Building a Gateway for Language and Culture: Lessons from STARTALK
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Transcript of Building a Gateway for Language and Culture: Lessons from STARTALK
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Building a Gateway for Language and Culture: Lessons from STARTALK
ACTFLNovember 20, 2010
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Welcome
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Presenters
• Betsy Hart, Director of National Outreach, National Foreign Language Center at the University of Maryland and Program Director for STARTALK
• Meg Malone, Senior Research Associate, Center for Applied Linguistics
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Presentation Overview
STARTALK: – Mission, vision, processes and programs– Impact on language teaching and learning– Lessons learned about short-term language
programs– Resources for the field
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Images of STARTALK
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Mission
To provide summer language learning opportunities for students and professional development opportunities for teachers in critical languages
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Goals
• To have programs in all 50 states by 2011, offering up to 10 languages
• To increase the quality and supply of teachers of critical languages throughout the nation
• To stimulate significant increases in the number of students enrolled in the study of critical languages
• To improve the quality and effectiveness of critical language curricula
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STARTALK Vision
Focus on learners More students studying critical
languages Longer sequences of instruction More meaningful language learning
outcomes Effective use of technology
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STARTALK Vision
Focus on teachers Increased number of highly
effective and certified world language teachers
Better system for preparing and certifying world language teachers Rigorous preparation Demonstrated skills and knowledge Continued opportunities for professional development
Increased leadership, coordination and incentives from federal and state agencies
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STARTALK Vision
Focus on programs Technical assistance to local and
regional programs Academic year programs adopting the
STARTALK models
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Current STARTALK Languages• Arabic • Chinese • Dari • Hindi • Portuguese• Persian • Russian • Swahili • Turkish • Urdu
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Quality and Consistency
STARTALK Endorsed Best Practices1 Implementing a standards-based and
thematically organized curriculum 2 Facilitating a student-centered classroom 3 Using the target language for instruction 4 Integrating culture into language instruction 5 Adopting and using authentic materials6 Conducting performance-based assessment
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The STARTALK Process
• Application• Conferences• Curriculum Development & Approval• Site Visit• Reflection• Analysis and Reporting• Research
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Application
• National competition• Online application
– Eligibility requirements– Priorities
• Review Process– Triple-blind review
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Conferences
• Spring Conference: Setting Expectations– Orientation for new programs– Professional development – Networking opportunities
• Fall Conference: Sharing– Sharing successes and challenges– Networking opportunities– Professional development– Planning for future years
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Curriculum Development
• Online Curriculum Template– Common template and user guide– Incorporates backward design principles– Integrates standards and STARTALK-endorsed
instructional strategies/best practices– Available at
http://startalk.umd.edu/curriculum-guide/#templates
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Curriculum Template
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Site Visit
• Site Visit Team – Team Leader and relevant specialists– Language and curriculum specialist
• Purpose and procedures– Standardized protocols– Class observations– Interviews with students and staff
• Feedback to programs – Debriefing (face to face)– Report
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Reflection
• Conferences• Surveys• Reports• Focus groups• Ongoing conversations• Networking among participants
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Analysis & Reporting
• Surveys– Pre/post participant– Program directors– Program instructors– Site visitors– Team leaders
• Reports• Discussion and dialogue
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Sample Student Program (1/2)
• STARTALK Student Program at University of Massachusetts, Boston– 3 week intensive Chinese program – High school/middle school– 102 applicants– 58 students enrolled– Combination residential/day program
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Sample Student Program (2/2)• STARTALK Student Program at University of
Massachusetts, Boston• Teacher involvement
– Pre-program curriculum planning – Understanding of curriculum development process
• Flexibility– Site: Moved to suburbs to accommodate more students– Logistics: Part residential/day program– Content: Combine language and art and music
• Detailed planning– Content– Logistics
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Sample Teacher Program (1/2)
• STARTALK Arabic Teacher Training Program at Boston University– Four weeks offsite (online course)– Two weeks onsite (face-to-face)– Practicum (secondary or post-secondary)– Field trip to Outreach Center for Middle Eastern
Studies
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Sample Teacher Program (2/2)
• STARTALK Arabic Teacher Training Program at Boston University– Novice and experienced teachers of Arabic– Enrollment: 21 – Establishes learning community– Mentor teacher program
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STARTALK’s Impact on Teaching and Learning
• Capacity• Infrastructure• Participants• Research
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Enrollments: 2007 - 2010
2007 2008 2009 20100
1000
2000
3000
4000
5000
6000
7000
8000
StudentsTeachersTotal
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Student Programs by Grade Level
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2010 Distribution of Programs
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Impact: Capacity
• New academic year programs• Additional opportunities for students• More effective programs for students
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Impact: Infrastructure for Critical Languages
• Increased number of highly effective teachers• Improved resources for language instruction
and assessment• Innovative online resources for teacher
development
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Affective Impact: Students
• 96% enjoy learning languages• 98% think it is important to learn about other
people and places• 78% plan to continue studying the STARTALK
language
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Affective Impact: Teachers
• Increased confidence in teaching• Increased willingness to implement effective
strategies• Increased collaboration among STARTALK
trainees
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Impact: Research (1/3)
• Professional journals– NCOLCTL– FLANNALS (accepted)
• Presentations at Professional Conferences
• LTE Symposium Proposed
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Impact: Research (2/3)Collaboration between Center for AdvancedStudy of Language and CAL, 2009-present• Investigated ways to assess outcomes of short-
term language programs• Pre-pilot (2009) N= 96• Pilot (2010) N= 396• Three instruments• Recommendations for STARTALK programs
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Impact: Research (3/3)Instruments for Research Study
Tool Description Developer
LinguaFolio • Formative and summative self-assessment by learners
• “Can do” checklist
University of Oregon Center for Applied Second Language Studies (CASLS)
Teacher Retrospective Observation of Student Progress (TROSP)
• Formative and summative teacher retrospective assessment
• “Can do” checklist
Center for Applied Linguistics (CAL) and Dan Reed, PhD, of Michigan State University
Computerized Assessment of Proficiency (CAP)
• Summative proficiency measure
• Reading, writing, listening and speaking tasks
University of Oregon Center for Applied Second Language Studies (CASLS)
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Lessons Learned about Short-term Language Programs (1/2)
• Students• Unexpected demand • Follow-up for heritage schools
– Opportunities beyond Saturday schools– Inclusion of non-heritage peers
• Opportunity to learn language in STARTALK setting• Category IV languages are learnable!• Transformational experience
– Continue in school year, university– Socializing with other language lovers
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Lessons Learned about Short-term Language Programs (2/2)
• Teachers• Unexpected demand • Profile
– Highly educated – Native speakers of target language– Most unaccustomed to US educational settings– Predominantly female– Shifting age group
• 76% plan to pursue certification• Combination programs
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STARTALK Challenges
• Duration of summer programs• Opportunity to continue• Program variety (length, level, focus)• Teacher experience
– Teacher and student programs– Professional development
• Standardization and flexibility across programs• Assessment
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Stakeholder Feedback• Importance of continually gathering feedback
from stakeholders (program directors, instructors, students)– Surveys– Focus groups– Conversations
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Resources for the Field
• STARTALK Multimedia Workshop Collection• STARTALK Classroom Video Collection• Online Curriculum Template Development Guide• Sample planning and classroom materials• List of resources by language
www.startalk.umd.edu
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Reflections & Conclusions
• Continual process of feedback and improvements• STARTALK’s impact and future directions • Support needed for short-term language programs• Professional development needs of LCTL teachers
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Questions?