Hope Chinese Charter School ()

Language(s)

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

The “STARTALK STEM-Integrated Chinese Summer Program" at Hope Chinese Charter School (HCCS) will engage 64 rising-grade K-6 students, proficiency levels ranging from beginner to Intermediate-high, in a Chinese immersion environment for four weeks (95 instructional hours) through a series of integrative and interdisciplinary language learning experience with STEM subjects and activities.
"Welcome to Panda Panpan’s Bamboo Garden!" is the theme for the program where the Panda Panpan, a fun and fictional character, will help the students walk through a variety of topics, such as All about Panpan (life facts of panda, personal information and daily activities), Panpan’s Bamboo Garden (edible and non-edible plants, food, animals and home/school community), Panpan’s Friends in the World (world geography, customs and traditions, and plants in different countries), and Help Panpan Protect Her Home (Environment and conservation for our home and the earth).
At the end of the program, the students will accomplish or will maintain their Chinese language skills at the target proficiency levels, and achieve all the program learning goals in interpretive, presentational, and interpersonal modes of communication.

Contact(s)


Bryant University ()

Language(s)

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

This program is a 3-week intensive summer training and practicum program during July 5-25, 2017 for current and future K-12 Chinese language teachers (no classes on weekends).

The targeted participants are prospective and novice (0-2 years of teaching experience) Chinese teachers from public/private K-12 schools, teacher colleges or graduate programs, and heritage/community schools.

Aligned with ACTFL standards and STARTALK principles, the primary goal of the program is to equip teachers with teaching skills and strategies that will enable them to teach Chinese with at least 90% use of target language. The program also includes important sessions on national standards, backward-design curriculum development, performance-based assessment and teaching technology.

The program features:
• Certificate of 100 professional development credit hours;
• 3 graduate credits (optional) from Bryant University with tuition discount;
• Lectures and seminars by renowned scholars and experts;
• Workshops by experienced teachers to share teaching strategies and classroom activities;
• Real practice classes with middle and high school students;
• Coaching on lesson plan and instruction by lead instructor;
• Team teaching and evaluation;
• Field trip to Newport Mansions in Rhode Island and Boston;
• Campus dorms available for FREE for participants who live 30 miles away from Bryant University campus (first come first served);
• Breakfast and lunch provided

Contact(s)


Stanford University ()

Language(s)

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

The proposed program will take place from July 5th through July 28th) and is designed for beginning (Novice Level) Mandarin language and culture middle school students from diverse cultural backgrounds, especially Latino students. The curriculum centers on the literary text, "A Rocket Ship Trip to the Moon" and focuses on providing non-heritage students with a content and culture-rich learning environment where they acquire essential Chinese linguistic functions and cultural features to explore our STEM/STEAM sub-theme and prepares them to perform at a higher level of confidence and competence when they enroll in a Mandarin course in middle or high school in the fall of 2017. The curricula will be delivered via interactive instructional strategies that engage students in the learning process and will be differentiated to address the diverse learning abilities and learning styles of the participants. Both formative and summative assessment strategies will be employed to assess student performance, including student self-assessment and the completion of group projects that demonstrate that the students can apply their new content knowledge related to the fields of STEM/STEM as well as their Chinese language and culture skills to accomplish real-world tasks.

Contact(s)


AMERICAN COUNCILS FOR INTERNATIONAL EDUCATION: ACTR/ACCELS, INC. ()

Language(s)

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

Discover Russian is a four-week introduction to Russian language and culture course that will be offered by American Councils for International Education and Thomas Jefferson High School for Science and Technology (TJHSST), to 24 rising 6th-12th graders at TJHSST’s campus in Fairfax County, Virginia. The program fosters interest in Russian language and culture among students with and without access to Russian programs in their schools and/or communities by offering two levels of classes: Level One for those new to Russian and Level Two for those with prior Russian language experience. Although placement will be determined by language proficiency and not age, differentiation will occur to accommodate students’ varying rates of learning and levels of maturity. Classes will meet for six hours each day for 19 days, for a total of 114 hours of immersion instruction. Participants in Level One will reach Novice-Mid level proficiency by program’s end, while those in Level Two will attain Novice-High and sometimes Intermediate Low.

Contact(s)


University of Iowa ()

Language(s)

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

The University of Iowa (UI) proposes to offer a four-week summer intensive Chinese program for Iowa high school students with zero or little background in the Chinese language to receive three college credit. We expect to enroll 26 senior high school students from the Iowa City Community School District (ICCSD) and Cedar Rapids Community School District (CRSD), as well as other areas of Iowa State. This is a day-class program with a residential component for students from farther away, and it includes 114 class contact hours plus extra-curricular activities. By the end of the program, students are expected to reach ACTFL Novice Mid to High level proficiency in listening, speaking, reading, and writing. The major curricular goals for the proposed program are to have students learn the language, develop language competencies, and experience Chinese education, culture, customs, and history through a theme-based virtual environment, communicative-based teaching methods, hand-on activities, culture workshops, contextualized performance, and field trips.

Contact(s)


University of Massachusetts Boston ()

Language(s)

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

The 2017 summer theme “School Life” allows students to learn language in context with relevance to their daily lives and/or future aspirations and is designed to improve students’ communication skills significantly, advancing proficiency levels by the end of camp. A small group of “Student-Leaders,” 5-10 maturing high school students with 3-4 years of camp, will assist staff, instructors in classrooms, and lead student activities while participants in the Teachers program will be visiting classes to conduct authentic dialogs with native speakers. An additional 8 Advanced participants from the Teacher program will be co-teachers/practice-teachers and will help differentiated learners, demonstrate authentic conversations, and plan and teach the cultural electives. We will accept 50 Massachusetts students from grades 6-12 to study in 4 levels of Mandarin (Novice-low through Intermediate-high) for a program that runs July 6 to 26 with daily hours from 9:00am-4:00pm generating 105 hours of learning, plus an optional post-daily program from 4:00-6:00pm for an additional 25 hours of arts, games, and language and technology-based projects. The combined student and teacher program will allow collaborative teaching and learning for the 2 groups of participants in the Teacher program, while providing frequent opportunities for students to have individualized attention, support, and authentic/spontaneous experiences speaking Mandarin.

Contact(s)


Bayan Claremont ()

Language(s)

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

Our 100% online thematic Arabic program for high school and college students will engage students around carefully-selected samples of Arabic literature that reflect the richness of cultural expression in various lands during medieval times. Students at the "intermediate low proficiency level" are encouraged to participate, and the format consists of daily synchronous and asynchronous language learning experiences. Lessons will explore the genres of travel writing, frame tales, history, scientific writing, humor, and poetry. By the end of our program, students will know about genres of Arabic literature, famous person, interesting locales, and will be able to talk with others about cultural exchange and influence, and will have enhanced their abilities in the modes of communication as a foundation for further intermediate level study. They will be able to present information on historical eras and figures, stories from Arab culture, and aspects of daily life that have changed and remained the same.

The program involves 100 hours over five weeks of online language study, comprised of self-paced work as well as live meetings from Monday through Thursday for 1.5 hours per day. Students who complete the program will be provided certificates. We aim to enroll up to 38 students nationwide who are dedicated to the entire program.

Contact(s)


Boston University ()

Language(s)

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

This is a two-part six-week online program: the initial three-weeks will consist of intensive instruction delivered completely online, the second three weeks will consist of developing a teaching portfolio with guidance from the Program Director. The sixteen participants will include beginning and experienced teachers of Korean mostly from K-16 institutions. They will learn how to create language resources using educational technology that will enable them to incorporate the STARTALK-Endorsed Principles for Effective Teaching and Learning, the Teacher Effectiveness for Language Learning Framework, and the World-Readiness Standards for Learning Languages into their Korean classes. At the conclusion of the sixth week, participants will receive feedback and suggestions for improvement.

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 3 through August 3. 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 sponsoring ongoing dialogue on Arabic and Chinese language and cultural issues in the high schools during the academic year.

Contact(s)


Agnes Scott College ()

Language(s)

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

The 12-day Chinese and Turkish programs with a total of 84 hours instruction in Chinese or 84 hours instruction in Turkish will allow 24 middle school and high school students (grades 6-12) who have limited or no previous experience in Chinese to attain novice-mid proficiency in Chinese, and 10 high school juniors and seniors (grades 11-12) along with college freshmen and sophomores who have limited or no previous experience in Turkish to attain novice-mid proficiency in Turkish. During each 7-hour day, students will engage in immersive language learning, practicing Martial Arts or Taekwondo, drumming, and music. The theme “A Musical Journey through China, a Musical Journey through Turkey” will provide ample opportunities for communication about food, geography, families, music, and basic greetings and introductions; learning about the cultures and content of the Chinese/Turkish traditions, music and sports; connecting to art and history. A field trip to the Atlanta Chinatown and the Turkish Istanbul Cultural Center will provide a rich exchange of activities with native speakers and an authentic opportunity for interpersonal communication. By the end of the program, students will reach "novice-mid" in all modes of communication based on the ACTFL proficiency guidelines and will be able to handle many authentic tasks, including telling and asking about basic personal information, commenting on their favorite Chinese or Turkish food, cities and musical instruments, designing itineraries, and performing skits and songs in Chinese or Turkish.

Contact(s)


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