Resources for Hindi Language Teachers

RupeesFlag of IndiaHand with hennaSTARTALK is a federal grant program funded by the National Security Agency and administered by the National Foreign Language Center at the University of Maryland which supports teacher professional development, student language learning, and instructional resource development for critical less commonly taught languages in the United States.

For over a decade, STARTALK has developed a robust collection of resources to support language teachers across the United States. On this page, you will find different categories of resources specifically for Hindi language teachers and programs. Whether you are teaching now, preparing to become a world language teacher, or training and mentoring teachers, we feel certain that you will find these resources beneficial to your work in the field of world language education.

Model Curricula

STARTALK has created model curricula to provide support for Hindi language programs in the curriculum development process. These model curricula are intended as examples. Teachers will have to adjust what is provided to meet the specific needs of their students. The model curricula available for download below provide include each stage of the backward design process (Learning Outcomes, Assessment Tasks, Learning Experiences) and may be adapted to any language.

Each of the model curricula here identify and describe Key Learning Experiences for teachers and learners. Defining the Key Learning Experiences for a language curriculum allows instructors to take large program (course) learning goals and key performance assessments and use them to develop lesson plans and episodes—further unpacking each learning goal into daily lesson can-do statements, identifying the check(s) for learning that will take place, and outlining the vocabulary and language chunks that correspond to each lesson can-do statement.

▼ Click to view Model Curricula

Let's Go Somewhere
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Students will explore authentic products and practices that relate to traveling to India to visit three states: Rajasthan, Assam and Kerala. They will travel to get to know these regions in India and to investigate significant aspects of the culture or country. Before leaving on the trip, they will learn about the geographical features and climate of the area. They will also practice greetings so that they can address people they meet using appropriate register, titles, courtesy expressions, and gestures. They will pack their backpacks with items they must take along on a virtual or classroom fieldtrip to a region they have chosen. Once they arrive at their location, they will investigate the area and get to know the people and their customs. At the end of the program student will use their language skills to share with their parents what they have learned about the region.
Grade Range: 3-5
Performance Target: NM- NH
Personal Identity
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Students will work with the theme of Identity. They will work with appropriate texts that portray young teenagers who take on responsibilities while learning life lessons and/or with biographical texts about heroes or important people both at home and within the target culture. Students will explore who they are, where they live, their nationalities, and their heritages. Students will also be able to introduce themselves by giving biographical details and will be able to talk about their interests and activities before discussing the people, places, and things that really matter to them. They will comment on the actions of fictional and historical figures from India such as Mahatma Gandhi, Mother Teresa, Rani laxmi bai, Maharana Pratap, Shaktimaan, Mowgli, etc. and will make comments about their personalities and characters. They will work together to tell the story of a modern-day hero from a community or region where the target language is spoken. They will take part in a field trip to meet individuals involved in the local community and identify how various individuals are working to create a better community.
Grade Range: 6-12
Performance Target: NM- NH

Sample Curricula

STARTALK has collected curricula utilized by STARTALK programs to serve as samples and provide support to other educators in their curriculum development process. These samples were provided to STARTALK Central by programs serving a variety of age groups and proficiency levels and were recommended for sharing by STARTALK team leaders. These curricula are intended as examples only. They have been collected over the course of several years and may not utilize current STARTALK curricula formats or models.

▼ Student Language Learning

Hindi and Urdu for Careers in Medicine and Global Health
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In this curriculum, learners interpret and compare how the lives of teens have changed over time as it relates to school and family life, and social endeavors (including friendships and pastimes). Grade Range:
Performance Target:
Contact Hours:
Learner:
Year:
Origin:
9-12, Undergrad
Al-AM
99
Heritage
2017
University of Texas, El Paso
Oh, the Places We Will Visit! Tourist and Traveler
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In this curriculum, students take a virtual trip to Tilonia. Students will “visit” landmarks, historical sites, and virtual host families. During their “stay”, they will write daily blog posts describing their adventures and include photos that document their journey. During their stay, they write daily blog posts describing their adventures and include photos that document their journey. The International Rotary Club in India also wants them to give lunchtime speeches about their experiences. Grade Range:
Performance Target:
Contact Hours:
Learner:
Year:
Origin:
6 -12
IL-IM
60
Non-Heritage
2015
STARTALK
Our Identities, Our Heroes
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This curriculum provides an introduction to Arabic language and culture through a simulated visit to and exploration of a major Arab city. Through this exploration of the city, students will learn and experience Arabic in an authentic cultural context, encountering and analyzing the real, every-day products and practices of their peers in Arab cities and make connections and comparisons with their own lives and experiences in their hometown. Grade Range:
Performance Target:
Contact Hours:
Learner:
Year:
Origin:
6-12
NH-IL
60
Non-Heritage
2015
STARTALK
Oh, The Places We Will Visit! Travel Camp Abroad
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In this curriculum, students will plan a trip to Mussourie, India. They will plan to sightsee and to participate in a nature exploration camp with other teenagers from around the world. Before leaving on the trip, they will need to make preparations. Where will they go? What will they see? They will practice greeting others, using courtesy expressions and culturally appropriate gestures, making introductions, and talking about themselves and their preferences. They will make and taste some authentic foods, and they will apply for necessary travel documents. Grade Range:
Performance Target:
Contact Hours:
Learner:
Year:
Origin:
6-12
NH-IL
60
Non-Heritage
2015
STARTALK
Oh, the Places We'll Go! (Heritage)
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Students plan a trip to Varanasi. They start making preparations (securing travel documents, creating an itinerary, and planning how to get to Karachi) where they choose to help the local people with an environmental problem by working side-by-side with them to improve life in the community. Once students have collected the information and completed each of the steps for the trip planning, they use this information to prepare a multimedia presentation that will convince educators and potential funders of the educational value of the trip, a trip that will build international understanding while increasing opportunities for cultural exchange. Grade Range:
Performance Target:
Contact Hours:
Learner:
Year:
Origin:
9-12
IH
60
Heritage
2015
STARTALK
Oh, the Places You'll Go!
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In this curriculum, students will learn how to express like/dislike/preference of weather and food, talking about a particular task, asking for directions, buying and exchanging goods, buying gift for a birthday party and using different transportation in an imaginary language journey on the Silk Road. Grade Range:
Performance Target:
Contact Hours:
Learner:
Year:
Origin:
K-8
NM-NH
60
Non-Heritage
2015
STARTALK
My World!
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In this curriculum, students will learn to introduce themselves by giving basic biographical details about themselves and their families and will be able to talk about their interests and activities. They will consider the world as a global village of one hundred people and will be able to say and recognize some simple facts about that village—number of people on each continent, number of animals in a village, number of computers, TVs, et cetera. They will consider representative images from Material World to talk about what people have and don’t have. They will discuss items that all children need, such as food, water, clothing, and housing. They will take part in virtual field trips to various markets where they will comment on items, indicating their likes and dislikes and agreeing on whether items are needed or wanted. They will be able to comment on where items they own are from and locate those places on a world map. They will identify one or two items that are very important to them and give simple reasons why. Grade Range:
Performance Target:
Contact Hours:
Learner:
Year:
Origin:
K-8
NH-IL
60
Non-Heritage
2015
STARTALK

▼ Teacher Professional Development

Introduction to Global Project-Based Learning for Teaching World Languages

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Participants will revise their curricula and instructional materials in light of the Common Core State Standards, ACTFL’s World Readiness Standards and the following components of 21st Century Skills Map: Critical Thinking and Problem Solving, Creativity and Innovation, Flexibility and Adaptability, Initiative and Self Direction. They will use backward design with real-world objectives that are age- and stage-appropriate; focusing on culture and content from the core curriculum; including the three modes of communication; providing opportunities for cultural and linguistic comparisons and real-world language use beyond the classroom; and teaching unit segments employing pedagogies that reflect research and best practices.
Year: 2015
Origin:Kean University

Videos

STARTALK has collected video footage from a variety of real classrooms and professional development presentations. These videos can be used alone or incorporated into more extensive teacher education materials as samples of a variety of best practices, including both the STARTALK Principles for Effective Teaching and Learning and the TELL (Teacher Effectiveness in Language Learning) Framework.

▼ Click to view Videos

Kent Video Thumbnail
Novice Hindi Lesson (Kent State University)

The high school students who appear in this video participated in the first semester Elementary Hindi I.
OWN Video
Intermediate Hindi Lesson (Thomas A. Edison Career and Technical Education High School)

This lesson took place during the third day of this unit. The students are 11th and 12th graders and have different oral and written proficiency levels.

Additional Resources

These additional resources have been developed by various STARTALK projects and initiatives over many years and are potentially of interest to Hindi language instructors, language program administrators, instructional coaches, methods instructors, and others involved in Hindi language teaching and/or the training of Hindi language teachers.

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OPI interviews

This is a collection of Oral Proficiency Interviews (OPIs) conducted by ACTFL certified testers demonstrating student performance at the different proficiency levels. To use these videos, teachers should read the Hindi Proficiency Guidelines and analyze the videos by completing the tasks on the OPI main page.
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Audiovisual Modules

These 36 thematic modules are based on real life situations with varied linguistic, social and cultural content. The modules include situations in urban and rural locations with native speakers of different backgrounds, ages and genders. Shot in Jaipur, its neighborhoods, and Pushkar in July 2015, these video clips provide authentic samples of native speakers’ speech. They are unscripted, unrehearsed and non-sequential. The clips are short (one to three minutes), and offer samples of Hindi speech in the presentational and interpersonal modes of communication.
List on computer
Hindi Language Resources

This is a non-comprehensive compilation of resources and materials potentially of interest to Hindi language teachers and learners. This list should not be interpreted as an endorsement of any particular product, resource, service, or content developer, but we hope it provides a valuable resource for the diverse needs of Hindi teachers and learners.

Icons made by Vitaly Gorbachev from www.flaticon.com

Language(s): 

  • Hindi