lottery for each of the two novice language strands: Chinese and Russian. Up to 15 students from each language from last summer’s program will participate in advanced classes. The program will be held from June 24 to July 18, 2019, Monday to Thursday, 8:00 AM -12:00 PM (minus July 4th) totaling 62 instructional hours.

    Contact(s)
    (757) 263-1469
    kelly.arble@vbschools.com
    Program Website

    Glastonbury Public Schools (Teacher)

    Lead with Russian

    Language(s)

    Russian

    Date(s)
    • June 22, 2019 – July 3, 2019: Session I: (Face-to-face)
    • July 7, 2019 – July 18, 2019: Session II: (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 meet every day for 12 days, seven hours a day (84 total hours of direct instruction), and include a Workshop on Cooperative Teaching and a workshop on the Modified Oral Proficiency Interview (MOPI) during the weekends. The outcomes of the program will be found in an e-portfolio and include: micro-teaching lessons in the co-located student program (on coaching and on assessment), a reflective journal on participants’ learning and classroom observations, a final reflective paper detailing the student progress they saw and their personal thoughts on their classroom work, and a plan for implementing the newly acquired skills during their regular school program. The skills and knowledge that participants gain in this program are directly transferred to the co-located student program and 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
    drjdowd@aol.com
    Program Website

    San Diego State University Foundation (Teacher)

    SDSU STARTALK Multi-language Teacher Program

    Language(s)

    Arabic, Portuguese, Persian, Russian

    Date(s)
    • July 15, 2019 – July 19, 2019: (Online)
    • July 22, 2019 – August 2, 2019: (Face-to-face)
    Location(s)
    • San Diego State University, San Diego, CA
    Program Setting

    Non-residential

    Summary

    This three-week (90 hours) hybrid teacher training program will prepare sixteen new and returning secondary and post-secondary teachers of Arabic, Persian, Portuguese, and Russian and provide them with the knowledge and practicum opportunities to design and deliver curricula and lessons based on backward design and STARTALK-endorsed principles for effective teaching and learning. The focus of the program will be on thematically organized performance-based units of instruction in a learner-centered classroom. Successful participants will earn three units of graduate level college credit. Participants will also learn about the steps that are necessary to become a credentialed teacher in the state of California and will be given an opportunity to attend an additional 40 hours of professional development through California World Language Project and will be on a path of becoming fellows of California World Language Project upon completing the final module. After the summer program and under the supervision of the camp directors, participants will teach the follow-up sessions for high school students on five Saturdays (one 3-hour session per month).

    Contact(s)
    (619) 594-0846
    sahmadeianfard@sdsu.edu
    Program Website

    Center for Applied LInguistics (Teacher)

    STARTALK Performance Assessment Training Program

    Language(s)

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

    Date(s)
    • June 7, 2019 – July 26, 2019: A 3-day face-to-face workshop will be held in Washington, DC (Online)
    • June 24, 2019 – June 26, 2019: (Face-to-face)
    Location(s)
    • Center for Applied Linguistics, Washington, DC
    Program Setting

    Non-residential

    Summary

    The STARTALK Performance Assessment Training Program at the Center for Applied Linguistics uses a blended online and face-to-face format to train up to 40 STARTALK educators representing all grade and experience levels and STARTALK languages on the fundamentals of performance-based assessment within the STARTALK context. The program will consist of seven online modules, two webinars, and a three-day face-to-face workshop for a total of 41 instructional hours over the course of 7 continuous weeks.

    Participants who complete the program will develop performance assessment tasks, adapt rating rubrics, create self-assessment tools for students, and create a standards- and curriculum-based assessment plan with performance objectives. Participants will be prepared to continue to develop these tools and integrate best practices in assessment with best practices in instruction into their teaching. After active instruction ends, the online modules will remain available as a continued reference and for sharing materials and resources.

    You can indicate your interest in participating in the Summer 2019 Program using this survey: https://www.surveymonkey.com/r/STARTALK2019CAL

    Contact(s)
    (202) 384-1250
    mmontee@cal.org
    Program Website

    Indiana University (Teacher)

    IU LCTL STARTALK Professional Development Program

    Language(s)

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

    Date(s)
    • July 8, 2019 – July 12, 2019: (Online)
    • July 15, 2019 – July 26, 2019: (Face-to-face)
    Location(s)
    • Indiana University-Bloomington, Bloomington, IN
    Program Setting

    Residential

    Summary

    The IU LCTL STARTALK Professional Development Program will prepare participants to develop lesson plans using Backward Curriculum Design with performance assessment in the three modes of communication. The program will also train participants to integrate language, culture and content in the language classroom through micro-teaching sessions and how to create a learner centered classroom. Twelve participants who are either new instructors or who have not had any formal training in language pedagogy will be selected to permit adequate opportunity for teaching demonstrations. The program will be a total of three-weeks, and 90 instructional hours, of which 10 hours will be devoted to on-line training and 80 hours will be spent at the residential face-to-face program in Bloomington, Indiana. These hours include some of the hours that the instructors will spend with the participants on an individual basis during the evening curriculum clinic session to attend to individual differences and challenges.

    Contact(s)
    (812) 856-4191
    ayschlei@gmail.com

    Georgetown University (Teacher)

    STARTALK: Influences of ACTFL MOPI PD

    Language(s)

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

    Date(s)
    • May 23, 2019 – July 5, 2019: Introduction: Online (Online)
    • June 13, 2019 – June 15, 2019: MOPI Workshop (Face-to-face)
    Location(s)
    • AELRC, Georgetown University, Washington, DC
    Program Setting

    Residential

    Summary

    Assessment is critical to language teaching, and proficiency-based assessment can have positive influences on curriculum planning and implementation. The ACTFL MOPI workshop provides an opportunity for instructors to learn how to assess their students' oral proficiency and reflect on realistic outcomes for their students. Please indicate interest here: https://www.surveymonkey.com/r/AELRC2019Registration
    This program will enroll 20 participants who teach in higher education, with a variety of language teaching experiences and backgrounds. Participants will learn about the ACTFL Guidelines and how to apply these for goal-setting, assessment and self-assessment to improve teaching and learning, The first part of the workshop is an online course that provides a background on the ACTFL Guidelines and ACTFL Oral Proficiency Interview. The second part is a face-to-face workshop on the ACTFL OPI and a focus on classroom applications. The third part involves regular follow-up with participants during Fall 2019 and Winter 2020 on the influences of the workshop on teaching, learning and assessment.

    Participants will accrue approximately 35 hours, including up to 10-14 pre-session hours, 21 hours during the face-to-face workshop and 4-6 hours in completing the surveys and follow on interviews.

    Contact(s)
    (202) 687-6334
    malonem@georgetown.edu
    Program Website

    American Council on the Teaching of Foreign Languages (ACTFL) (Teacher)

    STARTALK Multi-State Pathways to Teaching

    Language(s)

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

    Date(s)
    • June 12, 2019 – July 17, 2019: Pre-Institute Online Sessions (Online)
    • July 24, 2019 – July 31, 2019: Summer Institute (On-Site) (Face-to-face)
    • August 12, 2019 – August 31, 2019: Post-Institute Online Sessions (Online)
    Location(s)
    • University of North Carolina-Charlotte, Charlotte, NC
    Program Setting

    Residential

    Summary

    The STARTALK Multi-State Pathways to Teaching Institute 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 2019-2020 school year in a K-12 public school classroom as an alternative entry or provisionally licensed teacher. This teacher training program recruits and supports up to 50 prospective teachers in 10 targeted STARTALK languages to address the critical need for K-12 language programs in Virginia, North Carolina, and Georgia, as well as a limited number of Spanish teachers to serve in dual language/immersion programs in those states. The Institute design includes 75 hours of instruction delivered online and face-to-face in four stages through a variety of learning experiences: Stage 1 Pre-Institute (6 hours online; June 12-July 17); Stage 2 Summer Institute (45 hours on-site; July 24-31); Stage 3 Post-Institute (24 hours over a seven-month period, August 2019 - February 2020); and finally Stage 4 Extended Institute (additional individual work as needed to complete certification requirements, will be outlined in each participant’s PLP). This Institute ensures that teachers are coached and 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-Endorsed Principles.

    Contact(s)
    (703) 894-2900 ext 131
    psandrock@actfl.org
    Program Website

    Tooele County School District - Utah (Student)

    TCSD STARTALK Summer Learning

    Language(s)

    Chinese, Portuguese, Russian

    Grade Level(s)

    K-2

    Date(s)
    • June 3, 2019 – June 7, 2019: Northlake - Mandarin Chinese (Face-to-face)
    • August 5, 2019 – August 9, 2019: Rose Springs - Portuguese; Sterling - Portuguese; Overlake - Russian (Face-to-face)
    Location(s)
    • Rose Springs Elementary - Portuguese, Erda, UT
    • Overlake Elementary - Russian, Tooele, UT
    • Sterling Elementary - Portuguese, Tooele, UT
    • Northlake Elementary - Mandarin Chinese, Tooele, UT
    Program Setting

    Non-residential

    Summary

    The TCSD STARTALK Summer Learning program will provide an engaging language learning environment for 400 children ages 5-9. 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 language learners, they will receive age and proficiency level appropriate instruction over the course of five days (40 hours). Specific dates for each language learning week at the DLI school may vary.

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

    UW (Teacher)

    Preparing Language Teachers for the 21st Century

    Language(s)

    Arabic, Russian, Spanish

    Date(s)
    • July 29, 2019 – August 11, 2019: Online Pre-Program (Online)
    • August 12, 2019 – August 23, 2019: Face-to-Face (Face-to-face)
    Location(s)
    • University of Washington Language Learning Center, Seattle, WA
    Program Setting

    Residential

    Summary

    The STARTALK Teacher Program, “Preparing Language Teachers for the 21st Century,” will prepare 10 native (or near native) speakers of Russian, Arabic, or Spanish to teach in a standards and content-based program, focused on developing communicative proficiency and accuracy in students learning these languages and on integrating STEM (Science, Technology, Engineering, and Math) into language instruction. The program is designed to teach participants the STARTALK principles and standards-based language teaching and curriculum development, as well as the content knowledge needed to pass the Washington Educator Skills Test – Endorsement (WEST-E) for World Languages. Teachers will be able to work toward obtaining a P-12 World Language Endorsement for teaching these languages in Washington K-12 public schools. The program also provides scholarship assistance to complete the required assessments (WEST-E and ACTFL OPIc and WPT). In 2019, the 75-hour program will offer six UW credits of EDC&I 495 from the University of Washington College of Education and will run from July 29, 2019 to August 9, 2019 (online) and August 12, 2019 through August 23, 2019 in the face-to-face component.

    Contact(s)
    (206) 543-0536
    startalk@uw.edu
    Program Website

    PPS (Student)

    STARTALK Summer Bridging Academies in Portland

    Language(s)

    Chinese, Russian

    Grade Level(s)

    K-2, 3-5

    Date(s)
    • June 24, 2019 – July 17, 2019
    Location(s)
    • MLK Elementary School, Portland, OR
    • Kelly Elementary School, Portland, OR
    Program Setting

    Non-residential

    Summary

    The STARTALK Student Summer Bridging Academies in Portland offer a three-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, will be entering grade K, or plan late entry into a program in Fall 2019. The Academies provide 48 hours of instruction based on the theme of “Bridging Cultures through Cuisine.” Student outcomes target a one proficiency sublevel gain, from Novice to Intermediate and, for struggling students, a boost going into the school year. As part of a combined STARTALK program that additionally offers a Teacher Academy, 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) 916-5381
    mkreuzer@pps.net

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