Additional Resources to Support to STARTALK Principles

The following resources are available to support world-language programs as they apply the STARTALK Principles to ensure that learners are engaged in meaningful, real-world learning experiences that prepare them to use the target language beyond the classroom.

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Implementing a Standards-Based and Thematically Organized Curriculum
Principle Overview: Learner Experiences and Teacher Responsibilities This is a printable PDF that defines the principle, and breaks down the principle indicators. With the indicators, the identified learner experiences are possible because of the work done by the teacher. The corresponding teacher responsibilities provide guidance for the teacher by indicating key criteria from the TELL Framework.
Principle Overview Video This video provides an overview of what it means to implement a standards-based and thematically organized curriculum, and shows how a Korean program successfully puts this principle into action within their program.
Developing Learning Targets This collection of materials, including a processing guide, videos, infographics, and other resources, supports instructors in developing learning targets that guide standards-based learning experiences and indicate what students will be able to do and what they need to know by a lesson’s end.
STARTALK Model Curricula The STARTALK model curricula focus on themes of identity and travel. They serve as examples and were created for students of different ages and proficiency levels. Student programs are encouraged to adapt the model curricula to meet the specific needs of learners in their programs.
Learning Module on Proficiency This learning module defines proficiency and explains why proficiency is important to STARTALK teachers and students.
Putting the Standards Front and Center Occidental College’s Putting the Standards Front and Center provides program directors and lead instructors with multiple resources that support instructors in providing standards-based instruction. The materials include videos, a model unit, lessons, and learning episodes.
The Journey to Become a Standards-Based World Language Teacher A part of the STARTALK Multimedia Workshops, this workshop follows the experiences of a group of Chinese language teachers who share the stories of their journeys to become professionals. Please note, this workshop requires Adobe Flash.
Conducting Performance-Based Assessment
Principle Overview: Learner Experiences and Teacher Responsibilities This is a printable PDF that defines the principle, and breaks down the principle indicators. With the indicators, the identified learner experiences are possible because of the work done by the teacher. The corresponding teacher responsibilities provide guidance for the teacher by indicating key criteria from the TELL Framework.
Principle Overview Video This video provides an overview of how to conduct performance-based assessments, and shows how a Russian program successfully puts this principle into action within their program.
Conducting Performance Assessments This collection of materials, including a processing guide, videos, infographics, and other resources, supports instructors in using assessment strategies that will allow students to demonstrate what they can do with what they know, and provide students with helpful feedback that advances the attainment of the performance objectives.
Assessment for Learning This presentation helps answer the question “How do you know what learners can do with what they have learned?” and supports instructors in gathering evidence of performance frequently so both learners and educators can reflect on progress.
Checking for Learning in STARTALK Student Programs This resource provides in-depth information about assessment in language programs, including background research and implementation support for the strategies and concepts discussed.
Checking for Understanding This collection of materials, including a processing guide, videos, infographics, and other resources, supports instructors in the use of strategies to check for understanding, so that they can be sure of what students have learned and make any changes needed to increase learner understanding.
PULSAR – Language Learning Portfolio Pulsar is an online language portfolio that allows students to collect evidence demonstrating their communicative abilities in a world language. The ePortfolio allows students to upload evidence of their proficiency according to the NCSSFL-ACTFL Can-Do Statements.
Integrating Culture, Content, and Language
Principle Overview: Learner Experiences and Teacher Responsibilities This is a printable PDF that defines the principle, and breaks down the principle indicators. With the indicators, the identified learner experiences are possible because of the work done by the teacher. The corresponding teacher responsibilities provide guidance for the teacher by indicating key criteria from the TELL Framework.
Principle Overview Video This video provides an overview of what it means to integrate culture, content, and language when designing lessons, and shows how a Russian program successfully puts this principle into action within their program.
Example: Integrating Culture, Content, and Language This video explains the importance of integrating culture, content and language to the highest degree possible in world language lessons. Concepts are presented and explained using a STEM Chinese classroom as an example.
Integrating Culture, Content, and Language At-A-Glance This At-A-Glance provides examples of learning experiences that integrate culture, content, and language for meaningful communication: knowing how, when, and why to say what to whom.
Chinese Immersion: Lesson Planning in the Content-based Classroom A part of the STARTALK Multimedia Workshops, this workshop provides hands on professional development for K-12 immersion teachers on how to develop lesson plans that include both content and target language learning. Please note, this workshop requires use of Adobe Flash.
Using the Target Language and Providing Comprehensible Input for Instruction
Principle Overview: Learner Experiences and Teacher Responsibilities This is a printable PDF that defines the principle, and breaks down the principle indicators. With the indicators, the identified learner experiences are possible because of the work done by the teacher. The corresponding teacher responsibilities provide guidance for the teacher by indicating key criteria from the TELL Framework.
Principle Overview Video This video provides an overview of what it means to use the target language to provide comprehensible input, and shows how a Chinese program successfully puts this principle into action within their program.
Example: Using the Target Language and Making It Comprehensible These videos consider two key questions: Why is it so important to use the target language, and how do we make input comprehensible?
Teacher Demonstration of Target Language & Comprehensible Input - Portuguese (Lily Bueno) In this video, Portuguese instructor Lily Bueno demonstrates a series of strategies for teachers to stay in the target language and make input comprehensible, eve for novice level language learners. The strategies are applicable to any teaching context and can help any teacher increase their target language use in a way that supports learner comprehension.
Teacher Demonstration of Target Language & Comprehensible Input - Chinese (Marty Chen) In this video, Marty Chen demonstrates a series of strategies for teachers to stay in the target language and make input comprehensible, even for novice level language learners. Notice that even if you do not know a word of Chinese, you are still able to follow along with each step of the lesson, comprehend key information, and participate when asked to do so. All of these strategies are applicable to any teaching context and can help any teacher increase their target language use without worrying that students will not understand.
Using the Target Language and Comprehensible Input This collection of materials, including a processing guide, videos, infographics, and other resources, support instructors in creating a context within which language acquisition can occur, and provide a plan for implementation of effective strategies when providing comprehensible input.
Empowering Students to Use the Target Language These materials, including a processing guide, videos, infographics, and other resources, guide instructors in providing support that learners need to excel in applying their language learning to achieve meaningful output.
Using the Target Language and Providing Comprehensible Input—90% In these videos, the teachers use the target language at least 90 percent of the time. Examples are provided in Chinese and Arabic.
Staying in the Target Language A part of the STARTALK Multimedia Workshops, this workshop highlights both reason and strategies for continuous use of the target language in the world language classroom in a manner that is engaging and comprehensible. Please note, this workshop requires the use of Adobe Flash.
Using the Target Language and Providing Comprehensible Input for Instruction In these videos, the teacher demonstrates and models to make input comprehensible. Students learn vocabulary from using it in language-rich contexts such as stories, hands-on experiences, picture descriptions, or subject-matter content. Examples are provided in Chinese, Hindi, and Arabic.
Making Meaning in the Immersion Classroom Making Meaning in the Immersion Classroom is a five part video series developed to help immersion teachers understand the concept of comprehensible input and to enable teachers to make input clear to students. Although developed with the immersion classroom in mind, teachers in other types of language programs will find the concepts and strategies applicable to their settings as well.
Facilitating a Learner-Centered Classroom
Principle Overview: Learner Experiences and Teacher Responsibilities This is a printable PDF that defines the principle, and breaks down the principle indicators. With the indicators, the identified learner experiences are possible because of the work done by the teacher. The corresponding teacher responsibilities provide guidance for the teacher by indicating key criteria from the TELL Framework.
Principle Overview Video This video provides an overview of what it means to facilitate a learner-centered classroom, and shows how an Arabic program puts this principle into action within their program.
GRR Model for Language Learning This chart explains how to apply the Gradual Release of Responsibility (GRR) Model to language learning.
Classroom Management This video focuses on two key elements of classroom management: clear learning goals, and clear expectations for behavior. It highlights strategies for instruction and assessment that can be used throughout lessons to maintain control of the classroom without sacrificing student engagement.
Engaging Language Learners These materials, including a processing guide, videos, infographics, and other resources, guide instructors through strategies for capturing students’ interest and attention so that meaningful learning can occur.
Facilitating a Learner-Centered Classroom: Real world tasks In these videos, each teacher engages learners in cognitively challenging real-world tasks. Examples are provided in Arabic and in Chinese.
Learner Centeredness Module In this module, the concept of learner-centeredness is introduced and modeled in a videotaped Learner Centered Workshop for STARTALK teacher leaders of critical languages.
Adapting and Using Age-Appropriate Authentic Materials
Principle Overview: Learner Experiences and Teacher Responsibilities This is a printable PDF that defines the principle, and breaks down the principle indicators. With the indicators, the identified learner experiences are possible because of the work done by the teacher. The corresponding teacher responsibilities provide guidance for the teacher by indicating key criteria from the TELL Framework.
Principle Overview Video This video provides an overview of what it means to adapt and use age-appropriate authentic materials, and shows how an Arabic program puts this principle into action within their program.
The Power of Image This presentation provides easy to implement strategies for working with visual texts in the target language, in order to incorporate images into the classroom in ways that allow learners to interpret, negotiate, and make meaning from the image.
Language Specific Key-Learning Experiences These language-specific key learning experiences expand the lesson can-do statements identified in stage 3 of the STARTALK model curricula by outlining vocabulary and language chunks for each learning target, with corresponding checks for learning. Many include links to authentic resources.
STARTALK Resource List of Language-Specific Materials STARTALK has complied lists of language-specific materials, including articles, cultural and language-learning websites, authentic materials and media, professional organizations, and community and heritage organizations.