Arlington County School Board ()

Language(s)

Date(s)
  • December 31, 1969 – December 31, 1969: ()
Location(s)
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Summary

The three-week summer program will provide 50 middle school students (i.e. rising 6th through 8th graders) with Chinese and Arabic instruction, at Novice Low and Novice Mid levels, for 4.5 hours a day for 15 days (i.e. 67.5 total hours of instruction) from July 10 to July 28. Teachers will have more than 30 hours of pre-service training, plus one half-hour before class each day to prepare their materials and consult with one another, and two hours after class to reflect on their teaching practice and review the day's work, including weekly work in the computer lab analyzing their students' progress in providing evidence for LinguaFolio CAN DO statements. Additionally there will be some post-program time to assess implementation. Teacher assistants will be included in part of the pre-service week, working with teachers to prepare activities and materials, and will work in-class to help students.
Outcomes include students' self-assessment as CAN DO or CAN DO WITH HELP on at least seven pre- identified LinguaFolio indicators embedded in the curriculum covering major language domains, and a majority of students indicating satisfaction with their experience, some with the intent of pursuing further studies in the language during the year.

Contact(s)


OneWorld Now! ()

Language(s)

Date(s)
  • December 31, 1969 – December 31, 1969: ()
Location(s)
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Summary

OneWorld Now!’s vision is that all young Americans have access to transformative international education. In our tenth year offering the STARTALK summer immersion program, we will hold a three-week-long, non-residential Arabic, Chinese, and Korean language immersion program for at least 51 non-heritage high school students in Seattle, with a focus on minority and low-income high school youth. The program includes 15 six-hour days, for a total of 90 contact hours. The desired outcome of the STARTALK-OWN Summer Language Camp is to introduce the students to Arabic, Mandarin Chinese and Korean, motivate them to continue their language and cultural studies, and encourage them to explore related post-secondary studies and careers with a demand for critical languages.

Contact(s)


University of Nebraska ()

Language(s)

Date(s)
Location(s)
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Summary

The residential Chinese Language, Culture and Technology Academy will consist of 14 instructional days (135 instructional hours) for high schools students grades 9-12 who are beginning students of Chinese. The outcomes of the Academy are 1) to develop interest in Chinese language and culture among high school students resulting in the establishment of programs across Nebraska 2) to immerse 20 high school students in the Chinese language and culture using innovative digital media for teaching, learning and assessment 3) to pair each high school Chinese learner with a teacher of Chinese to serve as a mentor and 4) to promote continued development of the Chinese language and culture through the LinguaFolio Online designed to assess student achievement and encourage continued study.

Contact(s)


University of Massachusetts ()

Language(s)

Date(s)
  • December 31, 1969 – December 31, 1969: ()
Location(s)
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Summary

After this course, participants will be able to discuss and employ the ACTFL World-Readiness Standards and STARTALK-endorsed principles, and be able to implement best practices in their lesson planning and classrooms. Teachers will be able to write a Standards-Based and Thematically organized curriculum and present it for peer and faculty review at the October following up day. We plan to have 20 Chinese language teachers from grades k-12 for this intensive, mentored experience of teaching with student-centered instruction, 8 of whom will be fully integrated into the Mandarin Student Camp for 10 days due to their Advanced learning status. The Teacher program runs for 10 days between July 8 to 20 from 9:00-4:00 each day, with an additional learning day scheduled in the fall, and a follow-up day to review final curriculum units, totaling 95 hours, plus 12 additional hours of professional development will be offered post-program at UMass programs for Chinese Language Teachers. The combined student and teacher program will allow collaborative teaching and learning for the 2 groups of participants in the Teacher program, while providing opportunities for students to receive individualized attention, support, and authentic/spontaneous experiences speaking Mandarin, which is intended to assist the New group of teachers to encourage student speaking in unscripted, spontaneous conversation.

Contact(s)


University of Hawaii Systems ()

Language(s)

Date(s)
Location(s)
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Summary

Seven or eight of the ten teacher trainees at the STARTALK-Hawaii Institute will primarily be teaching grades 7-12; the rest may be distributed among elementary schools, community schools, or colleges. The Institute is 22 days long, on average 10 hours per day. Outcomes of the Institute include: Teachers will be able to identify the characteristics of a standards based, learner-centered, task- and performance oriented program. They will know what the 5Cs and the three modes look like when implemented in a curriculum.
They will be very familiar with the STARTALK principles, and will begin to innovate in "comprehensible input" strategies, particularly for reading. They will explore project-based learning. And they will gain experience and confidence in implementing these principles into their own planning, teaching, and assessment practices.

Contact(s)


UNIVERSITY OF VIRGINIA ()

Language(s)

Date(s)
  • December 31, 1969 – December 31, 1969: ()
Location(s)
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Summary

The 2017 VSCSA program at the University of Virginia aims to provide a linguistically and culturally enriched online learning environment for high school students who are rising 9th-12th graders in the Commonwealth of Virginia and other regions in the US. Students will embark on a 12-day virtual journey in Beijing from July 6 to July 20 in 2017 that concurs with the major timeframe of the VSCTA teacher program. Upon the completion of the program, the learners will develop a positive “Can-Do” attitude and attain proficiency at the intermediate-low level according to ACTFL’s proficiency guidelines. Curricular requirements and lesson plans will be effectively implemented in alignment with the can-do statements across the three communicative modes specified in the online LinguoFolio. The total instructional hours are 45 hours, including time committed to online orientation and synchronous and asynchronous online learning. The program features quality online learning that is made possible by research-endorsed best practices in language pedagogy and cutting-edge technology platform and tools. Learners have ample opportunities to engage in active learning that is intended to be fun, engaging, and motivating. To complete online application, please view the program website at http://www.startalkuva.com.

Contact(s)


LOS ANGELES UNIFIED SCHOOL DISTRICT ()

Language(s)

Date(s)
  • December 31, 1969 – December 31, 1969: ()
Location(s)
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Summary

The 2017 STARTALK funds will guarantee continued Arabic culture and language learning opportunities at Bell and Hamilton high schools (levels I and heritage speakers, grades 7th through 12th). The program will offer 60 students the opportunity to receive Arabic immersed instruction of 90 hours (75 hours of face-to-face and 15 hours) asynchronous learning model enhanced through technology, visual and performing arts from July 6th, 2017 to August 2nd, 2017. The goal of the program is to increase oral and written proficiency by one sub-level on the ACTFL Proficiency Scales (Arabic I NM-NH, Heritage IH-AL). We anticipate that approximately 90% of our Level I, and heritage students will continue in our 2017- 2018 academic year to increase enrollment in Arabic I and Arabic III Honors programs offered by the two schools.

Contact(s)


Springfield Public Schools ()

Language(s)

Date(s)
  • December 31, 1969 – December 31, 1969: ()
Location(s)
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Summary

The StarTalk funded Chinese Dragon's Math Maze - Building Community through Kindness Program will enable approximately 102 children from the City of Springfield and some surrounding communities to receive introductory as well as ongoing instruction in Chinese Language and Culture from grades K- . The program will run daily from 8:30 to 2:30 for 15 days, for a total of 90 instructional hours.
A pre-program, baseline assessment will determine students' prior knowledge and will be used for appropriate placement of students. While 6th, 7th, and 8th, and 9th graders will participate in the online
Lingua Folio assessment, a culminating student performance activity for ALL students will serve as a summative outcome indicating mastery of math content and skills, as well as knowledge of language and culture.

Contact(s)


City of Boston ()

Language(s)

Date(s)
  • December 31, 1969 – December 31, 1969: ()
Location(s)
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Summary

The STARTALK Arabic Summer Academy is an intensive non-residential summer language course, designed as an enrichment program for students enrolled in the Boston Public Schools (grades 9-12). Through this 24-day program encompassing 144 instructional hours of Arabic language and culture learning, high-school students can earn credit at the beginning and intermediate levels over the course of multiple summers. The program graduates 40 students who have reached proficiency between the novice-high and intermediate-low levels in Arabic.

Contact(s)


Global Language Project, Inc. ()

Language(s)

Date(s)
  • December 31, 1969 – December 31, 1969: ()
Location(s)
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Summary

The 2017 GLP STARTALK program will last 13 days, and provide returning lead participants 78 contact hours and new participants with 60 hours; it will include 24 total participants, four to six returning teacher leaders and 18 to 20 new participants. Participants will focus on the TELL Domain areas of ‘Planning,’ the ‘Learning Experience,’ and ‘Professionalism.’ Participants will have the opportunity to participate in full group and small group lectures and sessions, as well the chance to peer-teach and micro-teach at a Harlem-based summer camp. The returning teachers will be given training to prepare them to be the next generation of teacher leaders. All participants will earn New York State CTLE professional development credits and have the opportunity to earn graduate level credits through Queens College or other university partners.

Contact(s)


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