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2016 PROGRAM DIRECTOR

IMPACT SURVEY REPORT:

STUDENT PROGRAMS AND TEACHER PROGRAMS

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Contents

Introduction .................................................................................................................................................. 3

Executive Summary ....................................................................................................................................... 4

Questions Asked in the Survey of Directors of 2016 STARTALK Teacher Programs ..................................... 7

Questions Asked in the Survey of Directors of 2016 STARTALK Student Programs ..................................... 9

Section One: Impact on Critical Language Programs .................................................................................. 12

Section Two: Impact on the Institution ...................................................................................................... 21

2.1. Impact on the Institution: Teacher Programs .................................................................................. 21

2.2. Impact on the Institution: Student Programs .................................................................................. 23

Section Three: Impact on Study Abroad Programs ..................................................................................... 28

Section Four: Impact on Student and Teacher Participants ....................................................................... 32

4.1. Employment of Past STARTALK Participants .................................................................................... 32

4.2. 2016 STARTALK Impact on Teacher Program Participants .............................................................. 39

4.3. 2016 STARTALK Impact on Student Program Participants .............................................................. 45

Section Five: Impact on the Field ................................................................................................................ 50

Section Six: Impact on the Community ....................................................................................................... 55

Section Seven: About Your Program ........................................................................................................... 59

Appendix A: List of School-Based and University Language Programs Started as a Result of STARTALK

Programs (2010–2016)

Appendix B: List of After-School, Community, Heritage, or Online Language Programs Started as a Result

of STARTALK Programs (2010–2016)

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Introduction The summer of 2016 represented the tenth year that STARTALK supported critical language learning

programs for students and professional development programs for language teachers. In 2016,

STARTALK oversaw ninety-six student programs and forty-six teacher programs. This tenth anniversary

seemed an opportune time to highlight the impact of STARTALK programs as a group by combining two

reports that have previously been separate: the student program director impact report and the teacher

program director impact report. The present report documents survey responses from directors of both

types of programs, showing even more strongly the continuing and increasing impact that STARTALK is

having on participants, on institutions, on communities, and, in a variety of ways, on the field of

language education as a whole.

In February and March 2017, STARTALK administered its annual program director impact survey to the

directors of STARTALK student programs and teacher programs held in the summer of 2016. We

received a 100% response rate to the surveys, with responses from all ninety-six student programs and

forty-six teacher programs (including combination programs).1 Most respondents answered all

questions; this is clarified in the reporting on each question.

Once all responses were received, STARTALK researchers reviewed the data to determine whether any

additional information was needed. The researchers attempted to verify some information in the survey

through Internet searches and by contacting new school language programs or past STARTALK

participants; however, we are not able to verify all the information reported in these large-scale surveys,

and we present the findings here as information reported by program directors, rather than as

information we have independently verified. Despite this limitation, we believe the information

reported here is important because it comes from sources so central to the STARTALK programs and the

communities they serve. Much of the information provided by the program directors was based on

information they gathered during and after their summer programs through surveys, interviews, or

conversations with students, parents, instructors, and other community members.

For this report, STARTALK researchers synthesized and analyzed these data to determine general trends,

themes, and ideas expressed by the program directors. If a response to one question included

information more applicable to another question, this information was reassigned as a response to the

more relevant question. We have organized the report to highlight the holistic impact of STARTALK

programs, in many cases combining results of the teacher and student surveys in the same section,

though other sections contain questions asked in only one of the two surveys.

1 Janice Dowd completed one survey for two teacher programs: Glastonbury Public Schools Russian and

Glastonbury Public Schools Chinese. Theresa Minick completed one survey for two teacher programs: Kent State

University Russian and Kent State University Chinese. Thus, the total response from all forty-six teacher programs

is forty-four. Similarly, James Wildman completed one survey for two student programs: Glastonbury Public

Schools Russian and Glastonbury Public Schools Chinese. Thus, the total response from all ninety-six student

programs is ninety-five.

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Executive Summary The ninety-six STARTALK student program directors and forty-four teacher program directors were

asked to respond to questions in seven areas. Some sets of questions were presented to student

program directors only, others to teacher program directors only, and many to all program directors.

This report is organized according to these seven areas: (1) impact on critical language programs

(student and teacher programs), (2) impact on the institution hosting the STARTALK program (student

and teacher programs), (3) impact on study abroad programs (student programs only), (4) impact on

students and teachers participating in the STARTALK program (student and teacher programs), (5)

impact on the field of language teaching and learning as a whole (student and teacher programs), (6)

impact on the community in which the STARTALK program operates (student programs only), and (7)

about your program (teacher programs only).

The questions asked in the surveys can be found on pages 7–11, and a detailed discussion of the

responses comprises the bulk of this report, beginning on page 12. The present section provides a brief

overview of the results from each section.

In the opening section of the survey, the program directors were asked to identify themselves and their

programs. This enabled the researchers to determine who had participated in the survey and provided

sufficient information to allow the researchers to attempt to verify responses and to ask follow-up

questions of the respondents.

Section One: Impact on Critical Language Programs

STARTALK s impact on critical language programs is seen in two overarching areas: First, new language

programs continue to emerge as a result of participant interest generated in STARTALK summer

programs. These programs include both classes during the school day and after-school, community,

heritage, or online language programs. Eighteen new school-day programs and twenty-five after-school,

community, heritage, or online language programs were reported to have started in 2016. These new

programs range from preschool through undergraduate level and represent seven languages (Arabic,

Chinese, Hindi, Portuguese, Russian, Turkish, and Urdu). The formats of these new programs include

both traditional face-to-face programs and online or hybrid language programs. Second, STARTALK s

impact is demonstrated in the continuation and increased enrollment of existing language programs.

Section Two: Impact on the Institution

STARTALK s impact on institutions is demonstrated primarily by enrollment increases in academic year

world language programs and teacher training programs in institutions that hosted STARTALK student

and teacher programs, respectively, in 2016. More specifically, the institutions that hosted STARTALK

student programs in 2016 had between 357 and 690 more students enrolled in world language

programs, compared with 2015, while the institutions that hosted STARTALK teacher programs in 2016

had 11 to 110 more participants enrolled in teacher training programs, compared with 2015.

Section Three: Impact on Study Abroad Programs

In the survey to student program directors only, respondents were asked to answer questions about

student participation in study abroad programs and Language Flagship programs. More STARTALK

students were reported to participate in study abroad programs in their STARTALK language in 2016,

compared with 2015. Despite the fact that a large portion of student program participants were too

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young to participate in Flagship or NSLI-Y programs, increasing interest in these study abroad programs

was observed by student program directors.

Section Four: Impact on Student and Teacher Participants

Both teacher and student program directors were asked about whether they had hired past participants

in their STARTALK programs or academic year programs, and many had, with higher proportions of

program directors reporting hiring past participants than in 2015.

Thirty program directors (68%) reported that their 2016 teacher training program offered credit to their

participants; in total, 270 teacher program attendees participated in 2016 STARTALK teacher training

programs for credit, which accounts for 31% of all participants in 2016 STARTALK summer teacher

programs. Teacher program directors supported thei pa ti ipa ts o e e t to a d e tifi atio in a

variety of ways, including course credits applied to certification, licensure, or a relevant degree, or by

providing financial resources. Teacher success stories further illustrate how STARTALK impacts teacher

trainees in areas such as career and professional opportunities, skill implementation, and networking.

A higher percentage of student program directors indicated that thei stude t pa ti ipa ts edu atio al and/or career plans were impacted by STARTALK, compared with 2015. Finally, student success stories

show in detail the impact that STARTALK has on students continued study of STARTALK languages,

academic accomplishment, educational choices, and career plans.

Section Five: Impact on the Field

STARTALK s impact on the field is shown through an overall increasing trend in conference

presentations, a strong publication record by STARTALK program staff, and the wide publicity that

STARTALK programs attracted in 2016. Additionally, teacher programs in 2016 witnessed an increase in

graduate student research projects about STARTALK compared with the past four years.

Section Six: Impact on the Community

In the survey to student program directors only, questions were asked about recruiting methods and

recruiting outcomes relating to the diversity of participants in STARTALK programs. The majority of

STARTALK student programs did make serious efforts, using a variety of methods, to recruit a diverse

student population, and nearly all STARTALK programs succeeded in doing this in 2016. About half of

student program directors reported they had students needing special support, and in many cases

accommodation was provided to these students.

Section Seven: About Your Program

In the survey to teacher program directors only, they were asked two questions about their programs:

What areas of focus did their program have in 2016, and among those, which one area did they credit as

bei g thei p og a s g eatest st e gth? The top-ranking options selected by at least 50% of program

directors were the following:

Culture-integrated language instruction (75%)

Assessment and evaluation (64%)

Performance-based instruction (61%)

Proficiency-based instruction (57%)

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Secondary language instruction (55%)

Content-based language instruction (50%)

Finally, the top-ranking options selected by at least 10% of teacher program directors as g eatest st e gth a eas e e the following:

Culture-integrated language instruction (16%)

Content-based language instruction (14%)

(Dual-)immersion language instruction (11%)

Language-specific pedagogy (11%)

Proficiency-based instruction (11%)

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Questions Asked in the Survey of Directors of 2016 STARTALK Teacher

Programs Identifying Information

1. Please type your name.

2. Please enter your e-mail address. (This is so that we can send you an automatic confirmation of

your responses to this survey.)

3. If your program has another director, please enter their e-mail address so that we can send

them a copy of the e-mail confirmation.

4. Identify your program and director name from the list below.

I. Impact on Critical Language Programs

5. Were any academic year programs during the school day or university language programs

started in your community (your school, district, university, or city/region) in 2016 as a result of

your STARTALK program (please refer to the attached list to review what your program reported

in past years)?2

6. Please indicate the name of the school or schools and its/their location (city and state). For each

program, please provide the name and contact information of someone at the school or

program who we can contact if we have questions about the program.

7. Please tell us how the programs were established.

8. Were any after-school, community, or heritage language programs started in your community in

2015 as a result of your STARTALK program? (Please refer to the attached list to review what

your program reported in past years.)

9. Please indicate the name of the after-school, community, or heritage language program(s) and

its/their location (city and state). For each program, please provide the name and contact

information of someone at the school or program whom we can contact if we have questions

about the program.

10. Please tell us how the programs were established.

II. Impact on the Institution

11. Does the institution that hosted your STARTALK teacher training program have its own teacher

training program?

12. Has academic year enrollment in your institutio s tea he t ai i g p og a s i eased i 2016

as a result of your STARTALK program?

13. By how many students have enrollments increased in 2016?

III. Impact on Teacher Participants

14. Did your 2016 STARTALK teacher training program offer participants credit?

15. Which institution awards the credit?

2 For help determining which programs to report in questions 5–10, respondents were provided with lists of

previously reported programs (Appendix A and B).

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16. To which of the following does the credit apply (Language teaching methods, Curriculum design

or planning, Practicum, Assessment)?

17. For what purpose(s) is the credit awarded (Check all that apply: Initial certification or licensing,

‘e e tifi atio o li e si g, E do se e t o additio al ede tial, Maste s deg ee i la guage teaching or related field, Unspecified professional development, None of the above)?

18. In 2016, how many of your teacher program attendees participated for credit?

19. Ho did ou tea he t ai i g p og a suppo t pa ti ipa ts o e ent toward certification in

2016?

20. In 2016, did you hire any past STARTALK teacher development program participants to work in

your STARTALK program?

21. Check any of the following roles that past STARTALK teacher program participants have

performed in your program in 2016 (Instructor, Lead instructor, Curriculum developer, Materials

developer, Tutor, Teaching assistant, Office staff, Other).

22. In 2016, did you hire any past STARTALK teacher program participants to work in your academic

year program or courses?

23. Check any of the following roles that past STARTALK teacher program participants have

performed in your academic year program or courses in 2016 (Instructor, Department chair,

Curriculum developer, Materials developer, Tutor, Teaching assistant, Office staff, Other).

IV. Impact on the Field

24. Did ou o ou p og a s staff e e s p ese t at ACTFL in November 2016?

25. Did you or you p og a s staff e e s ake any other conference presentations about

STARTALK in 2016?

26. Did ou o ou p og a s staff members publish any articles related to STARTALK in 2016?

27. Are there any graduate students in your institution who are conducting research about

STARTALK or using STARTALK data in their research?

V. Success Stories and Other Areas of Impact

28. Please enter any success stories or testimonials from or about participants that you may have.

29. What other STARTALK impact did you witness in 2016 that was not mentioned in this survey?

VI. About Your Program

30. Which of the following were areas of focus of your program in 2016? Please choose all that

apply (Assessment and evaluation, Elementary language instruction, Secondary language

instruction, Postsecondary language instruction, Content-based language instruction, Culture-

integrated language instruction, (Dual-)Immersion language instruction, Heritage language

instruction, Proficiency-based instruction, Performance-based instruction, Language-specific

pedagogy (as opposed to general world language methods).

31. Of the a eas of fo us ou hose a o e, hi h o e a ea do ou thi k as ou p og a s greatest strength? Why?

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Questions Asked in the Survey of Directors of 2016 STARTALK Student

Programs Identifying Information

1. Please type your name.

2. Please enter your e-mail address. (This is so that we can send you an automatic confirmation of

your responses to this survey.)

3. If your program has another director, please enter their e-mail address so that we can send

them a copy of the e-mail confirmation.

4. Identify your program and director name from the list below.

I. Impact on Critical Language Programs

5. Were any academic year programs (during the school day) or university language programs

started in your community (your school, district, university, or city/region) in 2016 as a result of

your STARTALK program (please refer to the attached list to review what your program reported

in past years)?3

6. Please indicate the name of the school or schools and its/their location (city and state). For each

program, please provide the name and contact information of someone at the school or

program who we can contact if we have questions about the program.

7. Please tell us how the program was established.

8. Were any after-school, community, heritage, or online language programs started in your

community in 2016 as a result of your STARTALK program (please refer to Appendix B to review

what your program reported in past years)?

9. Please indicate the name of the school or schools and its/their location (city and state). For each

program, please provide the name and contact information of someone at the school or

program who we can contact if we have questions about the program.

10. Please tell us how the program was established.

11. Have any student participants enrolled in academic year courses (during the school day) in the

STARTALK target language in 2016 because of interest generated during your STARTALK

program?

12. Have any student participants enrolled in after-school, community, heritage, or online language

learning programs in a STARTALK language in 2016 because of interest generated during your

STARTALK programs?

II. Impact on the Institution

13. Did a ade i ea e oll e t i ge e al i ou i stitutio s o ld language program increase

in 2016 as a result of a STARTALK program?

14. By how many students have the enrollments increased?

3 For help determining which programs to report in questions 5–10, respondents were provided with lists of

previously reported programs.

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15. We e a ad a ed le el ou ses added to ou i stitutio s o ld la guage p og a i 6 as

a result of a STARTALK program? If yes, please explain.

16. What othe i pa ts has ou “TA‘TALK p og a had o a e isti g o ld la guage p og a s

continuation or success in 2016?

III. Impact on Study Abroad Programs

17. Did any of your STARTALK student participants take part in a study abroad opportunity in a

STARTALK language in 2016 because of interest generated during STARTALK programs?

18. Did any of your STARTALK student participants take part in a study abroad opportunity in

another language in 2016 because of interest generated during STARTALK programs?

19. Did any of your high school or university students continue to study the target language in

Flagship or NSLI-Y programs in 2016?

IV. Impact on Student Participants

20. In 2016, did you employ any past STARTALK student program participants as paid student

assistants, tutors, or teachers in your STARTALK program?

21. In 2016, did your institution employ any past STARTALK student program participants as paid

student assistants, tutors, or teachers in its academic year world language programs?

22. In 2016, did you offer any volunteer opportunities to past STARTALK student program

participants to work with your STARTALK program?

23. Were you able to find volunteers to fill the positions you offered?

24. In 2016, did any student participants indicate that their educational and/or career plans were

impacted by their world language study?

25. Please enter any success stories or testimonials from or about students you may have.

V. Impact on the Field

26. Did you or your program s staff members present at ACTFL in November 2016?

27. Did you or your program s staff members make any other conference presentations about

STARTALK in 2016?

28. Did you or your p og a s staff e e s pu lish any articles related to STARTALK in 2016?

29. Are there any graduate students in your institution who are conducting research about

STARTALK or using STARTALK data in their research?

30. Did your program receive any local, national, or international publicity in 2016, for example,

newspaper or magazine articles, web articles, or TV coverage?

VI. Impact on the Community

In your STARTALK proposal, you were asked to describe your targeted population and note if your

program would serve a diverse population.

31. What recruiting techniques or methods did you use in 2016 that helped ensure you would

recruit a diverse population of participants?

32. Were you able to recruit students from various socioeconomic groups in 2016?

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33. Were you able to recruit students from various ethnic groups in 2016?

34. Were any of your students identified as needing special education support (due to a learning

disability, for example) in 2016?

VII. Other Impact

35. What other STARTALK impact have you witnessed in 2016 that was not covered by this survey?

36. Please enter any other success stories or testimonials from or about participants that you may

have.

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Section One: Impact on Critical Language Programs One area of impact of STARTALK on critical language programs is demonstrated in the continued

reporting of new academic year language programs and after-school, community, heritage, and online

language programs in 2016. Specifically, in 2016, twenty-four programs reported that new academic

year (school-day) programs had been started in seven languages as a result of their STARTALK programs,

and twenty-six program directors reported that new after-school, community, heritage, or online

programs had been started in six languages as a result of their STARTALK programs. Sixty-three percent

of respondents indicated that they knew of students who had enrolled in academic year courses in the

STARTALK language due to interest generated by the STARTALK program.

In this section we first present student and teacher p og a di e to s espo ses to uestio s a out new language programs in 2016, followed by detailed information on these new programs as well as

how these programs were started. Next, we summarize the information on student enrollment in

academic year programs.

In the reports on the 2015 program director impact surveys, we indicated that STARTALK researchers

were planning a project to gather more information about all the in-school academic year programs

reported in program director impact surveys over the years. A survey of reported programs has been

administered, with responses received from 135 language programs around the country. The survey

i luded uestio s a out the p og a s o igi s, tea he s, stude ts, lass oo i st u tio , a d p og a evolution. We have compiled a database of these programs, and we have reported on some of the

findings of this survey at NECTFL and NCOLCTL. We are currently in the process of preparing an article

about the survey for publication and distribution to the world languages and especially critical languages

community.

Table 1. Rate of responses indicating that new language programs were started as a result of STARTALK,

2013–20164

Question5

Program

Type

2013 2014 2015 2016

Were any academic year

programs (during the school

day) or university language

programs started in your

community (your school,

district, university, or

city/region) in 2016 as a result

of your STARTALK program?6

Teacher

Program

37%

(N=65)

25%

(N=59)

15%

(N=54)

16%

(N=44)

Student

Program

40%

(N=100)

23%

(N=95)

23%

(N=97)

18%

(N=95)

4 For all tables in this report that compare responses from 2016 to previous years, the percentage listed is the

percentage of espo de ts to that uestio ho espo ded es to the uestio , he eas the N u e is the total number of responses to that question, for reference. 5 All questions are presented as presented in the Impact Survey for 2016 Program Directors. Parallel questions in

previous years asked about the relevant year. 6 Note that i this uestio did ot ask spe ifi all a out that ea ut athe asked, Ha e s hool-based or

university language programs been started in your community (your school, district, university, or city/region) as a

esult of ou “TA‘TALK p og a ?

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Were any after-school,

community, heritage, or online

language programs started in

your community in 2016 as a

result of your STARTALK

program?7

Teacher

Program

N/A

16%

10%

16%

Student

Program

41%

15%

26%

28%

Were any academic year language programs (during the school day) or university language

programs started in your community (your school, district, university, or city/region) in 2016 as a

result of your STARTALK program? (Please refer to the attached list to review what your program

reported in past years.)

As indicated in Table 1, ninety-five student program directors and forty-four teacher program directors

responded to this question. Among their responses, seventeen student program directors (18%) and

seven teacher program directors (16%) indicated that new academic year language programs were

started in 2016 as a result of STARTALK programs. The detailed information on these new academic year

programs is presented in Table 2 and is also included in Appendix A.

Compared with 2015, teacher programs witnessed a slight increase in the number of academic year

programs started in 2016 (16% in 2016 vs. 15% in 2015), whereas student programs saw a decrease

(18% in 2016 vs. 23% in 2015). Despite the decline in percentage, large numbers of students have been

impacted by some of these academic year programs, including at Westside Elementary School in West

Fargo, ND, where 537 students are learning Chinese.

In the comment section, the program director of American Councils for International Education

ACTR/ACCELS Inc. offered her insight into the impact of STARTALK programs on in-school language

programs, even when numbers of new programs do not tell the whole story (emphasis added):

“o eti es, e do ot see g o th i u e s i ou la guage p og a s du i g the academic

year through an increased number from previous years. But sometimes, we have to remember

that maintaining less commonly taught language programs is a major achievement. I am

certain that my program remains active and full time at my school because of STARTALK. Our

STARTALK program continues to impress the principal of my school, and he has become a strong

supporter of the Russian Language Program—all due to STARTALK. So, even if the numbers do

not increase in our classrooms, success can be claimed because the program is still there, still

thriving! We offer 7 languages at our school, and Russian is the only one not offered prior to

high school. Before STARTALK, there was talk of reducing it to a part-time program. Since

STARTALK, there is no more talk of decreasing the program. This success is hard to capture if we

o l look at the u e s of e olled stude ts.

7 Note that in 2013 this question did not ask specifically about that year or about online programs but rather

asked, Ha e afte -school, community, or heritage programs been started in your community as a result of your

“TA‘TALK p og a ?

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Please indicate the name of the school or schools and its/their location (city and state). For each

program, please provide the name and contact information of someone at the school or

program who we can contact if we have questions about the program.

Table 2 shows the eighteen new academic year programs reported to be offering classes during the

school day due to interest generated from a STARTALK program. Thirteen of these are reported to have

started in 2016, while five (noted in Table 2) are reported to be in development and due to start in the

2017-2018 school year or soon thereafter. These new academic year programs range from kindergarten

through undergraduate level and are offered in seven languages (i.e., Arabic, Chinese, Hindi,

Portuguese, Russian, Turkish and Urdu). These programs include both traditional face-to-face programs

and online language programs, which provide flexible scheduling for students.

Table 2. Academic year programs reported to have started in 20168

Language New Academic

Year Program

Location Grade Level Reporting

STARTALK

Program

STARTALK

Program Type

Arabic

Redlands Unified

School District

Redlands, CA High school California State

University, San

Bernardino

Student

Arabic Online 101

Columbia, MD Undergraduate Howard

Community

College (online)

Student

Elizabeth Learning

Center Arabic

Immersion

Program

Los Angeles, CA Kindergarten Los Angeles

Unified School

District

Student

First Presbyterian

Church of El Paso

El Paso, TX Not reported Occidental

College

Teacher

Chinese

Daniel Boone

Area School

District

Reading, PA Middle school Berks County

Intermediate

Unit

Student

Westside

Elementary

West Fargo, ND Elementary

school

Fargo Public

Schools

Student

Sacajawea Middle

School

Spokane, WA Middle school Gonzaga

University

Student

Pike Road Schools

Pike Road, AL Not reported Troy University Combination

City High School

Iowa City, IA High school University of

Iowa

Student

West High School

Iowa City, IA High school University of

Iowa

Student

Oyster River

School District

Durham, NH Not reported University of

New Hampshire

Student

8 Information in this table is presented as reported by program directors. Some entries may not include correct

information about the program.

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Carnegie

Elementary

School

Tulsa, OK Elementary University of

Oklahoma East

Asia Institute

Student

George Stevens

Academy

(not yet started)

Blue Hill, ME High school Bangor Chinese

School

Combination

Hindi Name not

reported

(not yet started)

Minnesota, MN Not Reported Balvihar Hindi

School Atlanta

(VHPA)

Student

Portuguese Rose Springs

Elementary

Immersion

Program

Stansbury Park,

UT

Elementary

school

Utah State

Office of

Education

Student

Russian Overlake

Elementary

School

(not yet started)

Tooele, UT Elementary

school

Utah State

Office of

Education

Teacher

Turkish Fauquier County

Public Schools

(not yet started)

Warrenton, VA Not reported Fauquier

County Public

Schools

Student

Urdu

PS 217

(not yet started)

Brooklyn, NY

Not reported Allama Iqbal

Community

Center

Student

Please tell us how the programs were established.

Responses to this question emphasized, as in previous years, the influence that STARTALK programs

have on local communities: enhanced interest in world language programs, expansion of language

programs to more grade levels and more students, partnership between school districts and

colleges/universities, and strong community and parental support.

STARTALK programs increased student interest in world language learning, as reflected in the response

of the program director of Berks County Intermediate Unit:

We had Da iel Boo e [Middle School] students attend STARTALK. It was also advertised at the

school. . . . As a result, the interest generated allowed the school to offer one section of a

Chinese one to middle school students. We have 20 enrolled in this program. For next year, they

have one definite section of Chinese and if the budget allows, will offer a second at the high

s hool.

Similarly, the program director of the Utah State Office of Education reported the following:

The Portuguese STARTALK and immersion program at Sterling Elementary was such a success

and helped generate interest in starting another Portuguese program in the Tooele County

School District.

In some cases, parents requested the continuation of a STARTALK program, as in the following example

from the program director of Allama Iqbal Community Center:

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We sta ted U du la guage p og a ith STARTALK, and parents were so happy and

participated in it very enthusiastically and requested to continue it for futu e.

In other cases, STARTALK contributed to the establishment of new academic year programs by providing

these programs with qualified teachers, as reported by the program director of Gonzaga University:

I think it is fair to draw a line between this program (Sacajawea Middle School Chinese

program) and STARTALK because without STARTALK, Chinese would not have achieved the

visibility to become a choice in Spokane schools, nor would our community have the teachers to

staff these programs.

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Were any after-school, community, heritage, or online language programs started in your

community in 2016 as a result of your STARTALK program? (Please refer to Appendix B to review

what your program reported in past years.)

Figure 1. After-school, community, heritage, or online language programs reported to have started in

2016 as a result of STARTALK

As shown in Figure 1, twenty-six student program directors (28%) and seven teacher program directors

(16%) reported that after-school, community, heritage, or online language programs were started in

2016 as a result of their STARTALK programs. A higher proportion of program directors in 2016 reported

new after-school, community, heritage, or online language programs than in 2015.

Detailed information on these academic year programs reported to have started in 2016 is presented in

Appendix B.

Please indicate the name of the school or schools and its/their location (city and state). For each

program, please provide the name and contact information of someone at the school or

program who we can contact if we have questions about the program.

Twenty-five after-school, community, heritage, or online language programs were reported to have

started in 2016 as a result of STARTALK programs. Detailed information on these programs is presented

in Appendix B.

More specifically, the twenty-five new programs include six languages (i.e., Arabic, Chinese, Hindi,

Portuguese, Russian, and Urdu) and range from preschool through undergraduate level. The formats of

these new programs include both traditional face-to-face programs and online or hybrid language

programs.

I don't

know

16 (17%)

No

51 (55%)

Yes

26 (28%)

2016 Student Program Directors

I don't

know

16 (36%)

No

21 (48%)

Yes

7 (16%)

2016 Teacher Program Directors

18

Please tell us how the programs were established.

As in previous years, responses to this question emphasized the impact that STARTALK programs have

on local communities: increased interest in world language programs, providing qualified teachers to

after-school and community language programs, adoption of STARTALK-Endorsed Principles in these

after-school language classrooms, expansion of language programs to more grade levels and more

students, collaboration between STARTALK programs and school districts as well as universities, and

strong community and parental support.

First and foremost, local communities witnessed increased interest in language programs. In some

cases, after-school programs were established as an extension of STARTALK summer programs, as

reported by the program director of Kanti Hindi Kendra:

As a result of our successful STARTALK Hindi summer programs in 2015 and 2016, our local

heritage children are interested in continuing to engage in Hindi learning and culture beyond

summer. Kanti Hindi Kendra offers Hindi classes to STARTALK alumni throughout the academic

year. Additionally, it offers classes to heritage preschool children and adult foreign language

learners.

In other cases, after-school programs received strong community support, as reported by the program

director of the University of Central Florida:

The after-school program in Russian American community was established as a result of the

help of the STARTALK summer program. The community wants to support the continuation of

the program for the immigrants from Russia and former Soviet republics.

Importantly for the success of these programs, STARTALK programs provided qualified teachers for

these after-school language programs, as reported by the program director of Gonzaga University:

A pa e t at Wilso Elementary wanted to start an after-school program in Chinese. She was

able to do so because of the availability of one of our summer instructors.

An encouraging finding about the teaching practice in these language programs was that STARTALK-

Endorsed Principles were adopted in a number of these language classrooms, including this one

reported by the program director of American Chinese Academy:

Afte ou “TA‘TALK p og a e ded, e e e e ou aged the stude t a hie e e t resulted from the adoption of STARTALK-Endorsed Principles for Effective Teaching and

Learning. Therefore, we decided to apply these principles to the language classrooms for

heritage learners. In August 2016, we started an after-school Chinese program at Wilson Wims

Elementary School in Clarksburg, MD. Our students are heritage learners from grade 2 to grade

, a d the eet o e a eek o Tuesda s.

In short, the eighteen new school-day programs and twenty-five after-school, community, heritage, or

online language programs reported to have sta ted i de o st ate “TA‘TALK s o ti ued i pa t on critical language programs in the United States.

19

Table 3. Rate of responses indicating student enrollment in language courses and programs, 2013–2016

Question

2013

(N=100)

2014

(N=95)

2015

(N=97)

2016

(N=92)

Have any student participants

enrolled in academic year

courses (during the school

day) in the STARTALK target

language in 2016 because of

interest generated during your

STARTALK program?9

82%

79%

73%

63%

Have any student participants

enrolled in after-school,

community, heritage, or online

language learning programs in

a STARTALK language in 2016

because of interest generated

during STARTALK programs?10

70%

66%

77%

63%

Have any student participants enrolled in academic year courses (during the school day) in the

STARTALK target language in 2016 because of interest generated during your STARTALK

program?

Figure 2. Student participants enrolled in academic year courses

9 Note that in 2013 and 2014 this question did not ask spe ifi all a out that ea ut athe asked, Ha e a student participants enrolled in academic year courses (during the school day) in the STARTALK target language

e ause of i te est ge e ated du i g ou “TA‘TALK p og a ? 10 Note that in 2013 and 20 this uestio did ot ask spe ifi all a out that ea ut athe asked, Ha e a student participants enrolled in after-school, community, heritage, or online learning programs in a STARTALK

target language because of interest generated during your STA‘TALK p og a ?

I don't know

24 (26%)

No

10 (11%)

Yes

58 (63%)

20

Have any student participants enrolled in after-school, community, heritage, or online language

learning programs in a STARTALK language in 2016 because of interest generated during your

STARTALK program?

Figure 3. Student participants enrolled in after-school, community, heritage, or online language

programs

In the survey to student program directors only, respondents were asked about student enrollment in

existing language programs. As shown in Table 3, out of the ninety-two student program directors who

responded, fifty-eight (63%) indicated that they were aware of student participants who had enrolled in

academic year courses in their STARTALK language as a result of interest generated by their STARTALK

program. Fifty-eight (63%) also reported that their student participants enrolled in after-school,

community, heritage, or online language programs in their STARTALK language. Despite a decline in

percentage from the previous year, this is still a substantial portion of respondents and indicates the

considerable impact of STARTALK on its student participants. In addition, responses reported in Section

Two below further attest to the impact of STARTALK programs on students and world language

teachers. Stories of individual participants and the impact of STARTALK on their academic and career

choices can be found in the responses in Section Four below on page 44.

In summary, STARTALK s impact on critical language programs is demonstrated in two overarching

areas: First, in continued reports of new school-day, after-school, and other sorts of programs in

STARTALK languages. This year, new programs were reported to have emerged in Arabic, Chinese, Hindi,

Portuguese, Russian, and Urdu, for grade levels ranging from preschool through undergraduate. Second,

in the continuation and increased enrollment of existing school-day, after-school, and other sorts of

programs in STARTALK languages.

I don't know

32 (35%)

No

2 (2%)

Yes

58 (63%)

21

Section Two: Impact on the Institution STARTALK s impact on the institutions hosting STARTALK programs is demonstrated in enrollment

increases in both teacher training programs and world language programs during the academic year in

institutions that hosted STARTALK programs in the summer of 2016. More specifically, the institutions

that hosted STARTALK teacher programs in 2016 had between 11 and 110 more participants enrolled in

teacher training programs, compared with the previous year. The institutions that hosted STARTALK

student programs in 2016 had 357 to 690 more students enrolled in world language programs during

the 2016–2017 academic year, compared with the previous year. Additionally, nineteen institutions

hosting student programs added advanced level courses to their academic year programs.

In this section we first summarize teacher p og a di e to s espo ses to uestio s a out academic

year enrollment in 2016. Next, we summarize stude t p og a di e to s espo ses to uestions about

academic year enrollment in 2016.

2.1. Impact on the Institution: Teacher Programs

Table 4. Rate of responses reporting presence of academic year teacher training programs and

enrollment increases in those programs, 2013–2016

Question

Program

Type

2013

(N=65)

2014

(N=59)

2015

(N=54)

2016

(N=44)

Does the institution that hosted

your STARTALK teacher training

program have its own teacher

training program?

Teacher 55% 56% 49% 45%

Has academic year enrollment in

ou i stitutio s tea he t ai i g program(s) increased in 2016 as a

result of your STARTALK program?

Teacher 38% 35% 36% 60%

Does the institution that hosted your STARTALK teacher training program have its own teacher

training program?

As shown in Table 4, out of the forty-four teacher program directors who responded to the survey,

twenty of them (45%) indicated that the institutions that hosted their STARTALK teacher training

programs have their own teacher training program.

22

Has a ade i ear e roll e t i our i stitutio ’s tea her trai i g progra s i reased i 6 as a result of your STARTALK program?

Figure 4. Academic year enrollment increase in 2016 teacher program

Figure 4 indicates that among the twenty institutions that have their own teacher training program,

twelve respondents (60%) reported that academic year enrollment in these institutions tea he t ai i g programs increased in 2016 as a result of STARTALK programs. This was a substantial increase in

program directors reporting growth in academic year teacher training programs compared with the past

few years, demonstrating the increasing impact of STARTALK on the preparation of qualified world

language teachers.

By how many students have enrollments increased in 2016?

According to Figure 5, out of the twelve teacher program directors who reported increases in their

academic year enrollment as a result of a STARTALK program, eleven (92%) reported enrollment

increases of one to ten students, with one program director unsure about the size of enrollment

increase.

In light of this information, we can estimate the scope of enrollment increases in these teacher training

programs in 2016. On the one hand, assuming that each of these eleven teacher training programs had

only one additional student in 2016, this means the lower end of enrollment increase across these

eleven programs was eleven more students compared with 2015. On the other hand, assuming each of

these eleven teacher training programs had ten additional students in 2016, this means the upper end

of enrollment increase across these eleven programs was 110 students above student enrollment in the

previous year.

I don't know

5 (25%)

No

3 (15%)

Yes

12 (60%)

23

Figure 5. Size of enrollment increase in 2016 teacher program

Therefore, these responses indicate that because of the influence of STARTALK teacher programs,

enrollment in academic year teacher training programs has increased by between 11 and 110 students

in the most recent academic year.

2.2. Impact on the Institution: Student Programs

Table 5. Rate of responses indicating enrollment increase and advanced courses, 2013–2016

Question Program

Type

2013

(N=100)

2014

(N=95)

2015

(N=97)

2016

(N=92)

Did academic year enrollment in

general in your i stitutio s o ld language program increase in 2016

as a result of a STARTALK

program?11

Student 55% 54% 55% 66%

Were any advanced level courses

added to ou i stitutio s world

language program in 2016 as a

result of a STARTALK program?12

Student N/A 21% 18% 19%

11 Note that i a d this uestio did ot ask spe ifi all a out the ea ut athe asked, Has a ade i

ea e oll e t i ge e al i ou i stitutio s o ld la guage p og a i eased as a esult of a “TA‘TALK p og a ? 12 Note that i this uestio did ot ask spe ifi all a out that ea ut athe asked, Ha e a ad a ed le el ou ses ee added to ou i stitutio s o ld la guage p og a as a esult of a “TA‘TALK p og a ?

11

1

0

2

4

6

8

10

12

1-10 Not sure

24

Did a ade i ear e roll e t i ge eral i our i stitutio ’s orld language program increase in

2016 as a result of a STARTALK program?

Figure 6. Academic year enrollment increase reported by 2016 student programs

A sizable portion of respondents % hose ot appli a le to this uestio , likely indicating that

their institutions did not have academic year world language programs. Out of the remaining sixty-four

responses, forty-two (66%) indicated that there was an increase in academic year enrollment in their

i stitutio s o ld la guage p og a s as a result of STARTALK. This was a big increase in reports of

growth in enrollment compared with the past few years, demonstrating the increasing impact of

STARTALK on institutions and students enrolled in these world language programs.

By how many students have the enrollments increased?

Figure 7. Increase in student enrollment numbers

Yes

42 (66%)

No

22 (34%)

21

(50%)

7

(17%)

2

(5%)

7

(17%) 5

(12%)

0

5

10

15

20

25

1-10 students 11-20 students 21-30 students 31 or more

students

Not Sure

25

As shown in Figure 7, twenty-one program directors (50%) reported that world language programs in

their institution had an increase of one to ten students, seven program directors (17%) indicated an

enrollment increase of eleven to twenty students, two program directors (5%) indicated an enrollment

increase of twenty-one to thirty students, and seven program directors (17%) indicated an enrollment

increase of thirty-one or more students.

In light of the information above, we can estimate the size of enrollment increases across these world

language programs in 2016. On the one hand, we can assume that each of these forty-one institutions

had enrollment increases on the lower end; that is, twenty-one institutions had an enrollment increase

of 1 student, seven institutions had an enrollment increase of 11 students, two institutions had an

enrollment increase of 21 students, and seven institutions had an enrollment increase of 31 students.

Adding up these numbers, we get a conservative estimate of 357 more students enrolled in these world

language programs in 2016, compared with 2015.

On the other hand, we can take the upper end of each category, assuming (relatively conservatively)

fo t stude ts as the uppe e d of the atego o o e. That is, twenty-one institutions had an

enrollment increase of 10 students, seven institutions had an enrollment increase of 20 students, two

institutions had an enrollment increase of 30 students, and seven institutions had an enrollment

increase of 40 students. This scenario provides an estimated 690 more students enrolled in 2016,

compared with 2015.

Therefore, it is safe to conclude that the overall enrollment increase in world language programs in

these forty-two institutions this past year is somewhere between 357 and 690.

Were a ad a ed le el ourses added to our i stitutio ’s orld language program in 2016 as

a result of a STARTALK program?

Figure 8. Advanced level courses added to institutions because of STARTALK

A large portion of the respondents (33%) indicated that this question was not applicable to their

institutions. Out of the remaining sixty-two responses, twelve (19%) indicated that their institutions had

No

50 (81%)

Yes

12 (19%)

26

added advanced level courses to their world language program in 2016 as a result of a STARTALK

program. Among those programs that did report that advanced level courses were added to their world

language program, most provided an explanation or clarification in the comment section. Respondents

reported new advanced courses in five languages:

Arabic: two advanced level courses, one in Fauquier County Public Schools and the other in Los

Angeles Unified School District

Chinese: four new advanced level courses, including face-to-face and online courses

Hindi: one aste s level course offered by Kean University

Russian: two new advanced level courses, including Russian Business and Travel offered by

California State University, Northridge, and one advanced level course offered at the University

of Central Florida

Urdu: two new advanced level courses, including one offered by Allama Iqbal Community Center

and the other offered by Kean University

What other i pa ts has our STARTALK progra had o a e isti g orld la guage progra ’s continuation or success in 2016?

Figure 9. Other impacts that STARTALK programs have on an existing world language program

Student program directors were also asked about additional impacts of their STARTALK program on

existing world language programs; eight options were provided. Similar to the results from the 2015

survey, most of the options were selected by at least half of all the respondents, indicating that

STARTALK programs continue to affect existing world language programs in a variety of ways. A large

76 (80%)

65 (68%) 65 (68%)62 (65%)

57 (60%)51 (54%)

43 (45%)

20 (21%)

0

10

20

30

40

50

60

70

80

Increased

student

motivation

and

participation

in world

language

programs

Increased

parental

support for

world

language

classes

Increased

community

support for

world

language

classes

Adopted

STARTALK

curricular

materials,

training,

and/or

resources in

world

language

classes

Promoted

educational

collaboration

Ensured that

students are

well-prepared

to join their

s hool s existing

language

program

Enhanced

institutional

support for

world

language

classes

Facilitated

study abroad

opportunities

for students

27

ajo it of espo de ts epo ted that thei “TA‘TALK p og a s i eased stude t oti atio a d participation in world language p og a s % , i eased pa e tal suppo t fo o ld la guage lasses % , or i eased o u it suppo t fo o ld la guage lasses (68%), all of which are

crucial factors for students to attain proficiency in critical languages.

In summary, STARTALK s impact on hosting institutions is demonstrated in five domains: First, a much

higher percentage of teacher programs reported that enrollment in teacher training programs in their

institution increased in 2016 as a result of STARTALK programs. Second, a higher percentage of student

programs reported that enrollment in world language programs in their institution increased in 2016 as

a result of a STARTALK program. Third, STARTALK s impact is also reflected in the size of enrollment

increases in these world language programs and teacher training programs. Specifically, the institutions

that hosted STARTALK student programs in 2016 had 357 to 690 more students enrolled in world

language programs, compared with 2015. The institutions that hosted STARTALK teacher programs in

2016 had 11 to 110 more students enrolled in teacher training programs, compared with 2015. Fourth,

19% of student program directors to whom the question was applicable reported the addition of

advanced level courses in their institutio s world language programs in 2016, including advanced

courses in Arabic, Chinese, Hindi, Russian, and Urdu. Finally, STARTALK programs increased student

motivation and participation in world language programs and increased parental and community

support for world language classes.

28

Section Three: Impact on Study Abroad Programs In the survey to student program directors only, respondents were asked to answer questions about

student participation in study abroad programs. The increasing contribution of STARTALK programs to

the growth of study abroad programs is demonstrated by the fact that more STARTALK students

participated in study abroad programs in STARTALK languages in 2016, compared with 2015. Despite the

fact that a large portion of student program participants were again too young to participate in Flagship

or NSLI-Y programs, increasing interest in these study abroad programs was observed by student

program directors.

Table 6. Rate of responses indicating student participation in study abroad programs, 2013–2016

Question 2013

(N=100)

2014

(N=95)

2015

(N=97)

2016

(N=92)

Did any of your STARTALK student

participants take part in a study

abroad opportunity in a STARTALK

language in 2016 because of

interest generated during

STARTALK programs?13

48% 37% 30% 40%

Did any of your STARTALK student

participants take part in a study

abroad opportunity in another

language in 2016 because of

interest generated during

STARTALK programs?14

N/A 9% 9% 9%

Did any of your high school or

university students continue to

study the target language in

Flagship or NSLI-Y programs in

2016?15

47% 27% 26% 25%

13 Note that in 2013 and 2014 this question did ot ask spe ifi all a out the ea ut athe asked, Ha e a of your STARTALK student participants taken part in a study abroad opportunity in a STARTALK language because of

i te est ge e ated du i g “TA‘TALK p og a s? 14 Note that in 2014 this questio did ot ask spe ifi all a out that ea ut athe asked, Ha e a of ou STARTALK student participants taken part in a study abroad opportunity in another language because of interest

ge e ated du i g “TA‘TALK p og a s? 15 Note that in 2013 and 201 this uestio did ot ask spe ifi all a out that ea ut athe asked, Ha e a of your high school or university students continued to study your target language in Flagship or NSLI-Y p og a s?

29

Did any of your STARTALK student participants take part in a study abroad opportunity in a

STARTALK language in 2016 because of interest generated during STARTALK programs?

Figure 10. Student participation in study abroad opportunities in STARTALK languages

As in previous years, a sizable portion of the program directors (14%) indicated that their students were

too young to participate in study abroad, and they opted out of answering the question. Of the

remaining seventy-nine responses, thirty-two program directors (40% of all responses with age-eligible

students) indicated that their student participants took part in a study abroad opportunity in the

STARTALK language in 2016 because of interest generated during a STARTALK program. This was a

higher percentage than in 2015 (30%) or 2014 (37%).

In the comment section, some program directors provided more information about their students

experience in study abroad opportunities. One program director stated the following:

Many of our former STARTALK program participants have participated in our high school

exchange programs.

Another program director reported:

One former STARTALK student studied abroad in Korea in fall 2016, and another one is in

France in spring 2017.

Yes

32 (40%)

No

22 (28%)

I don't know

25 (32%)

30

Did any of your STARTALK student participants take part in a study abroad opportunity in

another language in 2016 because of interest generated during STARTALK programs?

Figure 11. Student participation in study abroad opportunities in other languages

Ninety-two student program directors responded to this question, and twelve of those (13%) indicated

that their students were too young to participate in study abroad programs. Among the remaining

eighty responses, seven (9%) indicated that their STARTALK student participants took part in a study

abroad opportunity in another language in 2016 because of interest generated during STARTALK

programs. This result is consistent with the result in 2014 (9%) and 2015 (9%).

Did any of your high school or university students continue to study the target language in

Flagship or NSLI-Y programs in 2016?

Figure 12. Student participation in Flagship or NSLI-Y programs

Yes

7 (9%)

No

21 (26%)

I don't know

52 (65%)

I don't know

31 (45%)

Yes

17 (25%)

No

21 (30%)

31

As in previous years, a sizable portion of student program directors (25%) indicated that their students

were too young to participate in Flagship or NSLI-Y programs in 2016. Among the remaining sixty-nine

responses, seventeen (25%) reported that they had students who had participated in at least one of

these two programs.

Several program directors indicated that every year they have students participating in NSLI-Y programs.

For instance, the program director at the University of Wisconsin reported that four students from their

2015 STARTALK summer programs participated in the 2016 NSLI-Y programs and that five students from

their 2016 STARTALK summer programs will participate in the 2017 NSLI-Y program. Another program

director reported the following:

Local knowledge of and interest in NSLI-Y is up. Interest by students at recent high-school

language fair was very high. Individual instructors and parents have been contacting us in

espo se to o u it i te est.

In short, the impact of STARTALK programs on study abroad programs is shown in more STARTALK

students participating in study abroad programs in STARTALK languages in 2016, compared with 2015.

Despite the fact that a large portion of student program participants were too young to participate in

Flagship or NSLI-Y programs, student program directors observed increased interest in these other

government initiatives.

32

Section Four: Impact on Student and Teacher Participants The next section of the survey asked questions about the impact of student and teacher STARTALK

programs on the participants in these programs themselves.

Section 4.1 presents results of survey items asking both teacher program directors and student program

directors about their employment of past participants in their STARTALK programs and in their academic

year programs. Thirty-six teacher program directors and forty-nine student program directors reported

hiring past STARTALK participants in their STARTALK summer programs. Twenty teacher program

directors and twenty student program directors reported hiring past STARTALK participants in their

i stitutio s a ade i ea p og a s. Fifty-eight student program directors reported offering volunteer

opportunities to past STARTALK participants, fifty-five of whom reported finding volunteers to fill the

positions.

Section 4.2 summarizes tea he p og a di e to s espo ses to uestio s a out “TA‘TALK s impact on

their participants. “TA‘TALK s impact on teacher participants is shown in several areas related to

certification. First, thirty program directors (68%) reported that their 2016 teacher training program

offered credit to their participants in 2016, and overall, 270 teacher program attendees participated in

these programs for credit. This number accounts for 31% of the total enrollment of 874 teachers in 2016

STARTALK summer teacher programs. Teacher program directors supported thei pa ti ipa ts movement toward certification in a variety of ways, including course credits applied to certification,

licensure, or a relevant degree, or by providing financial resources. Teacher success stories on pages 43–44 further illustrate how STARTALK has impacted teacher trainees in areas such as career and

professional opportunities, skill implementation, and networking and community building.

Section 4.3 presents stude t p og a di e to s espo ses to uestio s a out i pa t o thei participants. “TA‘TALK s impact on student participants is documented mainly in the following aspects:

First, there has been a steady increase in hiring past participants in both STARTALK programs and

academic year programs over the past several years. Second, a higher percentage of student program

directors indicated that thei pa ti ipa ts edu atio al a d/o a ee pla s e e i pa ted “TA‘TALK, compared with 2015. Finally, student success stories further illustrate the impact that STARTALK has on

students continued study of STARTALK languages, academic accomplishment, educational choices, and

career plans.

4.1. Employment of Past STARTALK Participants

Table 7. Rate of responses indicating that past participants have been hired in STARTALK and academic

year programs, 2013–2016

Question Program

Type 2013 2014 2015 2016

In 2016, did you hire any past

STARTALK teacher development Teacher

80%

(N=65)

82%

(N=59)

71%

(N=54)

82%

(N=44)

33

program participants to work in

your STARTALK program?16 In 2016, did you hire any past

STARTALK teacher program

participants to work in your

academic year program or

courses?17

Teacher 62% 53% 37% 45%

In 2016, did you employ any

past STARTALK student program

participants as paid student

assistants, tutors, or teachers in

your STARTALK program?18

Student 47%

(N=100)

51%

(N=95)

52%

(N=97)

66%

(N=92)

In 2016, did your institution

employ any past STARTALK

student program participants as

paid student assistants, tutors,

or teachers in its academic year

world language programs?19

Student 26% 30% 25% 28%

16 Note that the question was worded differently in 2013 a d su e s: Ha e ou hi ed a past “TA‘TALK tea he de elop e t p og a pa ti ipa ts to o k i ou “TA‘TALK p og a ? 17 Note that the uestio as o ded diffe e tl i a d su e s: Ha e ou hi ed a past “TA‘TALK teacher development p og a pa ti ipa ts to o k i ou a ade i ea p og a o ou ses? 18 Note that i a d this uestio did ot ask spe ifi all a out the ea ut athe asked, Ha e ou hired/employed any past STARTALK student program participants as paid student assistants, tutors, or teachers in

ou “TA‘TALK p og a ? 19 Note that i a d this uestio did ot ask spe ifi all a out the ea ut athe asked, Has ou institution hired/employed any past STARTALK student program participants as (paid) student assistants, tutors, or

tea he s i its a ade i ea o ld la guage p og a s?

34

In 2016, did you hire any past STARTALK teacher development program participants to work in

your STARTALK program?

Figure 13. Hiring past STARTALK participants in a STARTALK program

Figure 13 shows that of the forty-four teacher program directors who responded to this question, thirty-

six (82%) said yes, showing a big increase over 2015 (71%), the same level as 2014 (82%), and a higher

level than 2013 (80%).

Check any of the following roles that past STARTALK teacher program participants performed in

your program in 2016.

Figure 14. Roles of past STARTALK participants in STARTALK programs

The roles that these past teacher program participants played in STARTALK programs are displayed in

Figure 14. Twenty-seven program directors (61%) indicated that past STARTALK teacher participants

No

8 (18%)

Yes

36 (82%)

27

18

15

13 13

43

0

5

10

15

20

25

30

Instructor Teaching

assistant

Lead

instructor

Curriculum

developer

Materials

developer

Office staff Tutor

35

served as instructors. Eighteen responses (41%) stated that past participants served as teaching

assistants, while fifteen (34%) reported that their past participants served as lead instructors. Thirteen

(30%) indicated the role of curriculum developer and material developer, four responses (9%) reported

the role of office staff, and three responses (7%) indicated the role of tutor. These past participants

contributed to the continuation and success of STARTALK programs. We can speculate that this is due to

a continued interest in the STARTALK target language and/or a commitment to the goals of STARTALK.

In 2016, did you hire any past STARTALK teacher development program participants to work in

your academic year program or courses?

Figure 15. Hiring past STARTALK participants in academic year programs

Figure 15 shows that of the forty-four program directors who responded to this question, twenty (45%)

reported they did hire past STARTALK participants in their academic year program in 2016, showing a big

increase over 2015 (37%), yet a lower level than 2014 (53%) and 2013 (62%). Again, the apparent

decrease from 2013 and 2014 in respondents answering affirmatively to this question could be

explained by the change of wording; 2015 was the first year the impact survey asked specifically about

hiring in that year rather than over time. It is possible that the large proportion of negative responses in

2016 (55%) is explained by STARTALK programs that do not have their own academic year programs.

Check any of the following roles that past STARTALK teacher program participants have

performed in your academic year program or courses in 2016.

The roles that these past STARTALK participants played in academic year programs are displayed in

Figure 16. Fourteen program directors (32%) indicated that past STARTALK participants served as

instructors. Seven responses (16%) stated that past STARTALK participants served as teaching assistants,

while six (14%) reported that their past participants served as curriculum developers. Five (11%)

indicated the role of material developer, three responses (7%) reported the role of tutor, and two

responses (5%) indicated the role of office staff.

No

24 (55%)

Yes

20 (45%)

36

Figure 16. Roles of past STARTALK participants in academic year programs

The survey for student program directors also contained questions about the hiring of past participants.

In 2016, did you employ any past STARTALK student program participants as paid student

assistants, tutors, or teachers in your STARTALK program?

Figure 17. Hiring past STARTALK participants in STARTALK programs

Of the ninety-two student program directors who responded to this question, eighteen respondents

(20%) indicated that their participants were too young to employ, and they were excluded from further

analysis. Figure 17 shows that among the remaining seventy-four responses, forty-nine (66%) reported

that they had hired past participants in paid positions in their STARTALK programs. Twenty-five program

directors (34%) said they did not employ past STARTALK participants in their STARTALK programs.

14

7

6

5

3

2

0

2

4

6

8

10

12

14

16

Instructor Teaching

assistant

Curriculum

developer

Materials

developer

Tutor Office staff

Yes

49 (66%)

No

25 (34%)

37

A comparison across the past four years indicates a steady increase in student program directors

reporting hiring past STARTALK participants in their STARTALK program.

In 2016, did your institution employ any past STARTALK student program participants as paid

student assistants, tutors, or teachers in its academic year world language programs?

Figure 18. Hiring past STARTALK participants in academic year programs

As in previous years, a large portion of the respondents (23%) indicated that their participants were too

young to employ. Figure 18 shows that among the remaining seventy-one responses, twenty (28% of

those with eligible students) reported that they had employed past participants in paid positions in their

academic year world language programs, which is higher than in 2015 (25%) and 2013 (26%).

Table 8. Rate of responses reporting volunteer opportunities for past STARTALK participants, 2013–2016

Question Program

Type 2013 2014 2015

2016

In 2016, did you offer any

volunteer opportunities to past

STARTALK student program

participants to work in your

STARTALK program?20

Student 68% 72% 61% 75%

20 Note that i this uestio did ot ask a out a pa ti ula ea ut athe asked, Ha e ou offe ed a volunteer opportunities to past STARTALK student program participants to work with STARTALK programs in later

ea s?

I don't know

3 (4%)

No

48 (68%)

Yes

20 (28%)

38

Were you able to find

volunteers to fill the positions

you offered? Student 91% 91% 97% 95%

In 2016, did you offer any volunteer opportunities to past STARTALK student program

participants to work with your STARTALK program?

Figure 19. Volunteer opportunities for past participants in STARTALK programs

Student program directors were also asked whether they had provided volunteer opportunities to past

STARTALK participants. Of the ninety-two respondents to this question, fifteen (16%) stated that their

participants were too young to serve as volunteers. Figure 19 indicates that of the remaining seventy-

seven responses, fifty-eight (75%) reported that they offered volunteer opportunities to past STARTALK

participants. Nineteen (25%) responded negatively. As shown in Table 8, a comparison across the past

four years indicates a big increase in 2016 in the percentage of student program directors providing

volunteer opportunities to past participants in their STARTALK program. This may be due to a

combination of increased staffing needs and increased interest from past participants in continued

participation in STARTALK programs.

Were you able to find volunteers to fill the positions you offered?

Figure 20 shows that of the fifty-eight student program directors who responded to this question, fifty-

five (95%) reported that they were able to find volunteers to fill the positions in their STARTALK

programs. It is encouraging that nearly all those who provided volunteer opportunities were able to find

volunteers to fill the positions, in 2016 and in previous years. Once again, large numbers of past

STARTALK student participants (at least fifty-five in 2016, according to the response to this question)

donated a portion of their summer time to unpaid work in a STARTALK program. We can speculate that

this is due to a continued interest in the STARTALK target language and/or a commitment to the goals of

STARTALK.

Yes

58 (75%)

No

19 (25%)

39

Figure 20. Volunteer positions filled in STARTALK programs

4.2. 2016 STARTALK Impact on Teacher Program Participants

In this part we first present tea he p og a di e to s espo ses to uestio s o e tifi atio . We conclude this section with other impacts that STARTALK has on teacher program participants and with

participant success stories.

Did your 2016 STARTALK teacher training program offer participants credit?

Figure 21 shows that among the forty-four respondents, thirty (68%) reported that their 2016 teacher

training program offered credit to their participants in 2016, indicating an increase over 2013 (63%) and

2014 (61%) but a slight decrease from 2015 (71%). One possible explanation for the increase over 2013

and 2014 is an increased focus on pathways to certification in the STARTALK proposal process starting in

2015. Offering credit for participation is one of the strategies programs are using to facilitate their

pa ti ipa ts e tifi atio .

Figure 21. STARTALK programs offering credit for participants

Which institution awards the credit?

The institutions that awarded credit to STARTALK programs are listed in Table 9. In total, twenty-eight

institutions awarded credit to 2016 STARTALK teacher programs.

No

3 (5%)

Yes

55 (95%)

No

14 (32%)

Yes

30 (68%)

40

Table 9. Institutions awarding credit for STARTALK programs

STARTALK program Name of institution awarding credit

American Councils for International Education:

ACTR/ACCELS–Russian

Elms College

Bangor Chinese School–Chinese Husson University

Bryant University–Chinese Bryant University

Concordia Language Villages–All Languages Concordia College

George Mason University–Korean George Mason University

Glastonbury Public Schools–Russian Elms College

Hilmar Unified School District–Portuguese Stanford University Extended Education

Human Assistance & Development International,

CLASSRoad–Arabic, Chinese

California State University, San Bernardino

Hunter College/Research Foundation of City University

of New York–Chinese

Hunter College

Kean University–Hindi, Urdu Kean University

Kent State University–Russian Kent State University

Loyola Marymount University, Los Angeles–Chinese Loyola Marymount University School of

Education

Middlebury College Language Schools–Russian Middlebury College

New York University–Hindi, Urdu Kean University

Occidental College–Arabic California State University, Bakersfield

Pennsylvania State University–Arabic Pennsylvania State University

Rutgers, The State University of New Jersey–Chinese Rutgers, The State University of New Jersey

San Diego State University Research Foundation–

Arabic, Chinese, Dari, Persian

San Diego State University College of

Extended Studies

Seattle Public Schools–Arabic, Chinese, Korean Pacific Lutheran University

Stanford University/California World Language Project–All Languages

Stanford University

Troy University Continuing education

University of California, Berkeley–Chinese UC Berkeley Extension

University of Colorado, Boulder–Chinese University of Colorado, Boulder

U i e sit of Ha ai i–Chinese U i e sit of Ha ai i University of Massachusetts, Boston–Chinese University of Massachusetts, Boston

University of Minnesota–Arabic, Chinese, Dari, Hindi,

Korean, Persian, Portuguese, Russian, Swahili, Turkish,

Urdu

University of Minnesota

University of Minnesota–Chinese University of Minnesota, College of

Education and Human Development

University of Virginia–Chinese University of Virginia

University of Washington–Arabic, Chinese, Korean,

Persian, Portuguese, Russian

University of Washington

Utah State Office of Education–Portuguese Utah State Board of Education

41

To which of the following does the credit apply (check all that apply)?

Figure 22. Area to which credit applies

Figure 22 shows that among the thirty program directors who reported that their teacher participants

could receive credit for their participation in the STARTALK teacher development program, twenty-eight

(93%) indicated that the credit applied to language teaching methods, fourteen (47%) chose curriculum

design or planning—a new option in 2016, nine (30%) reported practicum, and nine (30%) indicated

assessment. Since many program directors selected more than one option, the total percentage across

the four options added up to more than 100%.

In the open-ended response section, several participants clarified their responses or offered alternative

answers. For instance, one response stated, The credits provided by UMass contribute to the

advancement of teachers moving from Initial to Professional licensure. MA teachers have a few

pathways to licensure to which we contribute. T o espondents reported that the credit applied to

technology, and two responses indicated that the credit applied to professional development.

As in 2015, language teaching methods was the top category selected by most program directors. What

was different in 2016 was that more teacher program directors selected assessment and practicum in

2016, compared with 2015. Specifically, in 2015, no program director selected assessment, as opposed

to nine responses of assessment in 2016. In 2015, only three programs selected practicum, compared

with nine responses in 2016. This change may reflect the shifting of focus among these teacher

programs more toward assessment and practicum. Curriculum design or planning, a new option in 2016,

was selected by nearly half of the teacher program directors, indicating curriculum design or planning as

an important topic in these teacher training programs.

28 (93%)

14 (47%)

9 (30%) 9 (30%)

0

5

10

15

20

25

30

Language teaching

methods

Curriculum design or

planning

Practicum Assessment

42

For what purpose(s) is the credit awarded (check all that apply)?

Figure 23. Purpose of credit

As shown in Figure 23, out of the thirty program directors who reported that their teacher participants

could receive credit for their participation in the STARTALK teacher program, eighteen (60%) reported

that the credit was awarded for the purpose of professional development. Seventeen (57%) indicated

recertification or licensing. Sixteen (53%) selected initial certification or licensing. Fifteen (50%) chose

aste s deg ee i la guage tea hi g o elated field. Fou tee % i di ated e do se e t o additional credential. All the options except one were chosen by half or more than half of the thirty

program directors who reported that their teacher participants could receive credit for their

participation in the STARTALK teacher development program.

In 2016, how many of your teacher program attendees participated for credit?

All the respondents who indicated that their 2016 STARTALK program offered teachers credit responded

to this question. Among the thirty responses, four program directors reported that all their 2016 teacher

program attendees participated for credit, including Concordia Language Villages, Kent State University,

Loyola Marymount University, and Middlebury College Language Schools. In total, 270 teacher program

attendees participated in 2016 STARTALK teacher training programs for credit, which amounts to 31% of

the total enrollment of 874 teachers in 2016 STARTALK summer teacher programs.

Ho did our tea her trai i g progra support parti ipa ts’ o e ent toward certification in

2016?

All forty-four teacher program directors responded to this question. They reported a variety of ways

they had supported thei pa ti ipa ts movement toward certification, including course credits applied

to certification, licensure, a relevant degree, or continuing education, as one program director observed:

Our graduate credit is used by different participants in different ways, depending on

schools /school districts requirements and policies. One participant transferred the credit to her

MEd program; others put the credit toward professional development requirements,

e e tifi atio , a d/o pa s ale.

18 (60%)17 (57%)

16 (53%)15 (50%)

14 (47%)

0

2

4

6

8

10

12

14

16

18

20

Unspecified

professional

development

Recertification or

licensing

Initial

certification or

licensing

Maste s deg ee in language

teaching or

related field

Endorsement or

additional

credential

43

Some program directors discussed the certification process with their teacher program participants, as

reported by the program director of George Mason University:

We host a o ki g lu h o kshop that i ludes ou licensure specialist and program academic

adviser, who works with our participants explaining all of the state s requirements for

e tifi atio .

Other program directors provided financial or practical resources to help participants pursue

certification. For instance, Global Language Project offered scholarships to its teacher participants,

whereas Hilmar Unified School District offered to pay its participants for the Language Other Than

English (LOTE) exam and methodology classes.

What other STARTALK impact did you witness in 2016 that was not mentioned in this survey?

Figure 24. Other STARTALK impact

Figure 24 indicates that six out of the eight answer options were selected by at least 50% of the forty-

four teacher program directors. Since many of the respondents selected more than one option, the

percentages of each option selected add up to more than 100%.

Of the forty-four teacher program respondents, thirty-se e % sele ted i p o i g pedagog a d teacher effectiveness, thirty-th ee % i di ated de elopi g a se se of o u it a ou d STARTALK, thirty-t o % hose fa ilitati g edu atio al olla o atio s, thi t % hose spa ki g teacher interest and engagement, thi t % sele ted de elop e t of e tea hi g esou es,

twenty-fi e % sele ted ge e ati g atte tio a d/o suppo t i the o u it , eighteen (41%)

i di ated oade i g stude ts u de sta di g of fo eig la guages a d ultures, and three (7%)

sele ted I did ot it ess a othe “TA‘TALK i pa t i that as ot e tio ed i this su e .

37 (84%)

33 (75%) 32 (73%)30 (68%) 30 (68%)

25 (57%)

18 (41%)

3 (7%)

0

5

10

15

20

25

30

35

40

Improving

pedagogy and

teacher

effectiveness

Developing a

sense of

community

around

STARTALK

Facilitating

educational

collaborations

Sparking

teacher

interest and

engagement

Development

of new

teaching

resources

Generating

attention

and/or

support in the

community

Broadening

stude ts understanding

of foreign

languages and

cultures

I did not

witness any

other

STARTALK

impact in

2016 that was

not

mentioned in

this survey.

44

In short, STARTALK programs not only improved pedagogy and teacher effectiveness but also developed

a sense of community and facilitated educational collaborations among teachers of critical languages.

Several of these areas of impact are also mentioned in success stories from teacher programs.

Teacher program success stories

Some of the areas of success most frequently reported by directors of teacher programs in 2016 were

the i pa t of “TA‘TALK o pa ti ipa ts a ee paths a d p ofessio al oppo tunities, including

certification or li e su e; pa ti ipa ts i ple e tatio of skills lea ed i thei “TA‘TALK p og a s; a d networking opportunities for participants. Stories in each of these areas are featured below. Additional

topics related in the survey included continued involvement of program alumni in STARTALK programs,

development of materials, technology use, and teacher participa ts general appreciation of their

STARTALK programs.

Careers and professional opportunities

Respondents reported many stories of participants hired into full-time teaching jobs at the end of their

STARTALK programs, including some who were new to the field. One program director reported that

two STARTALK participants who are doctoral students have switched their concentration to teacher

education.

Several respondents reported stories of participants who have gained certification or licensure after

participating in STARTALK, including these two quotations from participants:

The STARTALK program has given me an opportunity to advance my teaching career. I am now

a certified teacher, and for that, I am grateful to [the STARTALK program team]. Their dedication

has made all this possible.

I as a le to o tai tea hi g ede tial a d e do se e t i a elati el sho t pe iod of time and greatly appreciate the financial support given through the STARTALK grant. Secondly, I

have been able to establish friendships with language teachers across Washington State,

expanding my professional knowledge and support network.

Skill implementation

Program directors reported a number of specific stories of participants using STARTALK-developed skills

in their subsequent teaching, including the following stories reported by program directors:

I ran into a training program participant at NCLC 2016, and she told me that was one of the

best training she has received and has been using lots of the skills developed from the sessions.

She is considering attendi g the t ai i g agai this ea .

Some of our teachers return each year and comment that they love being able to upgrade their

skills in the summer because they are free from other academic concerns (grades, parent

conferences, daily lesson plans). They also comment on how they love the ability to be able to

try out new ideas at STARTALK because they can directly ask students if they liked what they did

or not. Students are refreshingly honest because they are not worried about grades. They even

provide suggestions to teachers as to how to improve a task or activity. One teacher learned

how to give a pre- and posttest for learning and used it in his classes in the fall. He wrote me

later that his students LOVED the idea; it helped them figure out what to focus on. Each year this

45

teacher learns new ideas and uses them in his yearlong classes and comments that his students

ill sa that the lo e these e te h i ues.

O e pa ti ipa t sha ed ith us that the st ategies she lea ed du i g the GLP “TA‘TALK program help her effectively connect students with learning, and make students aware of

what they are learning and what they can do, and that it s e o ious stude ts a e o e motivated and show higher levels of participation. Another teacher shared with us that as a

result of her participation in the program, she is able to use Chinese over 90% of the time,

e sus p io he she had t ou le ai tai i g ta get la guage use.

Networking

Connections among teachers were among the most frequent themes in survey responses, including

these stories:

F o a pa ti ipa t: STARTALK provided me a great chance to learn how to teach systematically.

It also helped me connect with other teachers who have a high level of passion towards foreign

language teaching. I really appreciate the STARTALK p og a .

F o a p og a di e to : O e tea he p og a pa ti ipa t, ho is i a aste s degree

program which does not offer many applied or practical opportunities, has been able to enter a

new community of practice. As a result of participating in the STARTALK program, she has begun

to take classes at the Rutgers Graduate School of Education. She has volunteered to be a

conversation facilitator in the Mandarin Conversation Café Program. She has participated in our

weekend academic-year Chinese Round Table sessions. She is volunteering in a local school

district on their Diversity Day to expose the students to Mandarin. In sum, her opportunity to

participate in our STARTALK teacher program has transformed her professional opportunities,

et o k a d skill set.

4.3. 2016 STARTALK Impact on Student Program Participants

In 2016, a higher percentage of student program directors indicated that thei stude t pa ti ipa ts educational and/or career plans were impacted by STARTALK, compared with 2015. Student success

stories further illustrate how STARTALK impacts students in areas such as academic achievement,

educational choices, and career plans.

In 2016, did any student participants indicate that their educational and/or career plans were

impacted by their world language study?

Of the ninety-two program directors who responded to this question, sixty-eight (74%) indicated that

their student parti ipa ts edu atio al a d a ee pla s e e i pa ted thei o ld la guage stud . Compared with affirmative responses in 2015 (72%), this represented a slight increase in 2016.

46

Figure 25. Student educational and career plans impacted by world language study

Student program success stories

A eas of su ess epo ted di e to s of stude t p og a s e e di e se a d i luded pa ti ipa ts continued study of their STARTALK languages; student achievements; student plans, educational

choices, and careers; continued involvement by alumni; and impact on the community. Stories in each

of these areas are featured below. In addition to these stories, some respondents provided examples of

students reporting gaining confidence through studying a difficult language, and many program

directors reported on student and parent testimonials of their great appreciation of STARTALK.

Continued study

We received many reports of students who have continued studying their STARTALK language or have

plans to continue studying it. In some cases, parents asked program directors about ways their students

can continue studying the language, either during school or after school. In other cases, nonheritage

Chinese learners were reported to enroll in weekend Chinese schools with heritage students to continue

their study of Chinese. Here are some stories of students continuing their language study:

Several of our STARTALK students entered the Mandarin Institute/SFUSD/City College/SFSU

Chinese Flagship Dual Enrollment Chinese pathway. High school students as young as freshman

enrolled in college sophomore level Chinese classes.

One of our students reported that she has decided to apply to the Peace Corps in East Africa

after participating in our STARTALK program. She also decided to enroll in another Swahili

course during the academic year and is planning to apply for Intermediate Swahili during

STARTALK in summer 2017.

We recently learned that eight of our students from last summer s Persian class have been

taking private lessons with the Persian instructor since summer.

Student achievement

Several program directors reported on specific language-related or academic achievements their

participants had accomplished:

One student participated in the ACTR National Russian Essay Contest and received a gold medal

for the essay that he wrote. He plans to continue his stud of ‘ussia i ollege.

No

24 (26%)

Yes

68 (74%)

47

Some of the high school students who took the STARTALK program transferred their university-

earned credit to their home high school. The classes (22 units) were coded as honors class (5

points instead of 4 points), which raised their GPA substantially.

Three of my STARTALK students received a Fulbright scholarship for teaching English in Russia.

This year two of the STARTALK students have passed the first stage for the Fulbright to go and

teach in Russia as Fulbright scholars again. Five of my students are doing research on Russian

language and culture, and three of them have received the research awards: RAMP, LEAD, and

Research Incentive Award. The main accomplishment was in August 2016 when Dr. Kourova has

published the book Picturing Russia: A Research Guide to Russian Culture, and three of the

STARTALK students from the first year were her research assistants for this book.

A student was able to receive a scholarship due to his multilingual skills (English, Spanish,

Portuguese, and Arabic).

Some of these achievements were community related rather than academic:

Two young Chinese heritage girls now speak Chinese at home with their families when they did

not before.

Another success story was a heritage learner and high school student took the course in

summer 2016, and her parents reported a great increase in her communication skills throughout

the program. . . . She gained confidence to speak in Swahili with her parents and other native

speakers. She also started teaching her younger siblings to speak Swahili, and they look forward

to enrolling in the program when they reach high school.

Student education and career choices

Many responses from program directors addressed students edu atio al a d a ee hoi es o pla s.

“e e al stude ts e e oti ated to appl fo YE“ A oad o N“LI-Y as a result of the STARTALK

program. Se e al also e tio ed that the a e o side i g stud i g A a i as a ollege ajo .

I the past years, every year we had at least one STARTALK student participant (normally 2–3

students) choose to major in Chinese at Furman because of their STARTALK e pe ie e.

As a result of our program, one of the students has enrolled into the Russian program in

Amherst College. Another student is taking Russian for Heritage Students classes at Brandeis

University. I have already mentioned earlier that one student is going to Estonia on NSLI-Y

p og a to stud ‘ussia this su e .

We ha e o e stude t ho pa ti ipated in STARTALK in 2012 and 2013 and embarked on the

following American high school China trip with Bryant University. With the experiences and

learning she s earned from STARTALK and the following China trip, the student applied and was

awarded the NSLI-Y grant to study in a Beijing high school for one semester. Afterwards that she

also took another semester to learning Chinese in Beijing. Upon return, she has participated in

the regional Chinese Bridge Competition and won the 3rd place. In 2016, she returned to Bryant

STARTALK and worked as a teacher assistant to help other students. Her STARTALK experience

inspires and motivates younger students to learn Chinese. She took one year break to continue

48

to study Chinese in China before going to college. And she has decided to pursuit a Chinese-

elated a ee path.

O e stude t epo ted, I a u e tl o ki g o e ei i g a ba helo s degree in business and

Russian. My goal is to graduate from the University of Wisconsin, in Madison. I plan to enroll in

the Russian Flagship program and continue my education in Russia. I became interested in

Russian through my studies in college, through the help of my passionate and dedicated

teachers, through my travels, and my new Russian friends. As I continue to learn about the

Russian language and culture, my appreciation and love for them increases. After the Flagship

program, I would like to work as an international businessman with well-established Russian

businesses. Through working with these businesses, I wish to better the US-Russian relationship

and continue to use and develop my knowledge of Russia, the people, culture, language, and

histo .

Alumni involvement

Now that STARTALK is ten years old, we are receiving more and more stories of continued alumni

involvement in STARTALK programs, including these examples:

We ha e o ti ued to grow ou o . Students who participated in our student programs

have returned as interns and classroom teachers alike, with teacher participants now returning

as program teachers and instructional leads. We are fortunate to be able to have such a

dedicated group of professionals who are interested in continuing to provide high-quality

language instruction to our students.

“i e our program is ten years old, we are now seeing alumni that have graduated from college

and Flagship programs and are now working in China or with US companies and organizations

with China ties. Alumni are also returning to work for our program. They are great role models

for u e t stude ts.

One of our STARTALK teachers was a participant of our previous program. As the result of

learning Chinese language and culture through STARTALK, he became a student in University of

Louisville, major in Asian study. After studying in China for a year through the university, he was

recruited as a STARTALK teacher in 2016.

A 2014 STARTALK participant, who in 2015 took part in an NSLI-Y program, presented about her

experience to the STARTALK 2016 participants. Another 2014 STARTALK participant has been

hired to assist with the launching of a new STARTALK program at the Virginia Military Academy

[Institute]. A 2016 STARTALK participant received a summer 2017 FLAS (Foreign Language and

Area Studies) fellowship to continue taking the next two levels of Arabic at the Summer

Intensive La guage I stitute.

Community impact

Several program directors reported on the impact of their programs in their communities. Some

reported progress with local school districts toward the development of school-day or after-school

programs in STARTALK languages, including Hindi and Chinese.

49

One program director wrote, A fe lo al Chi ese immersion programs are specifically sending their

stude ts to ou su e p og a fo la guage ete tio .

Another program director reported on a student who participated in STARTALK, then studied abroad in

Morocco twice and this summer will be helping launch another STARTALK program at a new site.

50

Section Five: Impact on the Field “TA‘TALK s impact on the field is demonstrated mainly in an overall increasing trend in presentations at

ACTFL and other conferences, continued representation of STARTALK programs in publications, and the

wide publicity that STARTALK programs attracted in 2016. Additionally, program directors continue to

report graduate student research projects about STARTALK.

Table 10. Rate of reporting of conference presentations, publications, and graduate student research,

2013–2016

Question Program

Type 2013 2014 2015

2016

Did you or your program s staff

members present (about

STARTALK) at the ACTFL

conference in November 2016?

Student 21%

(N=100)

16%

(N=95)

16%

(N=97)

22%

(N=92)

Teacher 25%

(N=60)

25%

(N=65)

37%

(N=59)

57%

(N=44)

Did you or you p og a s staff members make any other

conference presentations about

STARTALK in 2016?21

Student 55% 32% 30% 32%

Teacher 49% 44% 57% 57%

Did you or your p og a s staff members publish any articles

related to STARTALK in 2016?

Student 12% 11% 16% 14%

Teacher 9% 16% 22% 21%

Are there any graduate

students in your institution who

are conducting research about

STARTALK or using STARTALK

data in their research?

Student 9% 10% 11% 7%

Teacher 11% 11% 10% 14%

Did you or your program’s staff members present at the ACTFL conference in November 2016?

As indicated in Table 10, a cross year comparison reveals strong representation of STARTALK programs

at ACTFL conferences. More specifically, Figure 26 shows that twenty student program directors (22%)

indicated that their program presented about STARTALK at the ACTFL conference in 2016, which was an

increase over 2013 (21%), 2014 (16%), and 2015 (16%). Similarly, twenty-five teacher program directors

(57%) reported that their program presented about STARTALK at the ACTFL conference in 2016, which is

a substantial increase over 2013 (25%), 2014 (25%), and 2015 (37%).

21 Note that the uestio as o ded diffe e tl i : Ha e ou o ou p og a s staff e e s ade a othe o fe e e p ese tatio s a out “TA‘TALK?

51

It should be noted that, due to an error in the 2016 survey, in contrast to previous years in which the

survey asked about presentations about STARTALK at ACTFL, in the 2016 Program Director impact

surveys the question simply asked whether program staff members had presented at ACTFL (not

specifically about STARTALK). This question will be restored to its previous, intended form for the next

set of surveys.

Figure 26. “TA‘TALK p og a s p ese tatio s at ACTFL in 2016

Did you or your program’s staff members make any other conference presentations about

STARTALK in 2016?

This increasing trend is also reflected in “TA‘TALK p og a s presence as presenters at other

conferences. Figure 27 shows that out of ninety-two student program directors who responded, twenty-

nine (32%) reported that their program presented about STARTALK at conferences other than ACTFL,

which is higher than 2015 (30%), the same level as 2014 (32%), yet lower than 2013 (55%). Part of the

reason why there was a higher percentage of conference presentation in 2013 than in subsequent years

can be attributed to the wording of the question. In 2013, the question was framed as follows: Ha e ou o ou p og a s staff e e s ade a othe o fe e e p ese tatio s a out “TA‘TALK? That

is, the question in 2013 was not asked specifically about conference presentations in a particular year.

Similarly, there was an increasing trend among teacher programs as well. More specifically, of the forty-

four teacher program respondents, twenty-five programs (57%) presented about STARTALK at

conferences other than ACTFL, which was higher than 2013 (49%) and 2014 (44%) and at the same level

as 2015 (57%).

I don't

know

1 (1%)

No

71 (77%)

Yes

20 (22%)

2016 Student Programs

I don't

know

2 (4%)

No

17 (39%)

Yes

25 (57%)

2016 Teacher Programs

52

Figure 27. “TA‘TALK p og a s p ese tatio s at other conferences

Did ou or our progra ’s staff e ers pu lish any articles related to STARTALK in 2016?

The o ti ued st e gth of “TA‘TALK p og a s ep ese tatio i the field of la guage lea i g was

reflected in publications as well.

Figure 28. STARTALK programs publishing in 2016

Figure 28 indicates that of the ninety-two student respondents, thirteen (14%) reported that someone

in their STARTALK program had published an article or articles related to STARTALK in 2016, with

information provided about fourteen publications. This was an increase over 2013 (12%) and 2014 (11%)

and a slight decrease from 2015 (16%). Similarly, among the forty-four teacher program respondents,

nine (21%) indicated that someone in their STARTALK program had published an article or articles

related to STARTALK in 2016, with information provided about nine publications. This was an increase

over 2013 (9%) and 2014 (16%) and just under the level reported in 2015 (22%).

I don't

know

2 (2%)

No

61 (66%)

Yes

29 (32%)

2016 Student Programs

I don't

know

5 (11%)

No

14 (32%)

Yes

25 (57%)

2016 Teacher Programs

I don't

know

3 (3%)

No

76 (83%)

Yes

13

(14%)

2016 Student Programs

I don't know

8 (18%)

No

27 (61%)

Yes

9 (21%)

2016 Teacher Programs

53

Are there any graduate students in your institution who are conducting research about

STARTALK or using STARTALK data in their research?

Figure 29. Graduate student research in 2016 STARTALK programs

Figure 29 shows that of the ninety-two student program respondents, six (7%) reported there were

some graduate students conducting research about STARTALK. (Some respondents indicated that they

only have undergraduate students and opted out of this question.) In the open-ended section, these six

respondents provided more information on their research about STARTALK. The program director of

Ohio University, for example, stated that their lead instructor, Peter Mwangi, completed his dissertation

about STARTALK as a model for the internationalization of higher education in the United States, and he

defended his dissertation in 2016. Other research topics covered early literacy assessment,

comprehensible input, student motivation, and student attitudinal change toward other languages and

cultures.

Of the forty-four teacher program respondents, six (14%) reported on graduate students conducting

research about STARTALK in 2016, which was an increase over 2013 (11%), 2014 (11%), and 2015 (10%).

In the open-ended section, these six respondents provided more information on their stude ts research

about STARTALK. Research topics covered teacher belief, comprehensible input and student progress,

Persian language learning, comparing the effectiveness of face-to-face and online tutoring, the impact of

professional development on world language teachers, and how STARTALK teachers develop

professional competencies.

I don't

know

12 (13%)

No

74 (80%)

Yes

6 (7%)

2016 Student Programs

I don't

know

9 (20%)

No

29 (66%)

Yes

6 (14%)

2016 Teacher Programs

54

Did your program receive any local, national, or international publicity in 2016—for example,

newspaper or magazine articles, web articles, or TV coverage?

Figure 30. Local, national, and international publicity of STARTALK programs

For the first time in a STARTALK survey to 2016 student program directors, respondents were asked this

question about news coverage of their STARTALK program. Among the ninety-two responses, forty-

three (47%) reported that their STARTALK program received local, national, or international publicity in

2016. Specifically, these STARTALK programs were covered in prominent newspapers (e.g., the Los

Angeles Times), bilingual newspapers (e.g., the Portuguese Tribune), radio (e.g., Voice of America), local

TV (e.g., BYU TV), local blogs (e.g., Charlotte on the Cheap), international TV (e.g., TV Asia, the Japanese

public broadcaster NHK), and magazines (e.g., the Russian FACT Magazine).

For example, the program director of Bangor Chinese School stated:

We e ei e TV o e age e e ea , e ause the t o “TA‘TALK p og a s a e t easu es a o g all esou es of la guage lea i g i Mai e.

The wide publicity that these programs attracted in 2016 demonstrates the visibility that STARTALK

programs have been achieving locally, nationally, and internationally, which in turn may have

contributed to enrollment increase in STARTALK programs, as speculated by the program director of

Queens University of Charlotte:

The program was featured in Charlotte on the Cheap, a local blog with a very high readership. I

suspect that this article is responsible for the significant increase in inquiries I have received

about the program since then.

I don't know

13 (14%)

No

36 (39%)

Yes

43 (47%)

2016 Student Programs

55

Section Six: Impact on the Community In the survey to student program directors only, questions were asked about approaches to recruit a

diverse population of participants. The impact of STARTALK on the community is documented as

follows: The majority of STARTALK student programs made serious efforts to recruit a diverse student

population, and nearly all STARTALK programs succeeded in recruiting a diverse population of

participants in 2016.

Table 11. Rate of responses reporting recruiting diverse student population, 2013–2016

Question 2013

(N=100)

2014

(N=95)

2015

(N=97)

2016

(N=92)

Were you able to recruit students

from various socioeconomic groups in

2016?22 N/A 97% 96% 91%

Were you able to recruit students

from various ethnic groups in 2016?23 N/A 95% 94% 91%

Were any of your students identified

as needing special education support

(due to a learning disability, for

example) in 2016?24

N/A 43% 44% 43%

22 Note that i this uestio did ot spe ifi all e tio the ea ut athe asked, We e ou a le to e uit stude ts f o a ious so ioe o o i g oups? 23 Note that i this uestio did ot spe ifi all e tio the ea ut athe asked, We e you able to recruit

stude ts f o a ious eth i g oups? 24 Note that i this uestio did ot spe ifi all e tio the ea ut athe asked, We e a of ou students identified as needing special education support (due to a learning disability, fo e a ple ?

56

What recruiting techniques or methods did you use in 2016 that helped ensure you would

recruit a diverse population of participants?

Figure 31. Techniques to recruit a diverse population

Overall, all but one of the options were selected by more than 60% of all student program respondents,

suggesting that the majority of programs do make a variety of serious efforts to recruit a diverse student

population. Specifically, out of the ninety-five student program respondents, seventy-six (80%) chose

ta geti g p o otio al ate ials to a eas ith di e se populations, sixty-seven (71%) selected

pa t e i g ith othe o ga izatio s su h as lo al o u it g oups, sixty-one (64%) chose

atte pti g to e su e di e sit th ough the a epta e p ocess, and nineteen (20%) indicated

t a slati g appli atio s or promotional materials into other languages.

Were you able to recruit students from various socioeconomic groups in 2016?

Figure 32. Recruiting students from various socioeconomic groups

Consistent with the results from previous years, nearly all STARTALK programs succeeded in recruiting a

diverse population of participants in 2016. Of the ninety-two student program respondents, eighty-four

(91%) reported yes to this question. Only one program director responded that her program had not

succeeded in recruiting students from a socioeconomically diverse population.

76 (80%)

67 (71%)61 (64%)

19 (20%)

0

10

20

30

40

50

60

70

80

Targeting

promotional

materials to areas

with diverse

populations

Partnering with other

organizations such as

local community

groups

Attempting to ensure

diversity through the

acceptance process

Translating

applications or

promotional

materials into other

languages

I do t k o7 (8%)

No

1 (1%)

Yes

84 (91%)

57

In the open-ended section, some program directors clarified their responses. The program director of

California State University, San Bernardino (CSUSB), for example, stated as follows:

A solutely yes. We had students who were on free and reduced lunch programs (80%) studying

alo gside stude ts ho a e hild e of e edu atio all a d e o o i all afflue t pa e ts.

The priority of recruiting students from various socioeconomic backgrounds was reported by the

program director of DC9 Metropolitan Urdu Center:

Springfield is basically an area of various socioeconomic groups; also we are very particular

about putting some children with limited resource on priority.

Were you able to recruit students from various ethnic groups in 2016?

Figure 33. Recruiting students from various ethnic groups

As in previous years, a large majority of programs succeeded in recruiting students from various ethnic

groups in 2016. Of the ninety-two student program respondents, eighty-four (91%) reported yes to this

question, suggesting an ethnically diverse student population in 2016. For instance, one program

di e to epo ted the de og aphi akeup of thei “TA‘TALK p og a as 10% African Americans, 30%

Latinos/Latinas, 30% Whites, 10% Asians, 20% others (mix).

I don't know

1 (1%)

No

7 (8%)

Yes

84 (91%)

58

Were any of your students identified as needing special education support (due to a learning

disability, for example) in 2016?

Figure 34. Students needing special education support

Of the ninety-two student program respondents, forty (43%) indicated that they had students identified

as needing special education support in 2016, which is consistent with the result in 2015 (44%). The

following are some of the specific challenges mentioned in the survey and, in some cases, the

accommodation provided to these students:

Autisti

One had cancer, and the other one had moving difficulty. We provided the person with physical

disability a golf cart to transport between classes and dorms, and educational support for the

one who was undergoing chemotherapy treatment.

One of our students had a learning disability. He was fully integrated in the program with

accommodations such as extra time to complete assignments as well as one-on-one tutoring

and guidance.

A partially deaf student needed extra support.

We had a few students who required accommodations and/or monitoring for health issues,

such as diabetes, a heart issue, food allergies, etc.

ADHD and another with diagnosed dyslexia.

In short, the majority of STARTALK student programs did make serious efforts to recruit a diverse

student population, and nearly all STARTALK programs succeeded in recruiting a diverse population of

participants in 2016. About half of student program directors reported they had students needing

special support, and in most cases accommodation was provided to these students.

I do t k o9 (10%)

No

43 (47%)

Yes

40 (43%)

59

Section Seven: About Your Program In the survey to teacher program directors only, questions were asked about the area of focus and the

greatest strength of their program. Presented below are the findings.

Which of the following were areas of focus of your program in 2016? Please choose all that

apply.

Figure 35. Teacher program areas of focus

The full list of options for this question is as follows:

Culture-integrated language instruction

Assessment and evaluation

Performance-based instruction

Proficiency-based instruction

Secondary language instruction

Content-based language instruction

Language-specific pedagogy (as opposed to general foreign language methods)

Elementary language instruction

Postsecondary language instruction

(Dual-)immersion language instruction

Heritage language instruction

33

(75%)

28

(64%) 27

(61%) 25

(57%) 24

(55%) 22

(50%)

18

(41%)

14

(32%)

11

(25%) 10

(23%) 9

(21%)

0

5

10

15

20

25

30

35

60

All forty-four teacher program directors responded to this question. Many program directors selected

more than one option, so the percentages of each option selected add up to more than 100%. All the

options were selected by more than 20% of the forty-four program directors. The top-ranking options

selected by at least 50% of program directors were culture-i teg ated la guage i st u tio (75%),

assessment and evaluation % , performance- ased i st u tio ( % , proficiency-based

i st u tio ( % , secondary la guage i st u tio % , a d content- ased la guage i st u tio

(50%). Therefore, the majority of teacher programs do focus on STARTALK-Endorsed Principles for

Effective Teaching and Lea i g, su h as i teg ati g ultu e, o te t, a d la guage i a o ld la guage lass oo a d o du ti g pe fo a e-based assessment.

Of the areas of fo us ou hose a o e, hi h o e area do ou thi k as our progra ’s greatest

strength? Why?

Figure 36. Teacher program areas of greatest strength

Of these, the top-ranking options selected by at least 10% of teacher program directors as areas of

g eatest st e gth e e the following:

Culture-integrated language instruction (16%)

Content-based language instruction (14%)

(Dual-)immersion language instruction (11%)

Language-specific pedagogy (11%)

Proficiency-based instruction (11%)

7

(16%)

7

(16%) 6

(14%)5

(11%)

5

(11%)

5

(11%)

3

(7%)2

(5%)

2

(5%)1

(2%)

1

(2%)

0

1

2

3

4

5

6

7

8

61

A o g the espo de ts ho hose Othe , the g eatest st e gths that e e p o ided i luded the

following (emphasis added):

How to teach in the online environment—that is our focus! We give teachers the experience

of being an online student first and then examine how things are different when compared to

F2F classroom teaching. They also experience and create online language activities with a

variety of online tools.

Because we focused a great deal on how to work with students in understanding text. Each

year we have a different focus, and since 2016 was literacy, we feel it is one of our greatest

strengths. We have two courses, both different, so the other focus that we find to be strong is

the focus on assessment and evaluation. All of our teacher training go through MOPI training,

and it opens their eyes.

Certification is critical to language teaching in the public schools. We have taken state

requirements and tailored instruction to meet state teacher standards as well as STARTALK

principles and STELLA. The greatest strength of our program is personalization of advisement

and workshop offerings to meet teacher candidate needs through constant monitoring and

feedback.

Leadership Development—Designed to equip a cadre of experienced STARTALK teacher

leaders to support local schools, districts, and state organizations to design and implement

programs in all of the STARTALK languages that are faithful to the STARTALK-Endorsed Principles

for Effective Teaching and Learning.

2016 Program Director Impact Survey Report

APPENDIX A: SCHOOL-BASED AND UNIVERSITY LANGUAGE PROGRAMS STARTED AS A RESULT OF STARTALK PROGRAMS (2010–2016)

Key:

Programs in bold were reported for the first time in 2016 by student program directors.

Programs in italics were reported for the first time in 2016 by teacher program directors.

Programs in bold italics were reported for the first time in 2016 by student and teacher program directors.

*Information in this appendix was reported by program directors. Some entries may not include complete details about the program.

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

ACTFL Chinese/Glastonbury Public Schools J. Dowd

GEMS-Glastonbury-East Hartford Magnet School X Glastonbury, CT Chinese

Smith Middle School X Glastonbury, CT Chinese

Aldeen Foundation L. Kholaki Pasadena ISD X X X Pasadena, CA Arabic

Allama Iqbal Community Center F. Khan PS 217 of Brooklyn X Brooklyn, NY Urdu

Anne Arundel Community College C. Burt

Key School X X X Annapolis, MD Arabic

Marley Middle School X Glen Burnie, MD Arabic

Meade Middle School X Fort Meade, MD Arabic

Anne Arundel County Public Schools L. Swenson unknown Fort Meade, MD Arabic, Chinese

Arabic Language and Culture Institute J. Purcell

Atherton High School X Louisville, KY Arabic

Seneca High School X Louisville, KY Arabic

DuPont Manual High School X Louisville, KY Arabic

Arlington Independent School District S. Deering

South Davis Elementary X Arlington, TX Portuguese

Bebensee Elementary X Arlington, TX Portuguese

Atherton Elementary X Arlington, TX Portuguese

Arlington Public Schools Virtual@APS X X Arlington, VA Arabic, Chinese

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Asia Institute Crane House

H. Pan unknown Louisville, KY Chinese

C. Fisher Kammerer Middle School X Louisville, KY Chinese

Balvihar Hindi School M. Tiwari

Georgia Institute of Technology X Atlanta, GA Hindi

unknown Minnesota, MN Hindi

Bangor Chinese School Jing Zhang

Husson University X Bangor, ME Chinese

Old Town High School X Old Town, ME Chinese

Lee Academy X Lee, ME Chinese

Asa Adams Elementary X Orono, ME Chinese

North Yarmouth Academy X X X Yarmouth, ME Chinese

George Stevens Academy Blue Hill, ME Chinese

Lincoln Academy X Newcastle, ME Chinese

Washington Academy East Machias, ME Chinese

Berks County Intermediate Unit S. Calvin

Blue Mountain High School X Schuylkill Haven,

PA Chinese

Alvernia University X Reading, PA Chinese

Berwick School District X X X Berwick, PA Chinese

Milton Area School District X X X Milton, PA Chinese

Wilson School District X X X West Lawn, PA Chinese

Southern Lehigh School District X X X Center Valley, PA Chinese

Pen Argyl Area School District X X X Pen Argyl, PA Chinese

Brandywine Heights Area School District X X X Topton, PA Chinese

Schuylkill Valley School District X X X Leesport, PA Chinese

Twin Valley School District X X X Elverson, PA Chinese

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Crawford Central School District X X X Meadville, PA Chinese

Great Valley School District X X X Malvern, PA Chinese

Berks Catholic High School X Reading, PA Chinese

Daniel Boone Area School District x Douglassville, PA Chinese

Boston Public Schools R. Cozzens

Charlestown High School X Charlestown, MA Arabic

Boston Arts Academy X Boston, MA Arabic

Boston Latin Academy X Boston, MA Arabic

Brigham Young University

K. Belnap Oakridge Elementary X Salt Lake City, UT Arabic

M. Christensen

Lehi High School X Lehi, UT Chinese

Bear River High School X Garland, UT Chinese

Bryant University H. Yang Medway High School X Medway, MA Chinese

California State University, San

Bernardino/University Enterprises

Corporation at CSUSB

D. Doueiri

Grove High School X Redlands, CA Arabic

Crafton Hills College X Yucaipa, CA Arabic

San Bernardino High School X San Bernardino,

CA Arabic

Hillside Elementary School X San Bernardino,

CA Arabic

New Dimensions Pomona, CA Arabic

Redlands USD x Redlands, CA Arabic

Cape Henlopen School District L. Roe

Downes Elementary School X Newark, DE Chinese

Wilbur Elementary School X Bear, DE Chinese

New Castle Elementary School X New Castle, DE Chinese

J. R. McIlvaine Early Childhood Center X Magnolia, DE Chinese

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Allen Frear Elementary School X Dover, DE Chinese

W. B. Simpson Elementary School X Camden, DE Chinese

Center for Human Services/McDaniel

College R. Costea unknown Westminster, MD Arabic, Chinese

Chicago Public Schools F. Hasan, E.

Cardenas-Lopez

Agassiz Elementary School X Chicago, IL Arabic

Belding Elementary School X Chicago, IL Arabic

Durkin Park Elementary School X Chicago, IL Arabic

LaSalle II Magnet Elementary School X Chicago, IL Arabic

Marquette Elementary School X Chicago, IL Arabic

Peck Elementary School X Chicago, IL Arabic

Volta Elementary School X Chicago, IL Arabic

Lane Tech College Prep High School X Chicago, IL Arabic

Lincoln Park High School X Chicago, IL Arabic

Lindblom Math and Science Academy X Chicago, IL Arabic

Roosevelt High School X Chicago, IL Arabic

Taft High School X Chicago, IL Arabic

China Institute in America P. Zeng Dalton School X X X New York, NY Chinese

College Board S. Cantor unknown Los Angeles, CA Chinese

DC9 Metropolitan Urdu Center S. Aziz X X X Washington, D.C.

DePaul University Y. Lau, M.

Johnston unknown Chicago, IL Chinese

Des Moines Public Schools M. Stimmel

Drake University X Des Moines, IA Arabic

Simpson College X Indianola, IA Arabic

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Lincoln High School X Des Moines, IA Arabic

Fargo Public Schools M. Thrond

West Fargo Elementary School X Fargo, ND Chinese

Westside Elementary x West Fargo, ND Chinese

Fauquier County Public Schools M. Sutton

Kettle Run High School X Nokesville, VA Arabic

Fauquier High School X Warrenton, VA Arabic

Liberty High School X Bealeton, VA Arabic

Fauquier County Public Schools x x x Warrenton, VA Arabic, Turkish

Fresno Unified School District E. Yen California State University, Fresno X Fresno, CA Chinese

Friends of Global Renaissance

Perspectives, Inc. M. Sharkey G.L.O.B.E. School X

Saratoga Springs,

NY Chinese

Furman University K. Kaup, D. Zhang

Furman University X Greenville, SC Chinese

Christ Church Episcopal School X X X Greenville, SC Chinese

Georgia Department of Education J. Valentine Henry County Schools X X X McDonough, GA Chinese

Glastonbury Public Schools R. Oleksak Gideon Welles School X Glastonbury, CT Chinese

Global Village Charter Collaborative C. Howe

GVA – Colorado Springs X Colorado Springs,

CO Chinese

GVA – Fort Collins X Fort Collins, CO Chinese

GVA – Aurora X X Aurora, CO Chinese

GVA – Northglenn X X Northglenn, CO Chinese, Russian

GVA – Douglas County X Douglas County,

CO Chinese

Gonzaga University B. Semple

Mary Walker High School/Spokane Virtual Learning

Site

X Springdale, WA Chinese

Lewis and Clark High School X Spokane, WA Chinese

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Sacajawea Middle School x Spokane, WA Chinese

Granite and Weber School Districts C. Schubach

Calvin Smith Elementary X Salt Lake City, UT Chinese

Bates Elementary X North Ogden, UT Chinese

Uintah Elementary X Ogden, UT Chinese

Spring Lane Elementary X Salt Lake City, UT Chinese

Hilmar Unified School District I. Cabral-Johnson Hilmar Middle School X Hilmar, CA Portuguese

Howard Community College C. Berman

Howard County Public Schools X X X Ellicott City, MD Arabic, Chinese,

Hindi, Persian

Howard Community College Arabic online x Columbia, MD Arabic

Huayuan Chinese Academy A. Cheung Gaithersburg Elementary School X Gaithersburg, MD Chinese

Hunter College–City University of New

York D. Chao Hunter College High School X New York, NY Chinese

Hurst-Euless-Bedford Independent School

District B. Parpia

Central Junior High School X Euless, TX Arabic, Chinese,

Hindi

L. D. Bell High School X Hurst, TX Arabic, Chinese,

Hindi

Trinity High School X Euless, TX Arabic, Chinese,

Hindi

Viridian Elementary School X Fort Worth, TX Arabic, Chinese,

Hindi

Indiana University

M. Nyikos

Jackson Creek Middle School X Bloomington, IN Chinese

Tri-North Middle School X Bloomington, IN Chinese

Batchelor Middle School X Bloomington, IN Chinese

A. Omar Harmony School Bloomington, IN Swahili

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Kean University J. Jensen Kean University X Union, NJ Hindi, Urdu

Kennesaw State University A. Bernardy Kennesaw State University X Kennesaw, GA Chinese

Kent State University B. Baer Kent State University X Kent, OH Arabic, Chinese

Lexington County School District One D. Samples

Meadow Glen Elementary School X Lexington, SC Chinese

White Knoll Middle School X Lexington, SC Chinese

Meadow Glen Middle School X Lexington, SC Chinese

River Bluff High School X Lexington, SC Chinese

White Knoll High School X Lexington, SC Chinese

Center for World Languages and International Business

at Lexington High School

X Lexington, SC Chinese

Lexington Middle School X Lexington, SC Chinese

L.I.F.E & Discovery E. Chung

St. John Regional Catholic School X X Frederick, MD Chinese

Visitation Academy X X Frederick, MD Chinese

Los Angeles Unified School District D. Coaloa

Bell High School X Bell, CA Arabic

Granada Hills Charter High School X Los Angeles, CA Arabic

New Tech Academy at Jefferson High School X Los Angeles, CA Arabic

Roybal High School X Los Angeles, CA Arabic

Student Empowerment Academy X Los Angeles, CA Arabic

Hamilton High School X Los Angeles, CA Arabic

Elizabeth Learning Center x Los Angeles, CA Arabic

Loyola Marymount University M. Lavadenz

Broadway Elementary X Los Angeles, CA Chinese

Walnut Elementary X Walnut, CA Chinese

Los Angeles USD X X X Los Angeles, CA Chinese

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Palos Verdes Peninsula USD X X X Palos Verdes, CA Chinese

Oakland Charter Schools X X X Oakland, CA Chinese

Archdiocese of Los Angeles Catholic Schools X X X Los Angeles, CA Chinese

Pasadena USD Pasadena, CA Chinese

Oxnard Union High School X Oxnard, CA Chinese

Mandarin Institute and SFUSD-Chinese Yalan King

Collaborative formed by Mandarin Institute between

City College of San Francisco, San Francisco USD, and

San Francisco State University Flagship

X San Francisco, CA Chinese

Michigan State University

W. Hassan

King High School X Detroit, MI Arabic

North Farmington High School X Farmington

Heights, MI Arabic

W. Wang

Lansing Public Schools X X X Lansing, MI Chinese

Grand Rapids Public Schools X X X Grand Rapids, MI Chinese

Greater Detroit Area Public Schools X X X Detroit, MI Chinese

A school district in Arizona Chinese

National Council of Less Commonly Taught

Languages A. Schleicher Monroe County Community School Corporation X X Bloomington, IN Swahili

National University A. Mokhtari unknown San Diego, CA Persian

Natrona County School District A. Tollefson

Fort Caspar Academy X Casper, WY Chinese

Park Elementary School X Casper, WY Chinese

Paradise Valley Elementary School X Casper, WY Chinese

New York University M. Savova Mercer County Community College X West Windsor

Township, NJ Hindi, Urdu

North Carolina State University A. Lamm

Heritage High School X Wake Forest, NC Chinese

A. B. Combs Magnet Elementary School X Raleigh, NC Chinese

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Northern Virginia Community College L. Franklin unknown Arlington, VA Multiple

Occidental College B. Zaslow

FAME Charter Schools X X X Santa Clara, CA Arabic

Granada Hills Charter High School X Granada Hills, CA Arabic

California State University, Long Beach X Long Beach, CA Arabic

First Presbyterian Church of El Paso El Paso, TX Arabic

OneWorld Now! J. Tanaka OneWorld Now! After-School Global Leadership

Program

X Seattle, WA Arabic, Chinese

Pennsylvania State University C. Eckhardt unknown University Park,

PA Arabic

Portland State University Confucius

Institute M. Liu unknown Portland, OR Chinese

Prince George s County Public Schools M. Flores Laurel High School X Laurel, MD Portuguese

Queens University of Charlotte E. DeBell

Queens University of Charlotte X Charlotte, NC Chinese

unknown

Rice University R. Sanchez

Woodlands College Park High School X Conroe, TX Chinese

Mandarin Immersion Magnet School X Houston, TX Chinese

Pin Oak Middle School X Bellaire, TX Chinese

Rutgers University M. Curran Highland Park School District X X Highland Park, NJ Chinese

San Diego State University Research

Foundation F. Saydee

San Diego State University X San Diego, CA Dari

unknown

San Francisco State University M. Ara unknown San Francisco, CA Dari, Persian

Southern California Council of Chinese

Schools R. Yee, T. Cheng unknown Cerritos, CA Chinese

Stanford University D. Silva Ohlone Elementary School X Palo Alto, CA Chinese

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Jordan Middle School X Palo Alto, CA Chinese

Henry M. Gunn High School X Palo Alto, CA Chinese

East Side Union High School X San Jose, CA Chinese

Menlo Park Elementary School X Menlo Park, CA Chinese

Columbia Middle School X Sunnyvale, CA Chinese

Sunnyvale Middle School X Sunnyvale, CA Chinese

San Francisco USD X X X San Francisco, CA Chinese

Palo Alto USD X X X Palo Alto, CA Chinese

San Mateo-Foster City School District X X X San Mateo, CA Chinese

Fremont USD X X X Cupertino, CA Chinese

Evergreen Valley High School X San Jose, CA Chinese

Piedmont Hills High School X San Jose, CA Chinese

Independence High School X San Jose, CA Chinese

Saint Francis High School X Mountain View,

CA Chinese

Stony Brook University S. Jourdain Stony Brook University X Stony Brook, NY Arabic

Teaching Chinese Resources D. Wu

Beardslee Elementary School X Duarte, CA Chinese

Duarte USD X X X Duarte, CA Chinese

Basic High School X Las Vegas, NV Chinese

Spring Valley High School X Las Vegas, NV Chinese

Fletcher Elementary School X Orange, CA Chinese

Troy University I. Xu, R. Feng

Baldwin Arts and Academics Magnet Academy X Montgomery, AL Chinese

Charles Hendersen Middle School X Troy, Alabama Chinese

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

unknown Chinese

Loveless Academic Magnet Program High School X Montgomery, AL Chinese

R. Feng Pike Road Schools Pike Road, AL Chinese

University of California-Berkeley S. Kwoh unknown Berkeley, CA Chinese

University of California, Los Angeles

Heritage Teacher Workshop O. Kagan unknown Los Angeles, CA Multiple

University of Florida P. Jacobs P. K. Yonge Developmental Research School X X X Gainesville, FL Chinese

University of Hawai i C. Ning “t. Andrew s Priory X X X Honolulu, HI Chinese

University of Iowa

I. Kostina University of North Carolina, Greensboro X Greensboro, NC Russian

H. Shen

City High School x Iowa City, IA Chinese

West High School x Iowa City, IA Chinese

University of Kansas Center for Research,

Inc. S. Willis

Chanute High School X Chanute, KS Chinese

Free State High School X Lawrence, KS Chinese

University of Kentucky B. Goldstein unknown Lexington, KY Chinese

University of Massachusetts, Boston W. Hu

Cushing Academy X Ashburnham, MA Chinese

Modern Languages Dept. of UMass, Boston X Boston, MA Chinese

College of Advancing and Professional Studies at

UMass, Boston

Teacher

training

Boston, MA

Chinese

University of Mississippi D. Dyer

Oxford High School X Oxford, MS Chinese

Lafayette High School X Oxford, MS Chinese

Holly Springs High School X Holly Springs, MS Chinese

University of Montana Hellgate High School X Missoula, MT Arabic

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

S. Bitar, K.

Huthaily (2013–on)

Sentinel High School X Missoula, MT Arabic

Big Sky High School X Missoula, MT Arabic

University of New Hampshire

M. Dorffsman, L.

Lee (2013–on)

Portsmouth Middle School X Portsmouth, NH Chinese

University of New Hampshire X Durham, NH Chinese

L. Lee Oyster River School District Durham, NH Chinese

University of New Mexico W. Putnam University of New Mexico X Albuquerque, NM Arabic, Chinese

University of Oklahoma East Asia Institute

R. Burnett, C.

Forehand Discovery School of Tulsa X X Tulsa, OK Chinese

R. Burnett Carnegie Elementary School x Tulsa, OK Chinese

University of South Florida E. Shepherd

Partnership between USF and Clearwater High School X Clearwater, FL Chinese

Partnership between USF and the Out-of-Door

Academy Sarasota, FL Chinese

University of Texas, Arlington S. Liang

Carroll ISD X X X Carroll, TX Chinese

Irving High School X Irving, TX Chinese

MacArthur High School X Irving, TX Chinese

Nimitz High School X Irving, TX Chinese

Singley Academy X Irving, TX Chinese

Cardwell Career Preparatory Center X Irving, TX Chinese

University of Washington A. Klots University of Washington Slavic Department (new

Russian STEM course) X Seattle, WA Russian

University of Wisconsin, Madison D. Bethea PSI-Abroad X Daugavpils, Latvia Russian

University of Wyoming S. Bunning unknown Laramie, WY Chinese

Utah State Office of Education G. Roberts, J.

Leite

Lake View Elementary School X Provo, UT Portuguese

Rocky Mountain Elementary School X Lindon, UT Portuguese

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Bluffdale Elementary School X Bluffdale, UT Portuguese

Hillcrest Elementary School X Logan, UT Portuguese

Sunrise Elementary School X Smithfield, UT Portuguese

Harris Elementary School X Tooele, UT Portuguese

J. Leite

Overlake Elementary x Tooele, UT Russian

Rose Springs Elementary x Stansbury Park,

UT

Portuguese

Virginia Beach City Public Schools J. Carson

Corporate Landing Middle School X Virginia Beach, VA Chinese

Salem Middle School X Virginia Beach, VA Chinese

Princess Anne Middle School X Virginia Beach, VA Chinese

West Virginia Department of Education D. Nicholson

Cheat Lake Elementary School X Morgantown, WV Chinese

Mountainview Elementary School X Morgantown, WV Chinese

Ridgedale Elementary School X Morgantown, WV Chinese

Suncrest Elementary School X Morgantown, WV Chinese

North Elementary School X Morgantown, WV Chinese

West Windsor-Plainsboro Regional School N. Sohail West Windsor-Plainsboro Regional Schools X X X West Windsor

Township, NJ Hindi, Urdu

Western Michigan University W. Hassan

Ann Arbor Public Schools Ann Arbor, MI Arabic

Renaissance High School X Detroit, MI Arabic

Detroit Public Schools Detroit, MI Arabic

Macomb Intermediate School District Macomb, MI Arabic

Yinghua Academy L. Lien Yinghua Academy

MNOHS Online Course X X Minneapolis, MN Chinese

STARTALK Program Program Director New Program

Grade Level

Location Language K-12

K-

5

6-

8

9-

12 13-16

Minnesota Online High School X Saint Paul, MN Chinese

Yuva Hindi Sansthan, Inc. A. Ojha

Middlesex County College X Edison, NJ Hindi

Bensalem High School X Bensalem, PA Hindi

Aggregate Totals: 2010–2016

Year Number of academic programs started, according to impact survey

2010 54

2011 30

2012 19*

2013 89

2014 28

2015 25

2016 18

Total 263

* In 2012, the question of whether their STARTALK program had led to the development of an academic program was asked only of directors of student

programs. All other years, it was asked of both student program directors and teacher program directors.

APPENDIX B: AFTER-SCHOOL, COMMUNITY, HERITAGE, OR ONLINE LANGUAGE PROGRAMS STARTED AS A RESULT OF STARTALK PROGRAMS

(2010–2016)

Key:

Programs in bold were reported for the first time in 2016 by student program directors.

Programs in italics were reported for the first time in 2016 by teacher program directors.

Programs in bold italics were reported for the first time in 2016 by student and teacher program directors.

*Information in this appendix was reported by program directors. Some entries may not include complete details about the program.

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

ACTFL Discover Russian/Glastonbury

Public Schools B. Sandstrom

Thomas Jefferson High School

for Science and Technology

X A Alexandria, VA Russian

Holmes Middle School After-

School Program Russian Club

X A Alexandria, VA Russian

Aldeen Foundation L. Kholaki Aldeen Foundation X X H A Pasadena, CA Arabic

Allama Iqbal S. Khan Lahore Education Community

School X X X C Brooklyn, NY Urdu

American Chinese Academy J. Chen Wilson Wims Elementary

School x Clarksburg, MD Chinese

Anchorage School District J. Schmitz Scenic Park Elementary School X A Anchorage, AK Chinese

Anne Arundel Community College C. Burt

Anne Arundel Mosque X X X X Annapolis, MD Arabic

Van Bokkelen Elementary

School

X A Severn, MD Arabic

Brock Bridge Elementary

School

X A Laurel, MD Arabic

Anne Arundel County Public Schools unknown X X Fort Meade, MD Arabic,

Chinese

Arabic Language and Culture Institute J. Purcell Arabic Language and Culture

Institute

X X C A Louisville, KY Arabic

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

Arlington Public Schools M. Perdomo unknown X Arlington, VA Arabic,

Chinese

Arlington Unified School

District/Arlington Independent

School District

S. Deering

South Davis Elementary X A Arlington, TX Portuguese

Bebensee Elementary X A Arlington, TX Portuguese

Atherton Elementary X A Arlington, TX Portuguese

Asia Institute Crane House

H. Pan, L. Zeng unknown Louisville, KY Chinese

C. Fisher WKU Confucius Institute Online

learning X X Louisville, KY Chinese

Asian American Center of Frederick E. Chung

New Market Elementary School X New Market, MD Chinese

Hillcrest Elementary School X Frederick, MD Chinese

unknown elementary school X Frederick County,

MD Chinese

unknown elementary school X Frederick County,

MD Chinese

unknown middle school X Frederick County,

MD Chinese

Association of Chinese Schools J. Liu unknown X X Chatham, NJ Chinese

Balvihar Hindi School M. Tiwari Balvihar Cobb Hindi School

VHPA, Heritage School

X X X H A Atlanta, GA Hindi

Bangor Chinese School J. Zhang

Abraham Lincoln School X A Bangor, ME Chinese

Mary Snow School X A Bangor, ME Chinese

Asa Adams School X A Orono, ME Chinese

Orono Middle School X A Orono, ME Chinese

Bangor Chinese School Bangor, ME Chinese

Fruit Street School X Bangor, ME Chinese

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

Berks County Intermediate Unit S. Calvin

Brandywine Heights High

School Chinese Club

X A Mertztown, PA Chinese

Wilson School District X X X A West Lawn, PA Chinese

Reading Chinese Association X X X A Reading, PA Chinese

Berks County Intermediate Unit

Evening Academy A Reading, PA Chinese

Boston University R. Micallef unknown Boston, MA Turkish

Bridge Academy S. Badwan unknown Hamtramck, MI Arabic

Brigham Young University K. Belnap Oakridge Elementary X A Salt Lake City, UT Arabic

Bryant University

Hong Yang

Chinese Culture Club at Bishop

Feehan High School

X A Attleboro, MA Chinese

unknown Chinese

church group Fall River, MA Chinese

Ralph Wheelock School X A Medfield, MA Chinese

Bishop Feehan High School X A Attleboro, MA Chinese

K. Xie Medway Elementary School

After-school Program x A Medway, MA Chinese

California State University, San

Bernardino D. Doueiri California State University X San Bernardino, CA Arabic

California State University, San

Bernardino/University Enterprises

Corporation at CSUSB

D. Doueiri, R. Burke

California State University, San

Bernardino

X W San Bernardino, CA Arabic

San Bernardino High School X A San Bernardino, CA Arabic

D. Doueiri Islamic Community Center of

Redlands X X Loma Linda, CA Arabic

Cape Henlopen School District L. Roe, M. Kelley Lewes School X A Lewes, DE Chinese

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

Cape Carousel Program X A Lewes, DE Chinese

Chicago Public Schools

F. Hasan, E.

Cardenas-Lopez, F.

Fadda-Ginski

Turath Institute X X C A Chicago, IL Arabic

Artist-in-Residence Program

Kenwood Academy

X X A Chicago, IL Chinese

Artist-in-Residence Program

Lindblom Math and Science

Academy

X A Chicago, IL Chinese

F. Fadda-Ginski

Lincoln Park High School After-

school Program x A Chicago, IL Arabic

Lane Tech College Prep High

School After-school Program x A Chicago, IL Arabic

F. Hasan, E.

Cardenas-Lopez, F.

Fadda-Ginski

Artist-in-Residence Program

Lane Tech College Prep High

School

X A Chicago, IL Chinese

Artist-in-Residence Program

Lindblom Math and Science

Academy

X A Chicago, IL Arabic

Artist-in-Residence Program

Lane Tech College Prep High

School

X A Chicago, IL Arabic

Artist-in-Residence Program

Lincoln Park High School X A Chicago, IL Arabic

China Institute in America P. Zeng Saturday Language Academy X C W New York, NY Chinese

College Board S. Cantor

UCLA Chinese Language

Summer Mini-Institute K-12,

University High School

X Los Angeles, CA Chinese

Chinese Summer Camp

Program by University High

School

x Los Angeles, CA Chinese

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

Concordia Language Villages D. Clementi unknown X A/W Bemidji, MN Portuguese

Consortium of Illinois Language

Schools F. Lu

Christian Heritage Academy X X X A/W Northfield, IL Chinese

after-school program in the

local library A DeKalb & Joliet, IL Chinese

Consortium of Texas Chinese

Language Institutes F. Shih unknown H W Houston, TX Chinese

DC9 Metropolitan Urdu Center S. Aziz community program C West Springfield,

VA Urdu

DePaul University Y. Lau, M. Johnston unknown C Chicago, IL Chinese

Educators Society for Heritage of

India V. Chaudhary Marlboro Hindi School X X X C/H W Marlboro, NJ Hindi

Fargo Public Schools M. Thrond Westside Elementary x West Fargo, ND Chinese

Fauquier County Public Schools L. Hoover, M. Sutton

Greenville Elementary School X A Nokesville, VA Arabic,

Turkish

Ritchie Elementary School X A Warrenton, VA Arabic

Grace Miller Elementary School X A Bealeton, VA Arabic

Florida State University W. Wang J. Michael Conley Elementary

School X A Tallahassee, FL Chinese

Fresno Unified School District E. Yen Fresno Chinese School X X X W Fresno, CA Chinese

Furman University K. Kaup

Greenville Middle Academy X A Greenville, SC Chinese

unknown H Greenville, SC Hindi,

Russian

unknown Greenville, SC Arabic

George Washington University P. Minuchehr Rosestan Persian Language

School

X X X River Hill, MD Persian

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

Global Village Charter Collaborative C. Howe

Global Village Charter

Collaborative

X X A Aurora, CO Chinese

Global Village Charter

Collaborative

X X A Northglenn, CO Russian

Global Village Intl. Preschool X A Aurora, CO Chinese

Global Village Intl. Preschool X A Colorado Springs,

CO Chinese

Global Village Intl. Preschool X A Fort Collins, CO Chinese

Gonzaga University B. Semple Wilson Elementary School

After-school Program x A Spokane, WA Chinese

Hamilton College H. G. Jin Oneida-Herkimer-Madison

BOCES

X A New Hartford, NY Chinese

Hilmar Unified School District I. Cabral-Johnson

Community Portuguese

Program

X X X C A Hilmar, CA Portuguese

Elim Elementary School x Hilmar, CA Portuguese

Hindi Sangam Foundation A. Ojha YHS-BSS Hindi Weekend

Program W Kendall Park, NJ Hindi

Howard Community College C. Berman Howard Community College X Columbia, MD Hindi

Huayuan Chinese Academy A. Cheung

Gaithersburg Elementary

School

X A Gaithersburg, MD Chinese

Garrett Park Elementary School X Kensington, MD Chinese

Travilah Elementary School X North Potomac, MD Chinese

Hunter College–City University of

New York D. Chao Hunter College High School X A New York, NY Chinese

Indiana University (Bridges) J. Liu, M. Nyikos unknown C A Bloomington, IN Chinese

Indiana University (Hindi) S. Hong Indian Arts Institute X C Bloomington, IN Hindi

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

Indiana University (Swahili) A. Omar

Academy of Science and

Entrepreneurship New Tech

High School

X A Bloomington, IN Swahili

Harmony School X X X Bloomington, IN Swahili

Indus Arts Council S. Iqbal

Indus Arts Council Houston, TX Urdu

unknown C W

Houston, TX

(Champions

neighborhood)

Urdu

unknown C W Sugar Land, TX Urdu

ILM Academy Houston, TX Urdu

International Hindi Association K. Khaitan Old Trail School Bath, OH Hindi

Kanti Hindi Kendra, LLC S. Kumar weekend Hindi classes at India

Center of Westchester W Elmsford, NY Hindi

Kean University A. Ojha, J. Jensen

unknown X A/W Union, NJ Hindi, Urdu

India Center of Westchester X X Westchester, NY Hindi

L.I.F.E. & Discovery E. Chung

Asian American Center of

Frederick

X X X X A Frederick, MD Chinese

Frederick Chinese School X X X A Frederick, MD Chinese

Huayuan Chinese Academy X A Rockville, MD Chinese

Los Angeles Unified School District B. Pensamiento, D.

Coaloa Bell High School X A Bell, CA Arabic

Loyola Marymount University M. Lavadenz Star After-School Programs at

Broadway Elementary School

X A Los Angeles, CA Chinese

Michigan State University W. Hassan unknown A Detroit, MI Arabic

Mudra Arts Center C. Vanjani Mudra Arts Center X X X X A Ashburn & Sterling,

VA Hindi

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

National University A. Mokhtari unknown San Diego, CA Persian

Natrona County School District A. Tollefson Paradise Valley Elementary

School

X A Casper, WY Chinese

New Century School Z. Anderson New Century School X Baltimore, MD Chinese

New York University

M. Savova PS 217 of Brooklyn X A Brooklyn, NY Urdu

G. Scharnwebe Westchester Urdu Saturday

Community School C W Valhalla, NY Urdu

North Carolina State University A. Lamm

Heritage High School X A Wake Forest, NC Chinese

A. B. Combs Magnet

Elementary School

X A Raleigh, NC Chinese

Office/Department of English

Language Learners, NYC Department

of Education

S. Malhotra

Gregorio Luperon High School

for Science and Mathematics

X A/W New York, NY Hindi

Thomas A. Edison High School X W Jamaica, NY Hindi

OneWorld Now! K. Hayden, J. Tanaka

OneWorld Now! Global

Leadership Program at Global

Connections High School

X A SeaTac, WA Arabic,

Chinese

Cleveland High School X Seattle, WA Arabic,

Chinese

Franklin High School X Seattle, WA Arabic,

Chinese

Chief Sealth International High

School

X Seattle, WA Arabic,

Chinese

Pak American Community Center M. Rashad Khan community program C Edison, NJ Urdu

Portland State University Confucius

Institute M. Liu unknown A/W Portland, OR Chinese

Prince George’s Arts and Humanities

Council (PGAHC) R. Costea

Paint Branch Elementary

School after-school clubs x A College Park, MD Chinese

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

Rice University R. Sanchez

River Oaks Elementary School X A Houston, TX Chinese

Rice Continuing Education X Houston, TX Chinese

Rutgers University M. Curran

Bartle Elementary School X A Highland Park, NJ Chinese

Highland Park School District X Highland Park, NJ Chinese

San Diego State University S. Fard Iranian School of San Diego X X X X San Diego, CA Persian

School District of Philadelphia T. Montgomery unknown Philadelphia, PA Chinese

Southern California Council of

Chinese Schools R. Yee unknown H Cerritos, CA Chinese

Springfield Public Schools A. Ferriter Springfield Public Schools W Springfield, MA

Stanford University D. Silva unknown A Palo Alto, CA Chinese

Teaching Chinese Resources D. Wu

La Costa Meadows Elementary

School

X A Carlsbad, CA Chinese

San Elijo Elementary School X A San Marcos, CA Chinese

Chiao Hsin Chinese Language

School

X X A Monterey Park, CA Chinese

Clark County Parks and

Recreation Center

X A Las Vegas, NV Chinese

Winchester Cultural Center X A Las Vegas, NV Chinese

Montebello Unified School

District

X A Montebello, CA Chinese

San Elijo Middle School X A San Marcos, CA Chinese

Fletcher Elementary School X Orange, CA Chinese

Texas A&M University Li-Jen Kuo Pebble Creek Elementary

School X online College Station, TX

Chinese,

Korean

Troy University I. Hong Xu, R. Feng unknown W Troy, MS Chinese

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

Troy University Montgomery

After-School Chinese Program

X Montgomery, AL Chinese

Forest Avenue School After-

School Chinese Program

Montgomery, AL Chinese

Troy University Dothan After-

School Chinese Program

X Dothan, AL Chinese

Troy University After-School

Chinese Program

Troy, AL Chinese

Charles Henderson Middle

School

X Troy, AL Chinese

Saint Bernard Prep School X Cullman, AL Chinese

R. Feng

Kelly Springs Elementary

School x Dothan, AL Chinese

Highlands Elementary School x Dothan, AL Chinese

University of Central Florida A. Kourova

Russian Club at the University

of Central Florida Orlando, FL Russian

University of Central Florida

after-school program Orlando, FL Russian

University Corporation (California

State University, Northridge) D. Mokhnatkin

Russian Club, California State

University, Northridge

X A Northridge, CA Russian

University of California, Los Angeles O. Kagan

Garden Grove Unified School

District

Heritage

language

teacher training

Garden Grove, CA

Los Angeles Unified School

District

Heritage

language

teacher training

Los Angeles, CA

University of Florida P. Bartlett, P. Jacobs unknown Gainesville, FL Chinese

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

P. K. Yonge Developmental

Research School

Gainesville, FL Chinese

University of Hawai i

C. Ning

Myron B. Thompson Academy

Honolulu, HI

Chinese

University of Iowa H. Shen

a hybrid course via University

Distance Education Division

University of Iowa

Iowa City, IA Chinese

University of Mississippi D. Dyer

Forest Avenue Academic

Magnet

X A Montgomery, AL Chinese

Montgomery Academy X X X A Montgomery, AL Chinese

Charles Henderson High School X A Troy, AL Chinese

Charles Henderson Middle

School

X A Troy, AL Chinese

Highlands School X X A Birmingham, AL Chinese

ACCESS Home Schooling

Chinese Program

X X X Alabama Chinese

University of Montana S. Bitar, K. Huthaily

unknown A Missoula, MT Arabic

Big Sky High School X Missoula, MT Arabic

Hellgate High School X Missoula, MT Arabic

Sentinel High School X Missoula, MT Arabic

University of Montana X Missoula, MT Arabic

University of New Hampshire P. Garofalo, M.

Dorffsman, L. Lee

unknown X C Durham, NH Chinese

Mast Way School X Lee, NH

Oyster River Cooperative

School District

Durham, NH Chinese

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

L. Lee Oyster River School District

After-school Program x x x A Durham, NH Chinese

University of North Carolina,

Wilmington R. Starodubtseva

Volga to Cape Fear Project X X A Wilmington, NC Russian

Russian Club at UNCW X A Wilmington, NC Russian

University of Oklahoma East Asia

Institute

R. Burnett, C.

Forehand

Discovery School X X A Tulsa, OK Chinese

3 after-school programs in

Jenks School District 3X 3X 3X 3A Norman, OK Chinese

Carnegie Elementary School X A Tulsa, OK Chinese

Hoover Elementary School X A Tulsa, OK Chinese

University of Pennsylvania R. Kureishy, M.

Chiang

Pakistan-American Society of

South Jersey

X X X X C/H A Voorhees, NJ Urdu

Twelve Gates Art School X X X X C/H A Philadelphia, PA Urdu

unknown X H A Philadelphia, PA Chinese

University of South Florida E. Shepherd Tampa Bay Chinese School X X X A Tampa, FL Chinese

University of Texas at El Paso L. Kuo

Free Arabic classes offered by

the Arab Student Association

(MSA) El Paso, TX Arabic

University of Washington

L. Doubivko, V.

Egorova

LEGO–Robotics workshops X X A Silverdale, WA Russian

ASK School of Knowledge X X X C Issaquah, WA Russian

A. Klots School of Russian Language X X H Bothell, WA Russian

Utah State Office of Education S. Talbot University of Utah Continuing

Education

X A Salt Lake City, UT Chinese

Virginia Beach City Public Schools J. Carson

Corporate Landing Middle

School

X A Virginia Beach, VA Chinese

Princess Anne Middle School X A Virginia Beach, VA Chinese

STARTALK Program Program Director New Program

Grade Level Institution Type

Location Language K-12

13-

16

Community or

Heritage

After-

school

or

Weekend

K-

5

6-

8

9-

12

Washington-Saratoga-Warren-

Hamilton-Essex Board of Cooperative

Educational Services

P. Sharkey unknown Saratoga Springs, NY Chinese

West Virginia Department of

Education Chinese Sunday school Morgantown, WV Chinese

West Windsor-Plainsboro Regional

Schools N. Sohail

West Windsor-Plainsboro

Regional Schools

X X X A West Windsor, NJ Hindi, Urdu

Yinghua Academy L. Lien

Yinghua Academy (before- and

after-school care programs)

X X A Minneapolis, MN Chinese

Minnesota Online High School X St. Paul, MN Chinese

Yuva Hindi Sansthan, Inc. A. Ojha unknown A/W Edison, NJ Hindi

Aggregate Totals: 2010–2016

Year Number of after-school, heritage, community,

and online programs started, according to impact

survey

2010 35

2011 21

2012 9*

2013 63

2014 29

2015 24

2016 25

Total 206

* In 2012, the question of whether their STARTALK program had led to the development of an after-school, heritage, community, or online program was asked only of directors

of student programs. All other years, it was asked of both student program directors and teacher program directors.