University of Minnesota ()

Language(s)

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

The TACCL program is a two-week summer teacher education experience for Chinese language teachers that will improve their ability to design standards-based curricula that fosters higher levels of Chinese language and cultural learning in their students. This program is a ten-day blended learning experience with 60- hour program for 20 Chinese language teachers who are teaching or plan to teach in immersion and second language programs. Participants will be able to better identify and enact the characteristics of culture in proficiency-based instruction, and the specific implications for curriculum, instruction and assessment for a U.S. classroom. Participants will prepare and deliver lesson plans and assessment plans that emphasize these understandings and practice through micro teaching and receive feed back on their teaching. Participants will produce a cultural growth road map of their own transformative and developmental culture learning, authentic Chinese language teaching materials, assessment rubrics and share them with others.

Contact(s)


University of Wisconsin-Madison ()

Language(s)

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

“My Journey to South Korea” serves as the theme for the 2018 UW-Madison STARTALK Korean Language & Culture Academy. We will recruit 35 high school students with no or very little prior experience with Korean with the objective of them reaching a Novice Mid to Novice High level of proficiency by the programs’ end. Learning objectives include developing communicative competencies in contexts of travel, family, food, weather and popular culture while exploring Korean cultural practices, products and perspectives. The program will meet for five hours per day, Monday-Friday, over four weeks, for a total of 100 instructional hours.

Contact(s)


Fargo Public Schools ()

Language(s)

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

Twelve teachers of Chinese of either beginning or emerging level will participate in this three-week, 120
hour Teacher Program. The first week will be online and asynchronous, the second and third weeks will be
in Fargo. Participants will interact with instructors and each other in peer editing, visit Concordia Language
Villages Chinese Village, Sen Lin Hu, and receive MOPI training during the second week. The third week,
participants will develop curriculum for their micro-teaching experience and spend the day in the student program,
practicing their new techniques and receiving feedback. Participants will be able to articulate and practice
various criteria from the TELL Modules: Planning, The Learning Experience, Learning Tools
and Performance and Feedback , collecting their evidence in Linguafolio Online.

Contact(s)


Fargo Public Schools ()

Language(s)

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

This three-week Chinese immersion program will allow 48 participants grades, 3-5 and 6-8 to attain a novice-mid
proficiency level in Chinese. During the six hour days, students will engage in dynamic task-based
language learning, practicing martial arts, calligraphy, cooking, and Chinese ink painting. The theme Exploring the Regions of China will explore the four regions of China:, North, South, East, and West. Students will learn about the geography including flora and fauna, climate, clothes, monuments, famous people, and foods in thematic units. A field trip to Concordia Language Villages Chinese Village, Sen Lin Hu, will provide a rich exchange of activities and an opportunity for interpersonal communication.

Contact(s)


CAIS ()

Language(s)

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

The CAIS STARTALK K-8 Chinese Teacher Training Program will provide twelve teacher participants with the fundamentals for instruction in a Chinese language classroom. This intensive one week training for teachers will facilitate high quality Chinese language programming in their schools. Teacher participants will learn the critical skills they need to be innovative and successful in the classroom during the forty hours of instructional time which have a focus of in class practicums built into the program design. They will build and evaluate curriculum, integrate culture into their language program, develop performance based
assessments, and access authentic teaching tools and resources. Through hands-on classroom teaching, participants will interact with real students studying Chinese in CAIS student program.

Contact(s)


CAIS ()

Language(s)

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

The purpose of the CAIS STARTALK Elementary Immersion Program is to provide continuity for retention, enhanced learning, and reinforcement of Chinese language and culture skills to a constituency of San Francisco Unified School District and student who are studying in similar immersion models that would otherwise not be able to access such an opportunity. As a result of participating in the summer program, students will be confident of their language capabilities and enjoy learning about Chinese culture in a fun environment. Students who have been identified as struggling during the school year have the chance to
reinforce their learning. We are targeting twelve students per grade, 1st to 5th grade inclusive for two three week sessions for a total of one hundred fifty students and two hundred and ten instructional hours.

Contact(s)


Howard Community College ()

Language(s)

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

HCC will provide summer courses in Arabic and Chinese to 60 high school students in Howard County. HCC will recruit students from grades 9 – 12 from public, private, and homeschools in the county and will provide them with 86 hours of instruction over five weeks from July 2 through August 2. Outcomes include: exiting participants at the novice mid or novice high level, increasing understanding of Arabic and Chinese speaking cultures, recruiting learners to continue with second semester language offerings in the fall semester, exposing learners to potential career opportunities requiring the knowledge and skills in a critical language, and continuing to promote heightened awareness and conversation around Arabic and Chinese language and cultural issues in the community throughout the academic year.

Contact(s)


Harvard University ()

Language(s)

Date(s)
Location(s)
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Summary

“STARTALK: Bridges to Russia: Culture and Social Studies” is a four-week (100 hours) intensive Russian language program for heritage speakers of Intermediate High and Advanced Low levels of proficiency, who attend high schools in the US (20 participants). The theme of the program is personal and family stories in the broader context of Russian history of the 20th century with the linguistic focus on reading and writing proficiency. Our students will be involved in community service at the local retirement home, where they will conduct a series of interviews with the Russian-speaking residents and show to them their final projects (digital story telling – in collaboration with Harvard Art Museum) /performance (theater) /Editorial Room (newspaper writing). This year, we will offer to our instructors a four-day comprehensive professional development seminar on STARTALK principals, lesson planning and teaching techniques.

Contact(s)


University of Toledo ()

Language(s)

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

• The STARTALK-CHELER Chinese Leadership Program is designed to expand the conceptual understanding and practical teaching skills of experienced K-12 teacher leaders of community-based Chinese heritage schools/programs. The blended residential teacher program includes a one-month online session, an eight-day workshop on the main campus at the University of Toledo, and a semester-long online forum, with approximately 88 hours of instruction. The instruction and learning experiences will be differentiated for new and returning STARTALK participants. Teacher participants will collaborate in small groups to develop a Standards-based age-appropriate unit and student learning plans using backward design planning and STARTALK Endorsed Principles and to conduct micro-teachings to volunteer Chinese heritage speakers. The goals of the 2018 Program are to enhance the knowledge and skills of 18 participants by developing pedagogically-sound learning plans with technology and teaching practices focusing on the literacy development of Chinese heritage speakers and differentiated instruction (returning STARTALK participants particularly).

Contact(s)


BYU ()

Language(s)

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

The BYU Arabic STARTALK Camp is designed to light the fire of motivation in students as they experience that they can learn a lot of Arabic language and culture in just three weeks. Our theme, “Avicenna’s Astrolabe,” centers on a collaborative mystery-solving game set in the present. Students are tasked to find an ancient cure to a deadly disease that threatens to decimate the modern world. The key to doing so is an astrolabe once held by the famous polymath, Ibn Sina (a.k.a. Avicenna). By exploring cities and talking to people from both the modern and medieval Arab world, students uncover the story of the astrolabe as it passed hands from civilization to civilization, while also finding clues leading them on to discover the cure they seek. In the process, students will internalize basic communication skills while also experiencing a variety of Arab cultures and historical perspectives that highlight the impact of Arabo-Islamic civilization on the West. They will also learn about past and present violent reactionary movements in the East and the West that manipulate religion to foment hate and gain power. Beginners get off to a great start and are well on their way to completing the equivalent of a year of high school Arabic (they receive credit for one semester and may complete the second online). We will again offer an option that will allow those who already know the Arabic script to complete a year of high school credit. Even more advanced students may receive credit for second-year high school Arabic. All will come away with a solid repertoire of pragmatic speaking and reading skills and gain significant hands-on experience with Arab culture. Students learn through doing. They live the language, learning to perform authentic tasks. They are immersed in music, films, games, cooking lessons, and visit a mosque and restaurant. Tutors are available day and night to act as role models and to help students of varying abilities and challenges succeed. World-class teachers are experienced in making learning fun and adjusting instruction to individual needs. Students practice and demonstrate their progress in role plays and in day-to-day living, which helps to build confidence. All students are urged to push on during the academic year with our award-winning distance-learning course that includes live support from tutors. Some former students who have done so have already distinguished themselves in follow-on abroad experience and realized the goal of acquiring advanced levels of proficiency in Arabic. BYU’s Arabic camp is a great springboard. Consider the example of Rachel, who participated in our 2014 camp: https://news.byu.edu/news/rubbing-elbows-un-diplomats-byu-students-win-i...

Contact(s)


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