Resources for Urdu Language Teachers

Man standing in shopFlag of PakistanWomen in traditional clothingSTARTALK 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 Urdu 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 Urdu 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

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, personalities, and characters of fictional and historical figures. They will work together to tell the story of a modern-day hero from a community or region where Urdu 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 Pakistan. 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 Pakistan 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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In this curriculum, students will work with appropriate media and script-based texts that portray Malala Yousafzai, who as a young teenager in Pakistan, stood up against violence from the Taliban in order to promote peace and education for all. Students will explore who she is, where she lives, her heritage, and her contributions to society, particularly the right for girls to have the opportunity to get an education. In the process of learning about and discussing Malala’s and other heroes’ contributions, students will consider their own responsibilities at home and in their communities. 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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Students will plan a trip to Swat Valley, Pakistan. They will explore various tourist options as well as try to locate places that appeal to them, such as Swat River, the waterfalls, the green hills and lakes of Kalam valley, Malam Jabba; the famous ski resort near the Karakoram mountain range, and Mingora, Saidu Sharif. Before leaving on the trip, they will need to make preparations. Where will they go? What will they see? They will learn about important landmarks as well as the geography and climate of the area. Students will design camps with activities and locations they are interested in, write comments on existing webpages (such as on bookingfare.com), and help local organizations establish an online or Facebook presence. 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 Karachi. 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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Students plan a trip to Gilgit-Baltistan. Students begin by setting a date for the trip and planning a schedule that outlines tasks that need to be completed prior to the trip. They identify resources needed to complete a timeline of tasks and agree on the personal responsibility for each task. Students then spend time researching locations, visiting websites, watching videos of the region, and exploring the possibility of volunteering in a nature preserve or other situation. Depending on their interests, students choose one experience in which they want to help to improve life in the community by working side-by-side with residents. 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

U Penn Video Thumbnail
Intermediate Urdu Lesson (University of Pennsylvania)

This lesson took place the first day of week three during the summer course at the University of Pennsylvania Urdu STARTALK student program. The students range in age from 18–21 years old and are heritage learners at the Intermediate Low level.

Additional Resources

These additional resources have been developed by various STARTALK projects and initiatives over many years and are potentially of interest to Urdu language instructors, language program administrators, instructional coaches, methods instructors, and others involved in Urdu language teaching and/or the training of Urdu 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 Urdu Proficiency Guidelines and analyze the videos by completing the tasks on the OPI main page.
List on computer
Urdu Language Resources

This is a non-comprehensive compilation of resources and materials potentially of interest to Urdu 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 Urdu teachers and learners.

Icons made by Vitaly Gorbachev from www.flaticon.com

Language(s): 

  • Hindi