Startalk Program Curriculum Template - PDF

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                                 2009




                  Program Director


                                        Guide
                                                        TABLE OF CONTENTS
   Instructional Program.......................................................................................................................... 1
Before your program .................................................................................................................................. 2
  Curriculum Guide Introduction .............................................................................................................. 3
  Student Curriculum Template ................................................................................................................ 5
  Student Curriculum Sample.................................................................................................................. 12
  Teacher Curriculum Template .............................................................................................................. 20
  Teacher Curriculum Sample ................................................................................................................. 27
  2009 Survey Instructions ...................................................................................................................... 35
  2009 Pre-and Post-program Surveys .................................................................................................... 36
During your program ................................................................................................................................ 49
  Student Program Observation Checklist ............................................................................................... 50
  Teacher Program Observation Checklist .............................................................................................. 60
  LinguaFolio Description ....................................................................................................................... 65
  Video and Photo Guidelines ................................................................................................................. 67
After Your Program.................................................................................................................................. 68
  Final Report Template .......................................................................................................................... 69
   Logistics ............................................................................................................................................... 71
Before your program ................................................................................................................................ 72
  Logistics Ideas to Keep in Mind ........................................................................................................... 73
  University of Maryland IRB Approved Consent Forms ....................................................................... 74
  Sample Waivers .................................................................................................................................... 85
  Sample Program Application................................................................................................................ 95
During your program ...............................................................................................................................103
  Site Visit Preparation Documents ........................................................................................................104
  Invoicing Procedures ...........................................................................................................................110
  Owning Your Information – STARTALK Online Program Information System ...............................111
Instructional


  program




                1
Before Your Program




                      2
Online Curriculum Development Guide
The Online Curriculum Development Guide (http://startalk.umd.edu/curriculum-guide/) was created to
provide enhanced explanations for each section of the curriculum template. This guide may be useful to
program directors and instructors for student programs as they work to develop their standards-based,
thematically designed curriculum. Those involved with teacher programs may find elements of the guide
useful as they work with teacher trainees on elements of effective teaching.

In addition to the written information found in the Guide, some slides feature a narration that serves to
emphasize the key points of an individual slide. Other slides suggest ACTFL/Annenberg video clips that
provide an opportunity to see strategies in action. The ACTFL/Annenberg clips were used in order to have
a visual component that provided subtitles in English. It is hoped that future guides will be able to use
language specific examples from STARTALK programs.

Each section of the Guide corresponds to particular sections of the Student Curriculum Template. The
Guide is divided into three sections:


 •   Thematic Planning
 •   Assessment
 •   Instructional Strategies


Thematic Planning
The section on Thematic Planning provides guidance on how to select a theme and appropriate
subthemes. Information is then shared on the National Standards and each of the 5Cs is briefly explained.
Examples are then provided showing the relationship between Standards and Expected Outcomes and the
connections between Expected Outcomes and Specific Knowledge and Skills. The section concludes with
reflection questions on the standards-based, thematic planning process.


Assessment
This section looks at assessment in each of the three communicative modes and suggests several tasks
that would provide meaningful evidence of learning. There is also a short quiz that allows viewers to check
their understanding of the modes of communication. The Integrated Performance Assessment (IPA) is
explained and an example is provided. The section ends with reflection questions asking viewers to
consider the connections between their proposed assessments and their unit goals.


Instructional Strategies
This section discusses each of the instructional strategies addressed in the template:




                                                                                                         3
    •   use of target language
    •   facilitation of student-centered learning
    •   meaningful interaction in the target language
    •   integration of language, culture and content
    •   differentiation of instruction based on student need

Each strategy is explained briefly, reference is made to an ACTFL/Annenberg video that illustrates the
strategy and reflection questions are provided. This section also provides a definition of authentic
materials and suggests types of materials that might be used.

The Online Curriculum Development Guide is meant to expand on the information found in the templates
or in the template samples. Your team leader can assist you further in the preparation of the your student
and/or teacher templates.

 




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                                                                              Student Curriculum Template




             2009 STUDENT PROGRAM CURRICULUM TEMPLATE

Host Institution:

Program Name:

Language(s):

Target Proficiency Level:                                  Age of Students:

Number of Contact Hours:                                   Duration (weeks):

Setting (classroom, camp, residential):

Designed by:
A.    Brief Description of Program (no more than 150 words)
Provide an overview of your program. What will students experience during the program and
what do you hope that your students will remember and be able to do after the program ends?
You may find it easier to respond to this question after completing the sections on Program Theme, Unit
Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills.




B.      Program theme
This is the umbrella theme that frames the curriculum and provides context for language and
culture learning.




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                                                                       Student Curriculum Template

C. Unit Subthemes
What are the subthemes that will address different aspects of the umbrella theme? These
subthemes will facilitate student learning and enable students to demonstrate what they have
learned.

          Unit 1           Unit 2            Unit 3           Unit 4        ….



D.     Standards and Expected Outcomes
What will students know and be able to do in the target language and culture? Identify what
students will do in terms of the standards. Ideally, all standards will be addressed, but there may
be exceptions depending on the type of program that is being offered.

                Standards Targeted                               Students Can

     Communication - Interpretive


     Communication - Interpersonal


     Communication - Presentational


     Cultural Practices/Products/Perspectives


     Connections


     Comparisons


     Community




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                                                                    Student Curriculum Template

E.     Specific Knowledge and Skills
What specific linguistic, cultural, and other subject matter knowledge and skills will students be
learning as they work with this theme? (e.g., language functions, cultural knowledge/ practices/
perspectives, knowledge related to subject matter or concepts.) Identify what students will do in
terms of, but not limited to, LinguaFolio-like Can Do statements that are aligned with the
Standards for Foreign Language Learning in the 21st Century.

                              Thematic Knowledge and Skills
                   Students Can                            Students Use




F.     End of Program Performance Tasks

       What culminating performance tasks will provide evidence that students have achieved
       the program learning objectives? Indicate how students will be assessed for each mode
       of communication through interpretive, interpersonal and presentational performance
       tasks.
       •   Interpretive tasks involve students in receptive communication of oral or written
           messages, in mediated communication via print and non-print material, or with
           listener, viewer, reader works with visual or recorded materials whose creator is
           absent.
       •   Interpersonal tasks require direct oral communication between individuals who are
           in personal contact or direct written communication between individuals who come
           into personal contact.
       •   Presentational tasks require students to engage in productive communication using
           oral or written language, produce spoken or written communication for people with
           whom there is no immediate personal contact or which takes place in a one-to-many
           mode, or author or create visual or recorded material for listeners or readers not
           personally known.

Interpretive tasks:


Interpersonal tasks:


Presentational tasks:




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                                                                    Student Curriculum Template

G.     Other Types of Assessment and Evidence of Learning
Other types of assessment and evidence of learning may include a wide range of activities and
products that provide meaningful evidence of learning, such as dialogue journals, reflective
journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance
arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Include some
assessment or reflection about students’ attitudes and perspectives toward the target language
and culture.


                    Examples                                       Brief description




H.     Instructional Strategies
How will your program ensure that the following best practices are incorporated into your
program?

       Strategies                                Examples

       Use target language for instruction

       Facilitate student-centered learning

       Ensure meaningful interaction in the
       target language

       Integrate language, culture and content

       Differentiate instruction based on
       student need

I.     Materials & Other Resources
Describe the primary resources that you plan to use for the program.

                Resources                                Description
       Title of textbook, if
       applicable
       Realia / Authentic
       materials

       Multimedia




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                                                                   Student Curriculum Template

J.     Technology
If technology is part of your budget, how will that technology support instruction and enhance
learning?

          Technological tools                           Explanation




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                                                            Student Curriculum Template

                             For Your Reference


         Standards for Foreign Language Learning in the 21st Century


Goal 1: Communication
   Standard 1.1- Interpersonal Communication: Students engage in conversation, provide
   and obtain information, express feeling and emotion, and exchange opinions.
   Standard 1.2 – Interpretive Communication: Students understand and interpret written
   and spoken language on a variety of topics.
   Standard 1.3 – Presentational Communication: Students present information, concepts
   and ideas to an audience of listeners or readers on a variety or topics.

Goal 2: Cultures
   Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the
   relationship between the practices and perspectives of the culture studied.
   Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of
   the relationship between the products and perspectives of the culture studied.

Goal 3: Connections
   Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their
   knowledge of other disciplines through the foreign language.
   Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the
   distinctive viewpoints that are only available through the foreign language and its
   cultures.

Goal 4: Comparisons
   Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature
   of language through comparisons of the language studied and their own.
   Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture
   through comparisons of the cultures studied and their own.

Goal 5: Community
   Standard 5.1 – Beyond the School Setting: Students use the language both within and
   beyond the school setting.
   Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long
   learners by using the language for personal enjoyment and enrichment.


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                                                                     Student Curriculum Template

                                     Communicative Modes



Interpersonal Mode

    The Interpersonal Mode is characterized by active negotiation of meaning among individuals.
Participants observe and monitor one another to see how their meaning and intentions are being
communicated. Adjustments and clarifications can be made accordingly. As a result, there is a
higher probability of ultimately achieving the goal of successful communication in this mode
than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both
the interpersonal and negotiated dimensions can be realized through reading and writing, such as
the exchange of personal letters or electronic mail messages.

Interpretive Mode

    The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that
occur in written and spoken form where there is no recourse to the active negotiation of meaning
with the writer or the speaker. Such instances of “one-way” reading or listening include the
cultural interpretation of texts, oral or written, must be distinguished from the notion of reading
and listening “comprehension,” where the term could refer to understanding a text with an
American mindset. Put another way, interpretation differs from comprehension in that the
former implies the ability to “read (or listen) between the lines.”

    Since the Interpretive Mode does not allow for active negotiation between the reader and the
writer or the listener and the speaker, it requires a much more profound knowledge of culture
from the outset. The more one knows about the other language and culture, the greater the
chances of creating the appropriate cultural interpretations of a written or spoken text. It must be
noted, however, that cultural literacy and the ability to read or listen between the lines are
developed over time and through exposure to the language and culture.

Presentational Mode

     The Presentational Mode refers to the creation of messages in a manner that facilities
interpretation by members of the other culture where no direct opportunity for active negotiation
of meaning between members of the two cultures exists. Examples of the “one-way” writing and
speaking require a substantial knowledge of language and culture from the outset, since the goal
is to make sure that members of the other culture, the audience, will be successful in reading and
listening between the lines.

______________________

National Standards in Foreign Language Education Project (2006). Standards for foreign
language learning in the 21st century. Lawrence, KS: Allen Press, Inc. pp. 36-38.

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                                                                              Student_Curriculum_Sample




               2009 STUDENT PROGRAM CURRICULUM SAMPLE
This sample is based on curricular units taught during 2008. While the language and cultural
focus is Chinese, the unit incorporates sports, activities and physical health in a cultural context.
As such it is an example that can easily be adapted to all languages.


Host Institution:

Program Name:

Language(s): Chinese

Target Proficiency Level: Novice-Low – Novice-Mid                     Age of Students: Middle School
                                                                                      and High School

Number of Contact Hours: 30 hours                                    Duration (weeks): 2 weeks

Setting (classroom, camp, residential): Classroom

Designed by:


A. Brief Description of Program (no more than 150 words)
Provide an overview of your program. What will students experience during the program and
what do you hope that your students will remember and be able to do after the program ends?
You may find it easier to respond to this question after completing the sections on Program Theme, Unit
Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills.




       In this two-week program for middle and high school students, participants will take
       an imaginary trip to the Olympics in Beijing. They will learn the basic skills to greet
       and introduce self and others; exchange information about self, families, homes,
       schools, and hobbies; ask for, follow and give basic directions; function in a number
       of Chinese language contexts such as in restaurants and stores; and talk about the
       sports and selected Olympic events. Students will also acquire basic knowledge
       about the geography, some customs, and attractions of selected sites in China and
       compare them with those in the US.

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                                                                      Student_Curriculum_Sample

      At the end of the program, students will come to understand that China is a
      geographically and culturally diverse country, and that the Olympics are a meeting
      of people and cultures not just sporting events. They will also understand that
      learning a language leads to a greater understanding of others and self.



B. Program theme
This is the umbrella theme that frames the curriculum and provides context for language and
culture learning.


          We are in China! We are at the Olympics!




C. Unit Subthemes
What are the subthemes that will address different aspects of the umbrella theme? These
subthemes will facilitate student learning and enable students to demonstrate what they have
learned.

          Unit 1            Unit 2          Unit 3           Unit 4         ….
      Meeting           Site seeing in   Going to the    We’re back
      people in         Beijing          Olympic         from Beijing!
      Beijing                            Games           Let me tell you
                                                         about the
                                                         Olympics!



D. Standards and Expected Outcomes
What will students know and be able to do in the target language and culture? Identify what
students will do in terms of the standards. Ideally, all standards will be addressed, but there may
be exceptions depending on the type of program that is being offered.


                Standards Targeted                               Students Can
                                                  read simple travel information related to
     Communication - Interpretive                 the Olympics; listen to multi-media
                                                  materials with strong visual support
                                                  introduce themselves and others: ask and
     Communication - Interpersonal                answer simple questions to exchange
                                                  information about themselves and their
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                                                                        Student_Curriculum_Sample

                                                 families; express likes and dislikes; make
                                                 plans including time and date; follow and
                                                 give directions
                                                 name and describe familiar people, places
    Communication - Presentational
                                                 and objects
                                                 identify symbols and mascots related to
    Cultural Practices/Products/Perspectives     the 2008 Olympics; participate in Gongfu
                                                 and Taiji
                                                 name and talk about some famous
    Connections
                                                 Chinese cities or sites

                                                 compare the Chinese diet to an American
    Comparisons
                                                 diet

                                                 view Chinese internet sites giving
    Community
                                                 information about the Olympics


E. Specific Knowledge and Skills
What specific linguistic, cultural, and other subject matter knowledge and skills will students be
learning as they work with this theme? (e.g., language functions, cultural knowledge/ practices/
perspectives, knowledge related to subject matter or concepts.) Identify what students will do in
terms of, but not limited to, LinguaFolio-like Can Do statements that are aligned with the
Standards for Foreign Language Learning in the 21st Century.


                                  Thematic Knowledge and Skills
                     Students Can                              Students Use
    Greeting others and taking leave at the      Hello! How are you?
    airport, hotel, restaurant, the Olympic      Good-bye. See you later.
    village, site seeing, shopping, or at
    Olympic events.
    Thanking someone                                 Thank you.
                                                     You are welcome.
    Introducing self and others                      My name is… I am… years old. I live
                                                     in….
    Talking about one’s family and asking            family members (father, mother, sister,
    others about their families                      brother..)
                                                     I have… I do not have …
                                                     Do you have…?
                                                     How old is….?
                                                     He/She is …
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                                                                    Student_Curriculum_Sample

Asking about and expressing likes and            I like…? I don’t like….
dislikes, making plans                           Do you like….?
                                                 When? What time?
                                                 Days of the week, at (2:00)
Asking and giving directions                     Where is …?
                                                 How do I get to …?
                                                 Go right/left/straight…,
                                                 north, south, east, west
Shopping                                         How much ….? Numbers - 100
                                                 Do you have ….?
                                                 I would like….
Eating out                                       What is this?
                                                 May I have…?
                                                 I would like ….
                                                 Please bring me…
Naming common Chinese foods                      I would like to try….
                                                 dim sum, wonton, tofu, sweet and sour
                                                 fish, broccoli, beef, fried noodles, fish,
                                                 shrimp, vegetables
Identifying historical sites and places of       This is…. It is located….
interest                                         Olympic village, Forbidden City,
                                                 the Great Wall, Tiananmen Square
Identifying Chinese cities hosting               Beijing, Shanghai, Tianjin,
Olympic venues                                   Qinhuangdao,
                                                 Hong Kong
Identifying sports                               I play/don’t play
                                                 basketball             dive
                                                 track and field        gymnastics
                                                 volleyball             swim
                                                 other sports based on student interest
Identifying Olympic mascots and symbols          Beibei, Jingjing, Huanhuan, Yingying
                                                 and Nini
                                                 The Olympic rings, colors and symbols
Following directions for Gongfu and Taiji        body parts, movements, rhymes




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                                                                      Student_Curriculum_Sample

F. End of Program Performance Tasks

       What culminating performance tasks will provide evidence that students have achieved
       the program learning objectives? Indicate how students will be assessed for each mode
       of communication through interpretive, interpersonal and presentational performance
       tasks.
       •   Interpretive tasks involve students in receptive communication of oral or written
           messages, in mediated communication via print and non-print material, or with
           listener, viewer, reader works with visual or recorded materials whose creator is
           absent.
       •   Interpersonal tasks require direct oral communication between individuals who are
           in personal contact or direct written communication between individuals who come
           into personal contact.
       •   Presentational tasks require students to engage in productive communication using
           oral or written language, produce spoken or written communication for people with
           whom there is no immediate personal contact or which takes place in a one-to-many
           mode, or author or create visual or recorded material for listeners or readers not
           personally known.



Interpretive tasks:
From printed materials about the Olympics, students identify sporting events they wish to attend,
the events’ locations, date, time and price and complete a personal plan for the Olympics.

Interpersonal tasks:
Students role play selecting a cultural site in Beijing and talk about why they want to go there.
They will also ask for directions and provide information about how to get there.

Presentational tasks:
Back at school, students may choose to prepare (1) a PowerPoint or (2) a scrap book about their
trip to the Beijing Olympics. They will present their products to their friends/class.




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                                                                     Student_Curriculum_Sample

G. Other Types of Assessment and Evidence of Learning
Other types of assessment and evidence of learning may include a wide range of activities and
products that provide meaningful evidence of learning, such as dialogue journals, reflective
journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance
arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Include some
assessment or reflection about students’ attitudes and perspectives toward the target language
and culture.


                    Examples                                       Brief description
Role plays                                          •   meet people on the streets of Beijing
                                                    •   order food in different types of
                                                        situations
Interviews                                          •   interview each other about their
                                                        birthdays, phone numbers and families
                                                    •   interview classmates on favorite sports,
                                                        athletes and sports they play
Information Gap Tasks                               •   complete a map of Beijing
                                                    •   give directions around a Chinese city
Venn Diagram work                                   •   compare and contrast likes and dislikes
                                                    •   compare and contrast Beijing and
                                                        Washington, DC
                                                    •   identify foods they might find in Beijing
                                                        and compare with foods popular in the
                                                        US
Podcasts                                            •   create a podcast to introduce a Chinese
                                                        dish and give opinions about it
                                                    •   prepare and produce a podcast giving the
                                                        weather report in China at the Olympic
                                                        sites
Class rhymes                                        •   work together to create a rhyme to
                                                        present at the “team spirit” activity




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                                                                      Student_Curriculum_Sample

H. Instructional Strategies
How will your program ensure that the following best practices are incorporated into your
program?

       Strategies                               Examples

         Use target language for instruction        Sports terms will be divided into two
                                                    groups – those that use the hand and
                                                    those that use the foot, the sports that
                                                    use a hand will be taught using props
                                                    appropriate to the sport. Students
                                                    will act out each sport as they learn
                                                    the words. Students will then learn to
                                                    say I like/don’t like as items are
                                                    grouped beneath a smiley face and a
                                                    frowning face. Students will make a
                                                    personal collage to share with others.


         Facilitate student-centered learning       Students will plan their personal trip
                                                    to China. They will visit internet
                                                    sites to select 3 cities that they would
                                                    like to visit, selecting 2 -3 visuals
                                                    representatives of each city. The
                                                    students will then share their mini-
                                                    trips with others by telling others
                                                    where they would go and why. “I
                                                    would go to _____. I would like to
                                                    visit____.”

         Ensure meaningful interaction in the       Students will work in pairs. Each
         target language                            will have a partial copy of a bus
                                                    schedule. Students will alternate
                                                    asking questions until they are able
                                                    to complete all of the details of the
                                                    schedule.

         Integrate language, culture and            Students will work with authentic
         content                                    Chinese menus. They will be told
                                                    that they are eating dinner in
                                                    different restaurants and will decide
                                                    what to order. They will recognize
                                                    dishes that are characteristic of
                                                    different regions and be able to say
                                                    where they are from.


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                                                                       Student_Curriculum_Sample

         Differentiate instruction based on         Students will be required to listen to
         student need                               an authentic Chinese source daily.
                                                    Students may choose between
                                                    stations. Daily options will vary -
                                                    music videos, a Chinese news
                                                    segment from the internet, a role-
                                                    play between native speakers, an
                                                    interactive storybook, an interview
                                                    with an athlete, etc. Students will be
                                                    asked to comment on what they saw
                                                    and heard and will be challenged to
                                                    predict the meaning. Students may
                                                    choose to visit a station more than
                                                    once.



I. Materials & Other Resources
Describe the primary resources that you plan to use for the program.

                Resources                                Description
       Title of textbook, if
       applicable
       Realia / Authentic           Suitcase with travel items, maps of China and USA,
       materials                    Olympic mascots, photos of locations in China and the
                                    Olympic sites, Chinese money, and passports
       Multimedia                   Slides of Gongfu and Taiji, China and Taiwan, CD
                                    player and CDs (Music-Gao Shan Qing and Where is My
                                    Friend, and Beijing Welcomes You)



J. Technology
If technology is part of your budget, how will that technology support instruction and enhance
learning?

          Technological tools                            Explanation
       iPods                        Students will make podcasts of weather reports that
                                    other students will use to plan their days.
       Flip movie cameras           Students will make a video about themselves to be
                                    posted on the program website.




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                                                                 Teacher Curriculum Template




  2009 STARTALK TEACHER PROGRAM CURRICULUM TEMPLATE



Host Institution:

Program Title:

Number of Hours:

Designed by:

Brief Description of Program (150 words)
Provide an overview of your program. What will participants experience during the program and
what do you hope that your participants will remember and be able to do after the program ends?




Major Focus of the Program
What three to five key words, concepts and/or topics best identify your program?




Pre-requisites
Are there pre-requisites to this course? If so, what are they?




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                                                                   Teacher Curriculum Template

Information on Career Options and Pathways To Certification

How will you provide information to your participants on career options and pathways to
certification?




Content and Evidence of Learning
Refer to the STARTALK Teacher Program Sample in the References section for examples. Use
“Can Do” Statements to illustrate what evidence of learning is desired.

                   Knowledge                         Skills Targeted and to be Assessed
         (What participants need to know)          (What participants need to demonstrate)
         Content              Examples              “Can Do” Statements for Participants
                                                   Participants can…




Assessment of Participant Progress and Performance
What evidence and products are required of participants to demonstrate learning and reflection?
See Reference section for suggestions.

               Evidence/Products                             Brief description




Program Outline

           Timeline                                      Content




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                                                                 Teacher Curriculum Template

Instructional Strategies

How will your program ensure that the following best practices are incorporated into your
program?

                    Strategies                                 Examples

    Differentiate instruction based on
    participant need

    Provide mentoring and coaching

    Provide opportunities to discuss and
    examine cultural ways of learning and
    teaching

    Provide opportunities for peer sharing
    and learning
    Model meaningful interaction in the
    target language

    Model integration of language, culture
    and content

    Model use of authentic materials



Materials & Other Resources
Describe the primary resources that you plan to use for the program.

           Materials/Resources                                List
    Required reading, including
    textbook(s)

    Realia /Authentic materials
    Multimedia

    Links to relevant web sites and
    annotations about the site

    Other (please specify)



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                                                                  Teacher Curriculum Template


Technology Integration
If technology is part of your budget, how will that technology support teacher training?

    Technological tools needed                          Explanation




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                                                                    Teacher Curriculum Template

                                       References
Content and Evidence of Learning

                          STARTALK Teacher Program Sample

      Knowledge (What participants need to               Skills Targeted and to be Assessed
                   know)                                (What participants need to be able to
                                                                    demonstrate)
        Content             Examples                   “Can Do” Statements for Participants
                                                   Participants can…
    Approaches and    National Standards           explain how a Standards-based and
    Methods                                        thematically organized curriculum and
                                                   instruction for that curriculum differs from
                                                   translation (or x) approach

                      TPR, Natural                 use some methods in teaching a second/world
                      approach,                    language and explain why I decided to use
                      performance-based            them for my purposes
                      approach

                      Classroom                    plan developmentally appropriate practice and
                      interactions; content-       provide frequent opportunities for interactive
                      based instruction            learning via content based instruction.


                      Comprehensible input         use a variety of strategies to make myself
                                                   comprehensible in the target language.

    Curriculum and    Thematic Unit and            plan a standards-based, thematic unit that
    Lesson Design     Lesson Design                informs lesson objectives and appropriately
                                                   sequenced activities.

                                                   develop culturally-rich, age- and level-
                                                   appropriate teaching materials, tasks and
                                                   activities that reflect real life performance
                                                   goals.

    Instructional     Instructional                plan instruction with the goals of the National
    Planning and      strategies consistent        Standards in mind.
    Strategies        with national
                      standards                    use strategies such as circumlocution,
                                                   paraphrasing, body language, and visuals.

                                           maintain exclusive use of the target language
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                                                                 Teacher Curriculum Template

                                                and encourage students to do so.
Materials       Use of materials made           use culturally authentic materials for
Development and by and for the people           designing performance tasks.
Adaptation      of the culture for use          I can adapt existing materials appropriately to
                in performance tasks.           performance goals.
Assessment      Theories and                    design program-specific performance based
                applications on                 and achievement tests.
                second language
                assessment.

                   Performance task             design performance tasks in the three modes
                   based approach.              of the Communication Standard.

Structure of the   Knowledge on                 explain linguistic features of the language,
target language/   linguistic system and        such as orthography, syntax, and discourse.
pedagogical        the pedagogy for its
grammar skills     application.                 develop appropriate teaching methods for
                                                presenting linguistic features.

Second             Knowledge of learner         describe SLA theories and apply them in
Language           characteristics.             assessment and instruction.
Acquisition
                   SLA theories and             apply learner-centered pedagogy.
                   processes, such as
                   input, output, and           demonstrate when and how to teach grammar.
                   interaction.
                                                direct student practice

                   Research-supported           draw upon a repertoire of appropriate
                   feedback and error           feedback strategies such as direct correction,
                   correction strategies        indirect correction, and modeling.
                   and methods.
US Educational     Goals or premises            create an environment conducive to Universal
Systems and        which form the               Literacy and a learner centered classroom.
Classroom          foundation of public
Management         schooling in the             facilitate many opportunities for Productive
                   United States.               versus Receptive Learning

                   Learner-centered             apply age appropriate strategies to develop
                   curriculum and               students’ critical thinking and problem
                   interactive behaviors.       solving skills.

Technology         Theories and                 use multimedia, computers, and web
                   applications of              resources to enhance language learning.
                   technology in
                   language teaching and
                                 STARTALK 2009
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                                                                 Teacher Curriculum Template

                       learning.
    Reflective         Learning as an            use student assessment as professional
    Practice and       enterprise of             feedback to inform and change my
    Leadership         exploration,              instruction.
                       experimentation,
                       analysis, and
                       synthesis.
    Pathway to         Licensure procedure       explain the teacher certification pathways and
    Certification                                procedures for licensure.


Suggested Menus of Assessment
   • Standards- and performance-based curriculum/unit and lesson design
   • performance-based assessment task design (and implementation)
   • classroom/video observation and analysis
   • micro- or student-program teaching
   • material selection, critique, and development
   • response to reading or lecture/seminar
   • reflective journals; term paper
   • LinguaFolio-like self assessment and collection of evidence
   • Presentation
   • Portfolio in hard copy or e-portfolio
   • A selected technological tool and a product using that tool
   • research projects
   • Unprompted Evidence: e.g., observations, dialogues, or classroom participation




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                                                                     Teacher Curriculum Sample




    2009 STARTALK TEACHER PROGRAM CURRICULUM SAMPLE

Host Institution:

Program Title:

Number of Hours:

Designed by:

Brief Description of Program (150 words)
Provide an overview of your program. What will participants experience during the program and
what do you hope that your participants will remember and be able to do after the program ends?

    This is an eight-day Chinese teacher program that aims at strengthening
    participants’ teaching practices. Participants will learn about the Standards for
    Foreign Language Learning in the 21st Century and various approaches and
    methods in implementing these Standards in the classroom. They will learn how
    to become reflective practitioners who can plan and implement their curriculum,
    while trying to align curriculum, instruction with assessment. Participants will
    have the opportunity to teach micro-lessons to high school students and receive
    feedback from both peer participants and professional development specialists.

    By the end of the program, participants will be able to design and deliver
    standards-based lessons. Additionally, they will develop their skills to carry out
    differentiated instruction and integrate culture, content, and technology into
    teaching practices. Moreover, they will develop peer-coaching skills and learn
    how to provide constructive feedback to colleagues.




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                                                                     Teacher Curriculum Sample

Major Focus of the Program
What three to five key words, concepts and/or topics best identify your program?

       •   Standards-based instruction
       •   Instructional planning and strategies
       •   Differentiated instruction
       •   Reflective practice and leadership
       •   Technology use in a language class



Pre-requisites
Are there pre-requisites to this course? If so, what are they?


     There are no pre-requisites.



Information on Career Options and Pathways To Certification

How will you provide information to your participants on career options and pathways to
certification?


     Part of one session will be devoted to explaining the process for becoming
     certified in our state.


Content and Evidence of Learning
Refer to the STARTALK Teacher Program Sample in the References section for examples. Use
“Can Do” Statements to illustrate what evidence of learning is desired.

                     Knowledge                           Skills Targeted and to be Assessed
           (What participants need to know)            (What participants need to demonstrate)
           Content                  Examples            “Can Do” Statements for Participants
                                                       Participants can…
     Standards-based       • National foreign          • name and describe the concepts
     Instruction             language learning             embedded in each of the five national
                             standards                     standards’ goals
                           • State foreign             • develop appropriate lesson plans in
                             language framework            alignment with the national and state
                                                           standards

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                                                                     Teacher Curriculum Sample

    Instructional         • Assessing prior     •         plan curriculum beginning with
    Planning &              knowledge                     student performance outcomes in
    Strategies            • Pacing & sequencing           mind
                                                •         deliver instruction in the target
                                                          language and make it comprehensible
                                                          for all students
                                                      •   deliver instruction that suits various
                                                          learning styles and abilities
    Differentiated      • Individulized               •   adapt the content and delivery of the
    Instruction           student-centered                lesson according to student need
                          instruction                 •   adapt content, process and products
                        • Modifying content,              in ways that are suitable to meet
                          process and product             student need
                          for diverse learning
                          styles, prior
                          knowledge and
                          readiness to engage
                          in the topic
    Reflective          • Reflection on putting       •   apply the steps of peer coaching
    Practice/Leadership   plans into action           •   accept and act on constructive
                        • Peer feedback                   feedback
                                                      •   provide constructive feedback to
                                                          colleagues based on observations and
                                                          also learn from this process
    Technology Use in     • Modes and efficacy        •   search for appropriate material to
    Chinese Language        of technology                 supplement existing material using
    Instruction           • Technology in                 internet resources (podcasts, You
                            practice for teaching         Tube, etc.)
                            and assessment            •   adapt/edit material to fit with lesson
                          • Useful websites and           plans/curricular goals
                            on-line resources         •   use appropriate software and
                                                          technology to create instructional
                                                          material and manage instruction


Assessment of Participant Progress and Performance
What evidence and products are required of participants to demonstrate learning and reflection?
See Reference section for suggestions.

               Evidence/Products                              Brief description

        Standards-based unit/lesson design         Participants will design standards-based
                                                   thematic units/lessons.

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                                                                    Teacher Curriculum Sample

       Student-program teaching                  Participants will use the STARTALK
                                                 student program co-located with the
                                                 teacher program as a venue to practice
                                                 teaching.

      Daily written reflections                  Participants will keep a daily journal and
                                                 reflect on lectures and/or readings
                                                 designated by the program.

      Daily forum on material selection          Throughout the program, participants
      and adaptation                             will take turns sharing their analysis
                                                 (e.g., pros and cons, recommendations
                                                 for improvement, possible adaptation) of
                                                 materials (e.g., textbooks, CDs, DVDs).

      Unprompted evidence
          Classroom discussions              • Participants will have group discussions
                                               on readings and presentations.

                                             • Participants will observe the teaching of
          Observations and feedback            peer teachers and provide feedback.

       Self-assessment list                      Participants will conduct pre- and post-
                                                 program self-assessment using a list
                                                 provided by the program.


       E-Portfolio                               Participants will create an E-Portfolio
                                                 that documents their learning and
                                                 products created in the program.
                                                 Components of the E-Portfolio include
                                                 daily journals entries, unit/lesson plans,
                                                 material critiques, observation logs, a
                                                 self-assessment list, etc.



Program Outline

          Timeline                                      Content

      Day 1                       •    Building Our Community Activity
                                  •    Second Language Acquisition Principles
                                  •    Overview of National Standards, State Standards,
                                       and the Language Learning Continuum
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                                        Teacher Curriculum Sample

        •    Observation Protocol

Day 2   •    Integration and community building activity for
             whole group
        •    Implications of OPI concepts for teaching and
             learning using Understanding by Design
             processes
        •    Demonstration of student OPI-style interview
             followed by peer debriefing of the interview and
             rating process
        •     Major concepts of assessment and its relationship
             to the planning of effective instruction

Day 3   •    Components of thematic unit and lesson design
        •    Classroom management
        •    Differentiated Instruction

Day 4   •    Role of technology in Chinese-language
             instruction
        •    Technology in practice for teaching and computer
             generated assessment tools
        •    Useful websites and on-line resources
        •    Facilitated unit/lesson design in teams by theme

Day 5   •    Teach micro-lessons to high school students


Day 6   •    Teacher credentialing pathways
        •    What constitutes an effective Chinese language
             program
        •    Criteria and processes for selecting appropriate
             textbooks and other instructional resources
        •    Networking for professional development and
             growth, professional organizations

Day 7   •    Building positive community relations and
             gaining support for Chinese language programs
        •    Showcasing students’ performances
        •    Community resources
        •    Recognition/Acknowledgements of student and
             teacher success




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                                                                   Teacher Curriculum Sample

Instructional Strategies

How will your program ensure that the following best practices are incorporated into your
program?

                    Strategies                                 Examples

    Differentiate instruction based on          Options will be provided to allow
    participant need                            participants to focus on areas that
                                                specifically meet their diverse needs.
                                                This will be accomplished by tiered and
                                                mixed level grouping of teachers and
                                                appropriate content areas and
                                                instructional strategies relevant to the
                                                participants’ teaching contexts.


    Provide mentoring and coaching              Participants will provide daily feedback
                                                on their reflective journals.

    Provide opportunities to discuss and        Dialogues, Venn Diagrams and other
    examine cultural ways of learning and       graphic organizers will be used to
    teaching                                    examine the differences and
                                                similarities between the educational
                                                experiences of the participants in the
                                                program and the instructors’
                                                background knowledge

    Model meaningful interaction in the         When introducing the interpersonal
    target language                             mode of communication,
                                                communication gap activities will be
                                                presented asking the students to
                                                interview each other to successfully
                                                complete both parts of ….

    Model integration of language, culture      When introducing the interpretive
    and content                                 mode of communication, a children’s
                                                storybook based on a cultural folk tale
                                                will be used to look at ….

    Model use of authentic materials            When introducing the use of authentic
                                                materials, a poem that is widely known
                                                in the culture will be used to show how
                                                it can be adapted for novice,
                                                intermediate and advanced levels.

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                                                                    Teacher Curriculum Sample

Materials & Other Resources
Describe the primary resources that you plan to use for the program.

           Materials/Resources                                    List
    Required reading, including
    textbook(s)

    Realia /Authentic materials          西遊記(xī yóu jì) Monkey Go West
                                         (a children’s storybook)
    Multimedia                           擁抱(yōng bào) by Sun Ho
                                         (a popular CD)
    Links to relevant web sites and
                                         • Centre for Teaching Chinese as a Foreign
    annotations about the site
                                           Language at University of Oxford, UK
                                           http://www.ctcfl.ox.ac.uk/index.html

                                         • ChinesePod
                                           http://chinesepod.com

                                            Free daily MP3 podcast lessons from a language
                                            training service. Study activities: listen, review,
                                            practice, and reinforce.

                                         • LangSource
                                           http://www.langsource.umd.edu/chinese.php
                                            A database of language & culture resources

                                         • Atomic Learning
                                           http://movies.atomiclearning.com/k12/home

                                            Web-based software training and curriculum
                                            resources. Short, easy-to-understand tutorial
                                            movies and a library of curriculum resources.
                                            Subscription required.

                                         • How to Podcast
                                           http://www.how-to-podcast-tutorial.com/

                                            Easy step-by-step tutorial for creating audio
                                            content and for downloading podcasts to MP3
                                            players (iPods). Free.




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                                                                    Teacher Curriculum Sample

                                         • Copyright and Fair Use websites
                                           http://www.edutopia.org/copyright-rules-
                                           teachers
                                             http://www.universityofcalifornia.edu/copyright/
    Other (please specify)




Technology Integration
If technology is part of your budget, how will that technology support teacher training?

    Technological tools needed                          Explanation
       Computers                    The program will:
       PowerPoint                   • employ technology in nearly all components of
       Internet resources (e.g.,      program delivery;
       YouTube, podcasts)           • technology as a tool for instruction, assessment
       iTalk Pro and other            and the management of instruction (grade book
       digital equipment              will be presented); and
                                    • incorporate and model the use of relevant
                                      website resources in both program delivery and
                                      lesson development.

                                    Participants will:
                                    • search online for supplementary teaching and
                                       learning materials;
                                    • learn how to use iTalk Pro and other equipment
                                       to create instructional materials and manage
                                       instruction; and
                                    • use PowerPoint to enhance classroom
                                       instruction.




                                       STARTALK 2009
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                                                                                                34
                       STARTALK Survey Instructions


The STARTALK participant survey is online. The survey has two parts: a pre-program
survey which should be administered to participants before your program begins, and a
post-program survey which should be administered during the last few days of class,
though it will remain open for two weeks after your end date. (The survey will only be
required for programs with start dates on or after June 22; students in K-5 programs
will not participate in this survey.)

The surveys are available at http://startalk.umd.edu/survey

See below for detailed instructions.

**You will not receive reminder emails about the opening and closing dates
of your surveys as you did last year. You will be responsible for keeping
track of the opening and closing dates of your pre- and post-program
surveys yourself.

Participant Instructions

The instructions below are for participants. You may want to use it to inform your
participants on the survey.

The Pre- and Post-program surveys for STARTALK 2009 summer program participants
are now available at http://startalk.umd.edu/survey.

Returning summer program participants who took the survey in 2008 may log in
(http://www.startalk.umd.edu/survey/login) using the accounts they created last year.

If you cannot remember your login information from 2008, you may reset your
password (http://www.startalk.umd.edu/survey/reset-password) or create a new
account (http://www.startalk.umd.edu/survey/register).

New participants should create an account
(http://www.startalk.umd.edu/survey/register).

* The pre-program surveys can be filled out from 2 weeks before a program
starts until the second day of the program.

* The post-program surveys can be filled out from the third-to-last day of
the program until 2 weeks after the program ends.



                                                                                        35
STARTALK 2009 Surveys 
 

I. Student: Pre‐program survey  
 
Questions about Yourself 

Instructions: 

For each sentence, indicate if the sentence describes what you feel or what you do by filling in the circle 
underneath the appropriate heading.  

Click on the circle underneath strongly agree if the sentence describes exactly how you feel or exactly 
what you do. Click on the circle underneath agree if strongly agree does not quite fit.  Click on the circle 
underneath disagree if the sentence does not describe how you feel or what you do. Click on the circle 
underneath strongly disagree if you strongly disagree with the sentence or the sentence is the opposite 
of how you feel or what you do. 

1.                                        Strongly         Agree            Disagree          Strongly 
                                          agree                                               disagree 
I enjoy learning foreign languages.              O                O                O                O 
I enjoy speaking in foreign languages.           O                O                O                O 
I enjoy reading foreign languages.               O                O                O                O 
I enjoy writing foreign languages.               O                O                O                O 
 

2.                                        Strongly         Agree            Disagree          Strongly 
                                          agree                                               disagree 
I enjoy meeting and listening to                 O                O                O                O 
people who speak other languages. 
I feel comfortable being around                 O                 O                O                O 
people of different cultural or ethnic 
backgrounds. 
I think that learning another language          O                 O                O                O 
will help me understand people who 
are different from me.. 
I think it is important to learn about          O                 O                O                O 
other peoples and places. 
Learning about other peoples and                O                 O                O                O 
places will help me get along better 
with people who are different from 
me. 
Learning a new language will help me            O                 O                O                O 
do better in school. 
Learning a new language will help me            O                 O                O                O 



                                                                                                          36
get a better job in the future. 
This fall, I plan to study the language       O                O               O                 O 
that I learned this summer                                                                         
 

    3. Why did you decide to participate in the STARTALK summer program? 

 

    4. What jobs or careers are you interested in pursuing? 
        

 

    5. What kinds of classroom activities do you think would best help you learn a language?  

 

 

 
II. Student: Post‐program survey  
 
 
 
2009 student post‐program survey 
 
Dear Summer Language Program Student: 
 
We are conducting this survey to find out how students in your summer language program feel 
about the program and what you have learned. Your responses are very important to help us 
improve the program in future years. The questionnaire consists of two parts: 
 
   1. On page 1, you will read some sentences and indicate how much you agree or disagree 
       with each sentence. Fill in only one circle per row. 
   2. On page 2, you will read some sentences and mark how much you agree or disagree 
       with each sentence. Then you will answer some open‐ended questions about the 
       program. Each question is followed by some open space. Please write your response in 
       that open space. 
 
Please answer all the questions in this survey as honestly as you can. We won't report your 
answers in any way that could possibly identify you personally. 
 
Thank you! 
 

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Page 1 
Questions about Yourself 
Instructions: 

For each sentence, indicate if the sentence describes what you feel or what you do by filling in the circle 
underneath the appropriate heading.  

Click on the circle underneath strongly agree if the sentence describes exactly how you feel or exactly 
what you do. Click on the circle underneath agree if strongly agree does not quite fit.  Click on the circle 
underneath disagree if the sentence does not describe how you feel or what you do. Click on the circle 
underneath strongly disagree if you strongly disagree with the sentence or the sentence is the opposite 
of how you feel or what you do. 

1.                                         Strongly        Agree            Disagree          Strongly 
                                           agree                                              disagree 
I enjoy learning foreign languages.               O               O                O                O 
I enjoy speaking in foreign languages.            O               O                O                O 
I enjoy reading foreign languages.                O               O                O                O 
I enjoy writing foreign languages.                O               O                O                O 
I spoke with my classmates in the                 O               O                O                O 
language we learned this summer,                                                                      
even when we weren’t in class. 
 

                                           Strongly        Agree            Disagree          Strongly 
                                           agree                                              disagree 
I enjoy meeting and listening to                  O               O                O                O 
people who speak other languages. 
I feel comfortable being around                  O                O                O                O 
people of different cultural or ethnic 
backgrounds. 
I think that learning another language           O                O                O                O 
will help me understand people who 
are different from me. 
I think it is important to learn about           O                O                O                O 
other peoples and places. 
Learning about other peoples and                 O                O                O                O 
places will help me get along better 
with people who are different from 
me. 
Learning a new language will help me             O                O                O                O 
do better in school. 
Learning a new language will help me             O                O                O                O 
get a better job in the future. 
This fall, I plan to study the language          O                O                O                O 
that I learned this summer                                                                            



                                                                                                          38
 
Page 2 
Evaluation 
 
Please evaluate your summer language learning experience 
 
                                         Strongly         Agree            Disagree         Strongly 
                                         agree                                              disagree 
My teacher taught the target                    O               O                O                O 
language very well. 
The books we used in class were                O                O                O                O 
helpful. 
My teacher helped me to learn the              O                O                O                O 
target language. 
Learning a language during the                 O                O                O                O 
summer was a good experience. 
I learned a lot of language this               O                O                O                O 
summer. 
The field trips we took were helpful           O                O                O                O 
for my language learning.                                                                           
Multimedia resources (computer,                O                O                O                O 
Internet, videos, DVDs) were 
available to help my learning. 
Multimedia resources were useful in            O                O                O                O 
developing my language skills.                                                                      
 
What did you like BEST about the program? 
 
What did you like LEAST about the program? 
         

 
III. Teacher: Pre‐program survey 
 
 
Demographic Background 
1. What is your native language? (If you speak more than one language, select all that apply.) 
__ Arabic 
__ Chinese (including Mandarin, Cantonese, or any other dialect of Chinese) 
__ Hindi 
__ Persian 
__ Swahili 
__ Turkish 
__ Urdu 



                                                                                                        39
__ English 
__ Other: ___________________ 
 
2. What is your cultural or ethnic background? (select all that apply) 
__ American Indian or Alaska Native 
__ Asian 
__ Black or African American 
__ Middle Eastern or Arab 
__ Native Hawaiian or Other Pacific Islander 
__ Hispanic or Latino 
__ White 
__ No Response 
__ Other: ______________________ 
 
3. Where were you born?  
[drop down as before] 
 
4. To which age group do you belong?  
[drop down as before] 
 
5. What is your gender? 
__ Male 
__ Female 
 
6. In which state do you live?   
[drop down as before] 
 
 
Educational Background 
1. What is your highest degree attained? 
__ Doctorate 
__ Master's 
__ Some graduate school 
__ Bachelor's (4yr) degree 
__ Associates or vocational (2yr) degree 
__ Some college 
__ High school 
 
 
2. How did you learn the target language? (select all that apply) 
__ My parents taught me to speak the target language 
__ My parents taught me to read and write the target language 
__ I went to elementary (grades K‐6) school in a country where the target language was the language of 
instruction 
__ I went to secondary school (grades 7‐12) in a country where the target language was the language of 
instruction 
__ I went to a university in a country where the target language was the language of instruction 
__ I studied the target language in the U.S. (elementary, secondary, university) 


                                                                                                     40
__ I attended a heritage/community school outside of regular school hours in the U.S. 
__ I participate in study abroad to learn the target language 
 
 
3. In the list below, select all of the languages that you speak or have studied for at least one year.  
__ Arabic 
__ Chinese (including Mandarin, Cantonese, or any other dialect of Chinese)  
__ English  
__ French  
__ German 
__ Hebrew 
__ Hindi 
__ Italian 
__ Japanese 
__ Korean 
__ Latin 
__ Persian 
__ Portuguese 
__ Russian 
__ Spanish 
__ Swahili 
__ Turkish 
__ Urdu 
__ Vietnamese 
 
Page 3 
Professional Background 
 
1. Will you be teaching the target language this coming fall? 
[yes, no, not sure] 
 
2. How long have you taught each of the following languages? 
Never, Less than 1 year, 1‐4 years,  5‐9 years,  10+ years 
Arabic __ __ __ __ 
Chinese (including Mandarin, Cantonese, or any other 
dialect of Chinese) __ __ __ __ 
English __ __ __ __ 
French __ __ __ __ 
German __ __ __ __ 
Hebrew __ __ __ __ 
Hindi __ __ __ __ 
Italian __ __ __ __ 
Japanese __ __ __ __ 
Korean __ __ __ __ 
Latin __ __ __ __ 
Persian __ __ __ __ 
Portuguese __ __ __ __ 



                                                                                                            41
Russian __ __ __ __ 
Spanish __ __ __ __ 
Swahili __ __ __ __ 
Turkish __ __ __ __ 
Urdu __ __ __ __ 
Vietnamese __ __ __ __ 
 
3. Have you taught the target language (Arabic/Chinese/Hindi/Persian/Swahili/Turkish/Urdu) in any of 
the following education settings in the United States? 
 
Post‐secondary Education 
__ Post graduate 
__ 4‐year undergraduate 
__ 2‐year undergraduate/Community College 
Public Schools 
__ Public Pre‐K 
__ Public Elementary (grades K‐5) 
__ Public Middle School (grades 6‐8) 
__ Public High School (grades 9‐12) 
Private/Parochial (non‐Heritage) Schools 
__ Private Pre‐K 
__ Private Elementary (grades K‐5) 
__ Private Middle School (grades 6‐8) 
__ Private High School (grades 9‐12) 
Heritage Schools 
__ Heritage Pre‐K 
__ Heritage Elementary (grades K‐5) 
__ Heritage Middle School (grades 6‐8) 
__ Heritage High School (grades 9‐12) 
__ Heritage Afterschool programs (any grades) 
Other 
__ Adult non‐degree program(s) 
__ Private tutoring 
 
4. If you have taught the target language in the United States, in which state(s)? 
[check box as before] 
 
5. Are you certified by any state in the U.S. to teach the target language? 
__ Yes 
__ Not yet, but I plan to become certified 
__ No 
 
 
6. Are you certified to teach any languages other than the target language? 
__ Yes 
__ Not yet, but I plan to become certified 
__ No 
 


                                                                                                        42
 
7. Do you have any teaching certifications for any subjects other than languages? 
__ Yes 
__ No 
 
 
8. What is the extent of your training in language teaching? (select all that apply) 
__ I have a degree in language education. 
__ I have a degree in a specific language or literature 
__ I have taken courses at the university level. 
__ I have attended short‐term workshops or institutes. 
__ I attended a STARTALK teacher training program during the summer of 2007. 
__ I attended a STARTALK teacher training program during the summer of 2008. 
 
 
9. I am a member of the following professional associations 
__ African Language Teachers Association (ALTA)  
__ American Association of Teachers of Arabic (AATA) 
__ Chinese Language Teachers Association (CLTA) 
__ Chinese Language Association of Elementary‐Secondary Schools (CLASS) 
__ American Association of Teachers of Persian 
__ American Association for Teachers of Turkic Languages (AATTL) 
__ American Association of Teachers of French 
__ American Association of Teachers of Spanish & Portuguese 
__ South Asian Language Teachers Association (SALTA) 
__ American Council on the Teaching of Foreign Languages (ACTFL) 
__ American Translators Association 
__Local organization (please spell out the name in full) _______________________________ 
__ State organization (please spell out the name in full) _______________________________ 
__ Other (please spell out the name in full): _______________________________ 
 
Page 4 
Self‐Assessment of Need 
 
    1. How important are each of the following skills for language teachers to know and apply in their 
       classrooms? 

                                         Very           Important        Less            Not 
                                         Important                       Important       Important 
Approaches and Methods                         O               O               O              O 
Curriculum and Lesson Design                   O               O               O              O 
Instructional Planning and Strategies          O               O               O              O 
Materials Development and                      O               O               O              O 
Adaptation 
Assessment                                    O                O               O                O 
Structure of the target language and          O                O               O                O 
pedagogical grammar                                                                               


                                                                                                      43
Second Language Acquisition                     O                O                O                O 
US Educational Systems and                      O                O                O                O 
Classroom Management                                                                                 
Educational Technology                          O                O                O                O 
Reflective Practice and Leadership              O                O                O                O 
Pathway to Certification                        O                O                O                O  
     

     2. From this program, I expect to increase my knowledge of and skills in the following: (select all 
        that apply) 
        _ Approaches and Methods 
        _ Curriculum and Lesson Design 
        _ Instructional Planning and Strategies 
        _ Materials Development and Adaptation 
        _ Assessment 
        _ Structure of the target language and pedagogical grammar 
        _ Second Language Acquisition 
        _ US Educational Systems and Classroom Management 
        _ Technology 
        _ Reflective Practice and Leadership 
        _ Pathway to Certification 
         
     3. From this program I am most interested in learning about: (select all that apply) 
        Curriculum and Materials 
                _Developing content‐based instructional units 
                _ Developing instructional units that integrate language and culture 
                _ Setting reasonable expectations for students 
                _ Writing an effective lesson plan 
                _ Incorporating authentic materials and tasks into lessons 

         Instruction and Delivery 

                 _ Conducting class in the target language (e.g., 80% of the time) 
                 _ Providing instruction that makes the target language comprehensible to students 
                 _ Encouraging students to use the target language in class 
                 _ Providing students with appropriate feedback 
                 _ Designing tasks that promote meaningful classroom interaction 
                 _ Developing classroom tasks that use students’ prior knowledge 
                 _ Grouping students in different ways (small group, pairs, full‐class) 
                 _ Employing real‐life tasks that have students apply what they have learned in a 
                 culturally appropriate manner 
 
         Assessment 



                                                                                                            44
                _ Effectively using available technology and media to enhance learning  
                _ Developing assessments that reflect my teaching goals 
                _ Aligning assessments with standards 
                _ Collecting a variety of types of evidence of student learning 
                _ Using assessment on a regular basis to modify and improve instruction 
                _ Designing assessment tasks that simulate real‐life use of language 
                _ Providing multiple ways for students to fulfill class expectations 
                _ Using students’ self‐assessments and feedback to inform my teaching 
 
 

IV. Teacher: Post‐program survey 
 
 

Page 4 
Self‐Assessment of Need 
 
    1. How important are each of the following skills for language teachers to know and apply in their 
       classrooms? 

                                         Very            Important        Less             Not 
                                         Important                        Important        Important 
Approaches and Methods                         O               O                O               O 
Curriculum and Lesson Design                   O               O                O               O 
Instructional Planning and Strategies          O               O                O               O 
Materials Development and                      O               O                O               O 
Adaptation 
Assessment                                     O               O                O                O 
Structure of the target language and           O               O                O                O 
pedagogical grammar                                                                                
Second Language Acquisition                    O               O                O                O 
US Educational Systems and                     O               O                O                O 
Classroom Management                                                                               
Educational Technology                         O               O                O                O 
Reflective Practice and Leadership             O               O                O                O 
Pathway to Certification                       O               O                O                O  
     

    2. From this program, have increased my knowledge of and skills in the following: (select all that 
       apply) 
       _ Approaches and Methods 
       _ Curriculum and Lesson Design 
       _ Instructional Planning and Strategies 



                                                                                                          45
        _ Materials Development and Adaptation 
        _ Assessment 
        _ Structure of the target language and pedagogical grammar 
        _ Second Language Acquisition 
        _ US Educational Systems and Classroom Management 
        _ Technology 
        _ Reflective Practice and Leadership 
        _ Pathway to Certification 
         
     3. From this program was most interested in learning about: (select all that apply) 
        Curriculum and Materials 
                _Developing content‐based instructional units 
                _ Developing instructional units that integrate language and culture 
                _ Setting reasonable expectations for students 
                _ Writing an effective lesson plan 
                _ Incorporating authentic materials and tasks into lessons 

         Instruction and Delivery 

                 _ Conducting class in the target language (e.g., 80% of the time) 
                 _ Providing instruction that makes the target language comprehensible to students 
                 _ Encouraging students to use the target language in class 
                 _ Providing students with appropriate feedback 
                 _ Designing tasks that promote meaningful classroom interaction 
                 _ Developing classroom tasks that use students’ prior knowledge 
                 _ Grouping students in different ways (small group, pairs, full‐class) 
                 _ Employing real‐life tasks that have students apply what they have learned in a 
                 culturally appropriate manner 
 
         Assessment 
                _ Effectively using available technology and media to enhance learning  
                _ Developing assessments that reflect my teaching goals 
                _ Aligning assessments with standards 
                _ Collecting a variety of types of evidence of student learning 
                _ Using assessment on a regular basis to modify and improve instruction 
                _ Designing assessment tasks that simulate real‐life use of language 
                _ Providing multiple ways for students to fulfill class expectations 
                _ Using students’ self‐assessments and feedback to inform my teaching 
 

 

 



                                                                                                      46
 

Evaluation 

    1. Tell us about the program support 

                                          Strongly      Agree       Disagree      Strongly 
                                          agree                                   disagree 
The institution where we are housed              O           O            O             O 
supported our program. 
The administrative leadership                   O            O            O             O 
provided a strong level of support for 
the program. 
I was comfortable giving my opinions            O            O            O             O 
on decisions that affect the program. 
 

    2. Next, tell us about the program organization 

                                            Strongly       Agree      Disagree      Strongly 
                                             agree                                  disagree 
I was kept informed about issues that          O             O            O            O 
affected program logistics. 
Changes in the program were                     O            O            O             O 
communicated to my in a timely 
fashion. 
The goals of the program were clear.            O            O            O             O 
The goals of the program were                   O            O            O             O 
achieved. 
The program had adequate language               O            O            O             O 
materials (e.g., books, CDs, 
dictionaries). 
The program had adequate                        O            O            O             O  
instructional resources (e.g., 
computers, overhead projectors, 
supplies). 
      

    3. Next, tell us about the training you received 

                                          Strongly      Agree       Disagree      Strongly 
                                          agree                                   disagree 
The teacher trainers were interested             O           O            O             O 
in helping me become a better 
language teacher. 
The teacher trainers were interested            O            O            O             O 
in helping me become a better 
language teacher. 


                                                                                                47
The teacher trainers were                    O                    O             O              O 
knowledgeable about language 
education and are a good resource 
for information about program 
implementation, materials, etc. 
 

    4. Next tell us about your plans for teaching Arabic/Chinese/Hindi/Persian/Swahili/Turkish/Urdu 

                                                      Strongly         Agree    Disagree    Strongly 
                                                      agree                                 disagree 
I plan to become certified to teach                       O               O          O           O 
Arabic/Chinese/Hindi/Persian/Swahili/Turkish/Urdu
I would like to participate in another summer             O               O          O          O 
STARTALK teacher training program. 
I would like to teach in a STARTALK summer                O               O          O          O 
language workshop. 
After participating in this program, my confidence        O               O          O          O 
in teaching Arabic/Chinese/Hindi/Persian/Swahili/                                                 
Turkish/Urdu has increased 
 

    5. What were the best parts of the program? 
        
    6. What aspects of the program should be improved? 




                                                                                                       48
During your Program




                      49
                           Student Program Site Visit Checklist
                              Elementary School Programs

Program:      ________________________________________       Language:   ___________________
Site Visitor:_________________________________________________________________________

INSTRUCTIONAL MANAGEMENT

                                                             Clearly   Somewhat    Not
                                                             Evident    Evident   Evident
   Instructional units and lesson plans have real world
   language-performance goals.

   Learning experiences are described in terms of language
   functions and address the different communicative
   modes — interpersonal, interpretive and presentational.
   The various parts of the lesson connect in a coherent
   way, building toward increased ability to understand or
   express meaning on a given topic or theme.

   The teacher engages all students.


   The activities engage students, giving them a reason to
   pay attention and be on task.

   Activities take an appropriate amount of time
   considering the age of the learner.

   Activities alternate between high and low levels of
   physical movement.


   The physical environment of the classroom reflects the
   language and cultures studied.




                                                                                            50
LANGUAGE USE

                                                               Clearly   Somewhat    Not
                                                               Evident    Evident   Evident
  The teacher uses the target language almost exclusively
  and sets the expectation that students also use the target
  language.

  The teacher uses a variety of strategies to make
  language comprehensible.

  The teacher avoids the use of translation by using verbal
  and non-verbal strategies such as body language,
  visuals, and circumlocution.


LEARNING EXPERIENCES

                                                               Clearly   Somewhat    Not
                                                               Evident    Evident   Evident

  The teacher uses visuals, concrete objects, hands-on
  experiences, and context to present and practice new
  vocabulary.


  The teacher provides sufficient opportunities for
  students to demonstrate their understanding of new
  words and expressions before expecting production.

  The teacher provides frequent, varied classroom
  opportunities for students to use their language skills to
  communicate in real world contexts. The teacher avoids
  meaningless rote drills, ensuring that all practice is
  meaning-based.

  The teacher provides multiple, varied opportunities for
  students to hear new words/expressions used in highly
  visualized contexts that make meaning transparent.


  If grammar is taught at grades 3 - 5, the teacher teaches
  grammar as a tool for communication. It is not the
  focus or goal of the course, unit, or lesson.


  In every class session, the teacher provides pair and/or
  group activities to engage students in communication for
  meaningful interaction.




                                                                                              51
  The teacher designs lessons that make connections to
  other content areas in order to build upon previous
  student knowledge and reinforce content across the
  curriculum.

ASSESSMENT

                                                              Clearly   Somewhat    Not
                                                              Evident    Evident   Evident

  The teacher measures student language proficiency in a
  variety of ways that focus on what students can do with
  the language, not just what they know about it.



  The teacher modifies instructional and assessment
  strategies as a result of formative assessments.


  The teacher provides opportunities for students to assess
  their own language performance and cultural
  competence as appropriate to the developmental level of
  learners.

MATERIALS

                                                              Clearly   Somewhat    Not
                                                              Evident    Evident   Evident
  The teacher uses a variety of instructional materials to
  support language-learning objectives.

  The teacher uses authentic materials, designing tasks
  appropriate to the language proficiency of the learners.
  The teacher and students use technology appropriately
  to develop real world language and cultural
  competencies.

LEARNING ENVIRONMENT
                                                              Clearly   Somewhat    Not
                                                              Evident    Evident   Evident
  The classrooms/facility is conducive to learning.

  The classroom/facility accommodates the variety of
  learning activities.




                                                                                             52
  The classrooms and/or facility are adequately furnished
  with necessary equipment and materials.

  The program gives a sense of a friendly and cohesive
  learning community.

  Comments:




COURSE MANAGEMENT
                                                             Clearly   Somewhat    Not
                                                             Evident    Evident   Evident
  Time is managed effectively.

  Activities flow smoothly and in a logical sequence.

  Comments:




PROGRAM ADMINISTRATION


ADMINISTRATION
                                                             Clearly   Somewhat    Not
                                                             Evident    Evident   Evident
  The program director is on-site and actively involved in
  the program.

  There is adequate support staff to ensure the success of
  the program.

  Comments:




CURRICULUM ALIGNMENT WITH STARTALK STANDARDS

                                                             Clearly   Somewhat    Not
                                                             Evident    Evident   Evident




                                                                                            53
    The documents provided to site visitors illustrate that
    the curriculum is Standards-, theory- and research-
    based.

    The program is aligned with the completed curriculum
    template.

    Comments:




PROGRAM FACILITY AND INSTITUTIONAL SUPPORT
                                                                Clearly   Somewhat    Not
                                                                Evident    Evident   Evident
    The facilities are clean, safe, comfortable and conducive
    to learning.

    Comments:




SITE VISIT
                                                                Clearly   Somewhat    Not
                                                                Evident    Evident   Evident
    Site visitors were provided with the necessary program
    materials.

    Comments:




Summative Comments:


 




                                                                                               54
                           Student Program Site Visit Checklist
                         Secondary and Post-Secondary Programs
Program:                                                               Language:
Site visitor

PROGRAM IMPLEMENTATION

INSTRUCTION
    LANGUAGE USE & MEDIUM OF INSTRUCTION                          Clearly   Somewhat    Not
                                                                  Evident    Evident   Evident
    The teacher uses the target language almost exclusively.
    The teacher uses a variety of strategies to make the target
    language comprehensible.
    Students use the target language in a variety of settings.

    Comments:




                                                                  Clearly   Somewhat    Not
    CLASSROOM INTERACTION
                                                                  Evident    Evident   Evident
    All students are engaged and participate in classroom
    activities.
    Classroom interactions are meaningful and purposeful.
    There are a variety of classroom interaction types, e.g.
    student-to-student and student-to-teacher.
    Teachers use a variety of feedback and questioning
    strategies.
    The teacher avoids the use of translation by using verbal
    and non-verbal strategies such as body language, visuals,
    and circumlocution.
    Comments:




                                                                                                 55
                                                             Clearly   Somewhat    Not
ACTIVITIES
                                                             Evident    Evident   Evident
Learning experiences address different communicative
modes—interpretive, interpersonal, and presentational.
Activities are aligned with unit and lesson objectives.
Grammar and vocabulary are learned through interesting
and engaging activities that focus on meaningful
communication.
There are pair, group and whole class activities that
promote meaningful interaction in the target language.
Activities are appropriate, relevant, and cognitively
challenging.
The teacher uses visuals, concrete objects, hands-on
experiences, and context to present and practice new
vocabulary.
The teacher provides sufficient opportunities for students
to demonstrate their understanding of new words and
expressions before expecting production.
The teacher provides students with an authentic purpose
for using words and phrases through the selected
instructional activities.
The teacher provides multiple, varied opportunities for
students to hear new words/expressions used in highly
visualized contexts that make meaning transparent.

Comments:




CULTURE                                                      Clearly   Somewhat    Not
                                                             Evident    Evident   Evident
Culture is integrated with learning the target language.
Culture is learned through the examination of cultural
practices, products and perspectives.
Students have opportunities to examine their own
language and culture through the study of other
languages and cultures.

Comments:




                                                                                            56
MATERIALS & TECHNOLOGY

                                                              Clearly   Somewhat    Not
  MATERIALS
                                                              Evident    Evident   Evident
  A variety of materials is available and supports language
  learning.
  The teacher uses authentic materials, designing tasks
  appropriate to the language proficiency of the learners.
  The teacher uses a variety of instructional materials to
  support language-learning objectives
  Comments:




                                                              Clearly   Somewhat    Not
  TECHNOLOGY
                                                              Evident    Evident   Evident
  Technology, when available, is used as a tool for
  language/culture instruction.

  Comments:




ASSESSMENT
                                                              Clearly   Somewhat    Not
                                                              Evident    Evident   Evident
  Students are assessed in a variety of ways throughout the
  program.

  The teacher collects evidence of student learning beyond
  using pencil and paper tasks.

  The students are using LinguaFolio as an assessment
  tool.

  Comments:




                                                                                             57
LEARNING ENVIRONMENT

                                                             Clearly   Somewhat    Not
                                                             Evident    Evident   Evident
  The classrooms/facility is conducive to learning.

  The classroom/facility accommodates a variety of
  learning and cultural activities.

  The classrooms and/or facility are adequately furnished
  with necessary equipment and materials.

  The program gives a sense of a friendly and cohesive
  learning community.

  Comments:




COURSE MANAGEMENT
                                                             Clearly   Somewhat    Not
                                                             Evident    Evident   Evident
  Time is managed effectively.

  Activities flow smoothly and in a logical sequence.

  Comments:




PROGRAM ADMINISTRATION

ADMINISTRATION
                                                             Clearly   Somewhat    Not
                                                             Evident    Evident   Evident
  The program director is on-site and actively involved in
  the program.

  There is adequate support staff to ensure the success of
  the program.

  Comments:




                                                                                            58
CURRICULUM ALIGNMENT WITH STARTALK STANDARDS

                                                               Clearly    Somewhat     Not
                                                               Evident     Evident    Evident
   The documents provided to site visitors illustrate that
   the curriculum is Standards-, theory- and research-
   based.

   The program is aligned with the completed curriculum
   template.

   Comments:




PROGRAM FACILITY AND INSTITUTIONAL SUPPORT
                                                                Clearly    Somewhat        Not
                                                                Evident     Evident       Evident
   The facilities are clean, safe, comfortable and conducive
   to learning.

   Comments:




SITE VISIT
                                                                Clearly    Somewhat        Not
                                                                Evident     Evident       Evident
   Site visitors were provided with the necessary program
   materials.

   Comments:




Summative Comments:




                                                                                                    59
                     Teacher Training Program Site Visit Checklist

Program:                                                               Language:
Site Visitor:



PROGRAM IMPLEMENTATION

CONTENT
                                                                       Clearly   Somewhat    Not
                                                                       Evident    Evident   Evident
    Content taught matches proposed content.
    Course content matches expressed objectives.
    There is an appropriate balance of theory and practice.

    Comments:




INSTRUCTION
                                                                       Clearly   Somewhat    Not
    DELIVERY AND CLASSROOM INTERACTION
                                                                       Evident    Evident   Evident
    The language of instruction used is appropriate for the course
    and the participants.
    Instructional strategies are appropriate for- and meet the needs
    of the participants.
    The instructor uses a variety of means of instruction, not just
    lecture.
    Research-based instructional practices (e.g. techniques and
    strategies) are modeled or demonstrated.
    There are periodic checks for understanding.

    Comments:



                                                                                                 60
                                                                      Clearly   Somewhat    Not
  ACTIVITIES
                                                                      Evident    Evident   Evident
  Activities foster understanding of course content and
  pedagogical skill development.
  Participants experience learning activities they are expected to
  provide their students.
  A variety of activities address participants' learning needs,
  styles, and cultural ways of learning.
  Activities incorporate a range of learning and interaction
  configurations: individual, and pair and small group
  collaboration.
  Participants have opportunities to collaborate in learning and
  applying course content.
  Participants are given opportunities to do some type of
  demonstration teaching.

  Comments:



                                                                      Clearly   Somewhat    Not
  COMMUNICATION
                                                                      Evident    Evident   Evident
  Communication in the classroom is effective, clear and
  comprehensible.
  Participants' input is elicited, valued and seriously considered.

  Interactions are varied: among participants and between the
  instructor and participants

  Comments:




MATERIALS & TECHNOLOGY

                                                                      Clearly   Somewhat    Not
  MATERIALS
                                                                      Evident    Evident   Evident
  Materials are current, appropriate and relevant.
  Materials are aligned to objectives and content of the proposal.

  Materials are well-organized.

  Comments:



                                                                                                61
                                                                  Clearly   Somewhat    Not
  TECHNOLOGY
                                                                  Evident    Evident   Evident
  Technology is readily available and accessible to instructors
  and participants.

  Technology used facilitates instruction and learning.

  Comments:




ASSESSMENT
                                                                  Clearly   Somewhat     Not
                                                                  Evident    Evident    Evident
  There is clear and consistent alignment of assessment with
  program and course goals and objectives as stated in program
  template.

  Participants have opportunities to demonstrate their newly
  gained knowledge and skills through a variety of assessment
  tools.

  Participants are encouraged to assess their own progress.

  Comments:



LEARNING ENVIRONMENT
                                                                  Clearly   Somewhat    Not
                                                                  Evident    Evident   Evident
  The classrooms/facility is conducive to learning.

  The classroom/facility accommodates the variety of learning
  activities.

  The classrooms and/or facility are adequately furnished with
  necessary equipment and materials.

  The program gives a sense of a friendly and cohesive learning
  community.

  Comments:




                                                                                            62
COURSE MANAGEMENT
                                                                 Clearly   Somewhat    Not
                                                                 Evident    Evident   Evident
  Time is managed effectively.

  Activities flow smoothly and in a logical sequence.

  Comments:




PROGRAM ADMINISTRATION


ADMINISTRATION
                                                                 Clearly   Somewhat    Not
                                                                 Evident    Evident   Evident
  The program director is on-site and actively involved in the
  program.

  There is adequate support staff to ensure the success of the
  program.

  Comments:




CURRICULUM ALIGNMENT WITH STARTALK STANDARDS
                                                                 Clearly   Somewhat    Not
                                                                 Evident    Evident   Evident
  The documents provided to site visitors illustrate that the
  curriculum is Standards-, theory- and research-based.

  The program is aligned with the completed curriculum
  template.

  Comments:




                                                                                           63
PROGRAM FACILITY AND INSTITUTIONAL SUPPORT
                                                                   Clearly   Somewhat    Not
                                                                   Evident    Evident   Evident
    The facilities are clean, safe, comfortable and conducive to
    learning.

    Comments:




SITE VISIT
                                                                   Clearly   Somewhat    Not
                                                                   Evident    Evident   Evident
    Site visitors were provided with the necessary program
    materials.

    Comments:




Summative Comments:

 




                                                                                             64
LinguaFolio Online
Guide for 2009 STARTALK Teachers

Greetings! Thank you for your interest in using LinguaFolio Online with your language class.
LinguaFolio Online is designed to help you track your student’s performance. Your Startalk
Institute is right around the corner and there are preparations for getting your students set up with
LinguaFolio Online. We’re pleased to announce a new feature this year: a teacher reports page.
This “CanDo Overview” page provides a general overview of class progress by showing class
percentages of completed CanDo statements.

This guide contains an explanation of the registration procedure, along with an overview of
LinguaFolio and how to use this tool in the classroom. The registration procedure explains how
to set up your LinguaFolio Online teacher account, and then how to help your students set up
their accounts. As we know, students are very technology literate. Some, however, may not
have their own email accounts. In this case, please provide them with one (your own or another
convenient address). Students cannot access their account without email confirmation so be sure
to check this account right away.

Helpful links:
LinguaFolio Online homepage:
https://linguafolio.uoregon.edu
Overview of Linguafolio:
http://www.slideshare.net/sundstrom/learner-self-assessment-with-lingua-folio-online

If you have any general questions navigating the website there will be support via e-mail or
phone. Please contact us at (541) 346-1584; Monday, June 8th – Friday June 19th, with hours
between 8:00 am - 5:00 pm Pacific Time and Monday June 22nd – beginning of September, with
hours between 10:30 am – 1:30 pm Pacific Time. You can also e-mail your questions to:
lfolio@uoregon.edu.




Center for Applied Second Language Studies (CASLS)                                                 65
LinguaFolio Online Registration Procedure

Phase 1: CASLS creates an institution entry and sends an Institution Registration (or Activation) code to
       each teacher.
Phase 2: Each teacher uses the Institution Registration code to create his/her personal Teacher Account.
       Each teacher gives his/her students the Teacher Registration code from his/her account.
Phase 3: Each student creates an account using their teacher’s Teacher Registration code.

Phase 1: Institution signup
Who does it: CASLS
What needs to be done:
   1. CASLS will create institution registration codes for all STARTALK teachers.
   2. We have sent out requests to STARTALK program directors requesting the names and email
       addresses of teachers in each program.
   3. Once they send us teacher names and email addresses, we will email teachers directly with
       instructions to set up their teacher account. We will include the “institution registration code”
       in that email, which is needed to set up the account.

Phase 2: Teacher signup
Who does it: Teacher
What needs to be done:
   1. Wait for CASLS to send ‘Institution Registration Code’.
   2. Go to LFO homepage: https://linguafolio.uoregon.edu/
   3. Click on ‘Signup Here’ link in lower right.
   4. Choose ‘Teacher Signup’.
   5. Fill in the form with desired user name, and email.
   6. In the 'Institution Registration Code' box, enter the number which CASLS sent.
   7. Press 'Submit' button.
   8. Check email account for Confirmation Email from LinguaFolio Online.
   9. Respond to Confirmation Email to activate the teacher account. (This should also log you in.)
   10. Click on ‘Student Sign Up’ tab in upper right.
   11. Have students register. They must use the ‘Teacher Registration Code’ found in the ‘LinguaFolio
       Sign up Process’ box. Give the directions in the box to students.

Phase 3: Student signup
Who does it: Student
What needs to be done:
   1. Wait for teacher to activate his/her account.
   2. Get ‘Teacher Registration Code’ from teacher.
   3. Go to LFO homepage: https://linguafolio.uoregon.edu/
   4. Click on ‘Signup Here’ link in lower right.
   5. Choose ‘Student Signup’.
   6. Fill in the form with desired user name, email, and language.
   7. In the 'Registration Code' box, enter the ‘Teacher Registration Code’ from the teacher.
    8. Press 'Submit' button.
    9. Check email account for Confirmation Email from LinguaFolio Online.
    10. Respond to Confirmation Email to activate the student account. (This should also log you in.)
    11. Watch ‘Learner Tutorial’ (tab in upper right).


Center for Applied Second Language Studies (CASLS)                                                         66
                                                                          
                                                
                                                
                         Guidelines for Photo and Video Collection

These guidelines are intended to help you determine the types of photos and/or videos that you
might want to collect and send to STARTALK Central.
Please remember that all students and instructors must sign a consent form PRIOR to being
photographed or videotaped. Consent forms are available for download on the STARTALK
website.

STARTALK considers most useful photographs and video footage that capture:
   1. High quality instruction for students
   2. High quality instruction for teacher participants
   3. Students using their new language skills in day to day instructional activities
   4. Students using their new language skills in informal or social activities
   5. Students engaged in performances or special events
   6. Teacher participants engaged in professional dialogues with peers
   7. Teacher participants demonstrating a new strategy or skill
   8. Teacher participants reflecting on their learning or their performance
   9. Visuals that might be useful for recruiting future teacher or student participants
   10. Any video footage that demonstrates exemplary teaching practices, particularly those
       illustrative of STARTALK Guiding Principles




                                                                                              67
After Your Program




                     68
   STARTALK Final Report Outline

Executive Summary

A. Restate the brief description of the program that was created for the curriculum
template.

B. Did the actual program align with the program proposal? What changes were made
and why were the changes made?

Enrollments

A. Number of applicants
B. Number of enrollments
C. Number who completed the program

Program Outcomes

A. What did participants learn in this program? Identify 3 – 5 major topics
B. What evidence exists to show that this learning took place?
C. Course credit
1) for student programs
   a) the number of students receiving high school credit
   b) the number of students receiving college credit
2) for teacher programs
   a) the number of teachers receiving undergraduate college credit
   b) the number of teachers receiving graduate college credit
D. Highlight one collaboration that proved to be most effective or that you believe will
continue to have an impact.
E. Highlight one outreach effort to the community that is likely to have a continuing
impact.
F. What specific learning activities (STARTALK or other) will your students engage in
during the upcoming academic year? Specify number of participants and type of activity.
For example, 5 participants will enroll in Chinese 101.

Reflections

A. What worked well?
B. What challenges existed?
C. What have you learned from this experience? What epiphanies did you have?
D. What aspect of your program would you like to share with other STARTALK
programs?


Recommendations

A. If you offer another STARTALK program, what would you do differently?

                                                                                       1   69
B. How will future programs address the recommendations made in the site visit report?
C. What suggestions do you have for STARTALK Central?




                                                                                     2   70
Logistics




            71
Before Your Program




                      72
                                                                            
 
Logistics Ideas to Keep in Mind 
 
Facilities 
1. You will need to ensure the safety of your participants while at your program. 
2. There may be rental fees for your facilities 
3. There may be particular times when your facilities are not available 
4. What are the technological capabilities of your facilities? 
 
Materials and Supplies 
1. Realia 
2. Textbooks needed 
3. Supplies for creative work 
4. Administrative supplies 
5. Copying costs 
          
Staffing and Contracting 
1. You will need administrative staff to help with clerical tasks and other organization 
2. Teacher staff and availability 
3. Child Care – will you need to provide child care for program participants’ children? 
4. What staff can you share with your institution? 
5. Counselors 
6. Dorm staff 
7. Transportation Contracts (buses, etc.) 
8. Guest Speakers 
9. Web site design 
10. Video production and editing 
11. Photographers 
          
Technology 
1. Computer needs for participants
2. Internet needs and costs
3. IPods
4. Technological support
        




                                                                                            73
Student Cover Letter




Dear Parent:

The National Foreign Language Center (NFLC) at the University of Maryland is administering
STARTALK to encourage and support (financially and technically) the offering of summer
language programs for students of foreign languages. Along with their participation in the
summer programs, the NFLC requests that participants complete on-line surveys about their
previous language learning experiences and their attitudes and perceptions about languages
learning before and after attendance, and an evaluation of their experience and plans for
continued language study at the end of the program. These data, along with data about program
characteristics, will be used to inform criteria for future programs and for program design
recommendations to the language education community. Your participation in these surveys as a
foreign language student is critical to the success of the STARTALK project and the
improvement of foreign language learning and professional development strategies

STARTALK also requests that your child assess his/her language skills with LinguaFolio (a self-
assessment, self-report tool widely in use in Europe and several U.S. states for language learners)
at different points during his/her summer experience. Other assessment tools may be used by the
program your child attends.

Although the NFLC will collect your child’s name for the purpose of tracking his/her language
development over time, only you, your child, and the researcher will have access to that
information. All survey responses will be confidential. All data and analyses will be reported
without identifying individuals, schools, or districts. The data will be password-secured. Only
designated NFLC personnel will have access to the data.

Sincerely,




Dr. Catherine Ingold
Project Director




                                                                                                      74
75
76
77
78
79
80
Teacher Cover Letter




Dear Participant:

The National Foreign Language Center (NFLC) at the University of Maryland is administering
STARTALK to encourage and support (financially and technically) the offering of summer language
programs for teacher training programs for current and prospective teachers (K-12 and undergraduate
college levels) of foreign language. Along with their participation in the summer programs, the NFLC
requests that they complete and participate in a range of online activities including assessment activities
consistent with the program, surveys to evaluate their attitudes and perceptions of the programs before
and after attendance, and self-assessment of their language skills. These data, along with data about
program characteristics, will be used to inform criteria for future programs and for program design
recommendations to the language education community.

Your participation in these assessments and surveys as a teacher of foreign language is critical to the
success of the project and the improvement of foreign language learning and professional development
strategies. We ask that you complete two surveys (to be administered at the program location or online),
one at the very beginning of your program and one at the end.

All survey responses will be confidential. All data and analyses will be reported without identifying
individuals, schools, or districts. The data will be password-secured. Only designated NFLC personnel
will have access to the data.

Sincerely,




Dr. Catherine Ingold
Project Director




                                                                                                              81
82
83
84
An Intensive Language Program
   for High School Students

 Application for Admission


      SUMMER 2007
     June 25 - August 9
       Monday - Thursday
      8:30 a.m. - 12:30 p.m.

                                85
                                STARTALK Program
                               Application for Admission
Through STARTALK, a federal initiative to increase the number of United States citizens learning critical need
languages, sixty high school students will be awarded full scholarships to study Arabic or Chinese in Howard
Community College’s World Languages Institute during Summer 2007. The program runs from June 25-August
9; Monday-Thursday, 8:30 a.m.-12:30 p.m.

Students will learn communication skills through an interactive approach to language learning. They will also learn
about the cultures of the Arabic and Chinese worlds in small classes of no more than 15 students.

Selection will be based on prior academic performance, recommendation from a teacher or counselor and written
responses to the essay section of the application.

GENERAL INSTRUCTIONS – Prospective students applying for Howard Community College’s STARTALK
program must submit the following by the June 1, 2007 application deadline date:
       • STARTALK application for admission which must be signed by the student, parent/guardian,
         and school guidance counselor (Please note: some items on the appplication have been
         pre-completed by the Office of Admissions and Advising)
       • $50 (one-time, non-refundable) application fee
       • Official School Transcript (a recent grade report may be used for rising 9th graders)
       • Teacher/Counselor recommendation

SUBMIT ALL DOCUMENTS TO:
                                                STARTALK PROGRAM
                                           Office of Admissions and Advising
                                              Howard Community College
                                            10901 Little Patuxent Parkway
                                                  Columbia, MD 21044


                                                IMPORTANT DATES

     May 3, 2007 .......... STARTALK Information Meeting
                            7 p.m.; Transfer Center, Rouse Company Foundation Student Services Hall, Room 243

     May 24 , 2007 ...... STARTALK Information Meeting
                          7 p.m.; Transfer Center, Rouse Company Foundation Student Services Hall, Room 243

     June 1, 2007 ......... STARTALK application deadline

     June 15, 2007 ....... Notification of acceptance into program

     June 25, 2007 ....... Classes begin


                               For further information or assistance contact the
      Office of Admissions and Advising (410-772-4599; TDD: 410-772-4023; hsinfo@howardcc.edu) or
               Cheryl Berman, Director of World Languages (410-772-4861; cberman@howardcc.edu)
                                                                                                            86
                                                                                                                                        OFFICE OF ADMISSIONS & ADVISING
                                                                                                                                        10901 Little Patuxent Parkway
                                                                                                                                        Columbia, Maryland 21044
                                                                                                                                        410-772-4599
  e-mail–hsinfo@howardcc.edu                                                                                                            TDD 410-772-4023
  website–www.howardcc.edu/admissions

 1. NAME (NAE)
    l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
    Last

    l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
    First                                                                                       Middle                                                    Jr. Sr III

    ______________________________________________________________________________
    Nickname

 2. CURRENT ADDRESS (NAE)
    l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
    Street Number and Name                                                                                                                    Apt./Unit

    l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
    City                                                                         State          Zip                           County

 3. PHONES (NAE)
                                                                         l l     l l
                                                                                 Check Day        or     Evening
    l l l l l l l l l l
    Home Phone
                                                              l l l              Is this a TDD number (telecommunications device for the deaf)?      l l Yes l l No
    l l l l l l l l l l
    Cell Phone
                                                              l l l
    l l l l l l l l l l
    Business Phone
                                                              l l l l l l l l        l
                                                                                  Extension
                                                                                                         Check Day     l   or Evening   l l
 4. SOCIAL SECURITY NUMBER  l                  (NAE)         l l l l l l l l l l l
 5. BIRTHDATE         l l l l
                      (NAE, PPIN)
                                      Month            Day
                                                             l l l1l9l l l
                                                                         Year

 6. RACIAL/ETHNIC CATEGORY (NAE)
    l l     1-Asian 2-African American/Black 3-American Indian 4-Hispanic 5-White 6-Other

 7. GENDER (NAE)
    l l Male l l Female
 8. e-mail ADDRESS (Optional) (NAE)

 9. FORMER (e.g. Maiden) NAME (NAE)
    l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
    Last                                                                         First                                             Middle


10. ARE YOU A UNITED STATES CITIZEN?
    l l Yes (BIO)
    l l No (FINF)
11. If you are NOT a U.S. citizen, please indicate immigration/visa status* (FINF)                         l l l
     Alien Registration Number (if applicable)
     Country of Nationality
    * Documents verifying status must be presented at the time of application.


                     l Sl2 l l 2 l 0 l 0 l 7l
12. APPLYING FOR (APPN)
                                      Semester          Year

13. LEARNING PROGRAM CODES     0l9l9
14. EXPECTED HCC GRADUATION DATE       l 0 l 0 l l 0 l 0 l 0 l 0l
                                                           (APPN)
                                                                       Month             Year

15. STATUS (APPN)
    l l     F- First-Time College – Attending HCC for the first time and never attended another postsecondary institution


16. EDUCATION GOAL (APPN)
    l l     3-Take courses for transfer to another institution (not seeking AA Degree)
            4-Take courses without working towards a degree, certificate, or transfer
            5-Undecided

17. WILL YOU BE A HOWARD COUNTY RESIDENT FOR THREE OR MORE MONTHS WHEN CLASSES BEGIN? (APPN)
    l l     Yes    l l   No
                                                                                                                                                                       87
18. HIGH SCHOOL EDUCATION (IASU)
      l   l Atholton        l l Centennial      l l Glenelg                                  l l Hammond               l l Howard                   l l Long Reach           l l Marriotts Ridge
      l   l Mt. Hebron l l Oakland Mills l l Reservoir                                       l l River Hill            l l Wilde Lake               l l Chapelgate
      l   l Home School (0192041)
      l   l Other Maryland High School (Please specify below)
      l   l Out-of-State High School (Please specify below)
             l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
             High School Attended

             l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
             City                                                                                   State              Country (only for international high school)

19. DATE OF HIGH SCHOOL/GED GRADUATION (OR EXPECTED GRADUATION)                                                           l l l l l l
                                                                                                                           Month             Year

20. NAME OF HIGH SCHOOL GUIDANCE COUNSELOR
             l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
             Last                                                                                                            First

21. HIGHEST POSTSECONDARY DEGREE/CERTIFICATE RECEIVED                                                   (AMSC-1)
      l1 l       1-No Postsecondary Degree

22. HIGHEST LEVEL OF POSTSECONDARY EDUCATION ATTAINED AT                                                    (AMSC-2)
      l l        1-None                                                 4-Maryland Private College or University (Four-Year)                                     7-Foreign College/University
                 2-Maryland Community College/Junior College (Two-Year) 5-Out-of-State Two-Year College                                                          8-Other
                 3-Maryland Public College or University (Four-Year)    6-Out-of-State Four-Year College

23. PERSONAL/CAREER GOAL (AMSC-3)
      l l        1-Exploration of new careers or academic areas            5-Interest and self-enrichment
                 3-Preparation for transfer to a four-year institution     6-Other
                 4-Update skills for a job currently held
                 If so, where do you think you will transfer?_____________________________________________________________________________________________
24. MILITARY STATUS (AMSC-5)
      l l        2-National Guard*       5-Dependent of Active Duty Military        6-Not applicable
                 * If so, Maryland National Guard?      l l Yes l l No
25. EMERGENCY CONTACT (EMER)
      l
      Last
             l       l    l    l     l     l     l      l    l   l   l     l    lFirst
                                                                                         l      l   l       l l l l l l l l l l l l l l l l l              Middle

      l      l       l    l    l     l     l     l      l    l
      Relationship to you (i.e. parent, spouse, child, friend)
                                                                 l   l     l    l        l      l   l       l
      l      l
      Day Phone
                     l    l    l     l     l     l      l    l   l   l     l    l        l
                                                                                 Extension
                                                                                                l   l       l    l l l l l l l l l l l l l
                                                                                                                        Cell Phone

      l      l
      Evening Phone
                     l    l    l     l     l     l      l    l   l   l     l    l        l
                                                                                 Extension
                                                                                                l   l        l
      EMERGENCY CONTACT (EMER)
      l
      Last
             l       l    l    l     l     l     l      l    l   l   l     l    lFirst
                                                                                         l      l   l       l l l l l l l l l l l l l l l l l              Middle

      l      l       l    l    l     l     l     l      l    l
      Relationship to you (i.e. parent, spouse, child, friend)
                                                                 l   l     l    l        l      l   l       l
      l      l
      Day Phone
                     l    l    l     l     l     l      l    l   l   l     l    l        l
                                                                                 Extension
                                                                                                l   l        l   l l l l l l l l l l l l l
                                                                                                                        Cell Phone

      l      l
      Evening Phone
                     l    l    l     l     l     l      l    l   l   l     l    l        l
                                                                                 Extension
                                                                                                l   l        l
26. PLEASE INDICATE IF YOU HAVE PREVIOUSLY ATTENDED OR PARTICIPATED IN ANY OF THE FOLLOWING HCC PROGRAMS:
          Continuing Education Class                 HCC Kids on Campus        Sports Camp or School               Other Summer Coursework                Project Access        Early Entrance
             Other, please specify ________________________________________________________________________________________________________________

27. I have talked with this student and recommend that he/she be permitted to attend Howard Community College.
                                                                                                                                                          FOR OFFICE USE ONLY
                                                                                                                                                       RECEIVED          PROCESSED
      Counselor’s or Other School Official’s Signature                                                      Date
28.   I am aware of and support my child’s plan to attend Howard Community College. I understand that in accordance with Family                 Application fee waived     Partial entry (ADM)
      Educational Rights and Privacy Act (FERPA) policies, Howard Community College does not release academic information to anyone             Early Entrance Program     Initials______ Date_______
      other than the student, regardless of the student’s age.

                                                                                                                                                                           Partial entry (REGIS)
      Parent/Guardian’s Signature                                                                           Date                                                                    PROCESSED
29.   I certify that the information I have provided on this application is correct and complete. I understand that deliberate failure to       Initials____________       Initials______ Date_______
      provide accurate information, particularly regarding residency, may be sufficient grounds for denial of admission or dismissal
      from the college and/or retroactive adjustment of tuition. I agree to comply with Howard Community College's policies and reg-            Date _____________
      ulations, including its policies and regulations concerning drug and alcohol abuse, and recognize that failure to do so will sub-
      ject me to the penalties contained therein. I also understand that it is my responsibility to notify the Office of Admissions and                                    Partial entry (REGIS)
      Advising of any changes in the information I have provided on this application. Upon request by a designated college official, I
      agree to provide evidence of the information on this application.                                                                                                    Initials______ Date_______


      Signature of Applicant                                                                                Date                                                           Datatel ID______________

30.
      Signature of HCC Admissions Counselor (required for 8th-10th grade students only)                     Date                                                                       88 April 2007
89
                                            PERMISSION FOR
                                            VIDEOTAPING



The granting organization requires Howard Community College to provide them with
videotapes of instruction/learning in the STARTALK program. The TV studio of HCC will
videotape segments of classes as well as interviews with some students.




Please complete below:

I give my child ________________________________________ (First and Last Name)
permission to be videotaped as part of the STARTALK program at Howard Community
College. The program is from June 25, 2007 until August 9, 2007.




__________________________                       ____________________
Parents or guardian signature                    Date




                                                                                        90
                                                Permission: Photos

I, the undersigned, do hereby grant or deny permission to Howard Community College to
use the image of my child, _________________________________, as marked by my
selection(s) below. Such use includes the display, distribution, publication, transmission, or
otherwise use of photographs, images, and/or video taken of my child for use in materials
that include, but may not be limited to, printed materials such as brochures and
newsletters, videos, and digital images such as those on the Howard Community College
Web site.
   Deny permission to use my child’s image at all.
   Grant permission to use my child’s image in the following ways (mark all that apply):
       Limited usage: I want my child’s image used within the Howard Community
       College setting only (not in the larger community).
       Limited usage: I want my child’s image used for educational materials only (not
       marketing). This could be either within Howard Community College or in the larger
       community. One example of this could be videos in parent education classes.
       Limited usage: I want my child’s image used on printed materials only (no digital
       or video use).
       Unrestricted usage: I give unrestricted permission for my child’s image to be used
       in print, video, and digital media. I agree that these images may be used by
       Howard Community College for a variety of purposes and that these images may
       be used without further notifying me. I do understand that the child’s last name will
       not be used in conjunction with any video or digital images.


Parent/guardian signature ______________________________ Date______________



Please make a copy of this form for your own records and mail or fax the original to:



If you have questions, contact Cheryl Berman at 410-772-4861.




                                                                                                 91
                                                  Field Trip Waiver

        Field Trip Details                                    What to bring
       Location
            Date
            Time
 Transportation
            Cost
          Notes



Cut off bottom portion of permission slip and return to your instructor by [______________] .

Emergency Information
In case of emergency, please contact:

___________________________________________________                   ______________________
                     Name/Relationship                                        Phone
Special Instructions:




I give permission for my child, _______________________________ (First and Last Name) to
attend the field trip to ___________________on ________________, 2007.

Enclosed is $_____________ to cover the cost of the trip.
Method of payment: ____cash ____ check Note: Please make checks payable to Howard
Community College.



X__________________________________________________                   ______________________
             Parent or guardian signature                                      Date




                                                                                                92
93
                                                                            Allergy and Food Restrictions



There will be times where food will be part of the classroom experience. Students need to be aware
of their own restrictions and make every effort for their individual health and safety. Instructors will
make every attempt to have something available that each student regardless of restrictions can eat.
                                         Please list your food restrictions or allergies below
FOODS
Shellfish
Peanuts
Eggs
Wheat
Soy
Other
BEVERAGES
Fruit juices with dyes
Milk products
Other
MEDICATIONS
Antibiotics (name)
Pain medications (name)
Anesthetics (name)
Other
INSIDE ENVIRONMENT
Dust
Mold
Cleaning products
Other
OUTSIDE ENVIRONMENT
Pollen
Grasses
Trees
Other
ANIMALS
Cats
Dogs
Insects
Other




                                                                                                            94
PARENT Application/Registration Form

Section 1: Student Information

Child’s First Name                           Child’s Last Name


Parent’s Email Address                       Child’s Email Address (where applicable)



1. What is your child’s cultural or ethnic background? (Select all that apply)

       American Indian or Alaska Native                  Native Hawaiian or Other Pacific
                                                         Islander
       Asian
                                                         Hispanic or Latino
       Black or African American
                                                         White
       Middle Eastern or Arab


2. In what country was your child born?          3. What is your child’s full birth date?
                                                 (Day, month year, e.g., 01/03/99)


4. Circle your child’s gender                    5. In which state does your child live?

M      F


6. Please circle the grade your child will start in the Fall of 2009.

       Kindergarten 6th grade               12th grade

       1st grade        7th grade           College 1st year

       2nd grade        8th grade           Other _________________________

       3rd grade        9th grade

       4th grade        10th grade

       5th grade        11th grade
                                                                                            95
Please answer the following questions about your child’s language background.

1. What language(s) did your child begin to speak first (his or her native language – learned at home
   before age 5)? ________________________________

2. As the child’s parents or guardians, what language(s) do you speak?



   ____________________________________________________________________


   ____________________________________________________________________


   Which of these languages have you taught your child to speak?
   ____________________________________________________________________ 


           Which of these languages have you taught your child to read and write?
           ________________________________

3. What language (s) do other adults in the household speak?
   ________________________________


4. What language(s) do you think your child feels most comfortable speaking?
   ________________________________


5. What language (s) do you think your child feels most comfortable reading and writing?
   ________________________________




                                                                                                   96
Section 2: Your child’s experience in learning languages

In the next section, we ask about your child’s experience learning languages in school. First, we ask for
information about how your child learned English. Then, you can provide information on up to four
languages other than English that your child has learned in school.

Language 1: English
      Went to elementary school (PreK-6) in the US or other country where English is the language of
      instruction
      Went to secondary school (7-12) in the US or other country where English is the language of
      instruction
      Learned English in elementary school (PreK-6) as a foreign language (outside of US)
      Learned English in secondary school (7-12) as a foreign language (outside of US)
      Learned English in a community school outside of regular school hours as a foreign language
      (outside of US)

Next, please write the name of the language your child has learned. Then select all of the choices that
apply for each language you write.

Language 2: _________________________________________
      Went to elementary school (PreK-6) in a country where this language was the language of
      instruction
      Went to secondary school (7-12) in a country where this language was the language of instruction
      Studied this language in a US elementary school (PreK-6) in an immersion setting
      Studied this language in a US elementary school (PreK-6) as a foreign language (non-immersion)
      Studied this language in a US secondary school (7-12) as a foreign language
      Studied the language in a heritage or community school (non-religious) outside of school hours in
      the US
      Studied the language in a religious school outside of school hours in the US
      Studied the language in a STARTALK summer program
      Studied the language in a summer or short-term language program

Language 3: _________________________________________
      Went to elementary school (PreK-6) in a country where this language was the language of
      instruction
      Went to secondary school (7-12) in a country where this language was the language of instruction
      Studied this language in a US elementary school (PreK-6) in an immersion setting
      Studied this language in a US elementary school (PreK-6) as a foreign language (non-immersion)
      Studied this language in a US secondary school (7-12) as a foreign language
      Studied the language in a heritage or community school (non-religious) outside of school hours in
      the US
      Studied the language in a religious school outside of school hours in the US
      Studied the language in a STARTALK summer program
      Studied the language in a summer or short-term language program

                                                                                                     97
Language 4: _________________________________________
      Went to elementary school (PreK-6) in a country where this language was the language of
      instruction
      Went to secondary school (7-12) in a country where this language was the language of instruction
      Studied this language in a US elementary school (PreK-6) in an immersion setting
      Studied this language in a US elementary school (PreK-6) as a foreign language (non-immersion)
      Studied this language in a US secondary school (7-12) as a foreign language
      Studied the language in a heritage or community school (non-religious) outside of school hours in
      the US
      Studied the language in a religious school outside of school hours in the US
      Studied the language in a STARTALK summer program
      Studied the language in a summer or short-term language program

Language 5: _________________________________________
      Went to elementary school (PreK-6) in a country where this language was the language of
      instruction
      Went to secondary school (7-12) in a country where this language was the language of instruction
      Studied this language in a US elementary school (PreK-6) in an immersion setting
      Studied this language in a US elementary school (PreK-6) as a foreign language (non-immersion)
      Studied this language in a US secondary school (7-12) as a foreign language
      Studied the language in a heritage or community school (non-religious) outside of school hours in
      the US
      Studied the language in a religious school outside of school hours in the US
      Studied the language in a STARTALK summer program
      Studied the language in a summer or short-term language program




                                                                                                 98
STUDENTS Application/Registration Form

Section I: Student Information
Your First Name                            Your Last Name


Your email address




1. What is your cultural or ethnic background? (Select all that apply)

       American Indian or Alaska Native               Native Hawaiian or Other Pacific
                                                      Islander
       Asian
                                                      Hispanic or Latino
       Black or African American
                                                      White
       Middle Eastern or Arab


2. In what country were you born?             3. What is your full birth date?



4. What is your gender?                       5. In which state do you live?

M     F


6. What grade will you start in the Fall of 2009?

6th grade            12th grade

7th grade            College 1st year

8th grade            College 2nd year

9th grade            College 3rd year

10th grade           College 4th year

11th grade           Other _________________________
                                                                                         99
Please answer the following questions about your language background.

1. What language(s) did you begin to speak first (your native language – learned at home before age 5)?
   ________________________________

2. What language(s) do your parents speak?

   ____________________________________________________________________


       a. Which of these languages did your parents teach you to speak?
          ________________________________
       b. Which of these languages did your parents teach you to read and write?
          ________________________________

3. What language (s) do other adults in the household speak?
   ________________________________


4. What language(s) do you feel most comfortable speaking?
   ________________________________


5. What language(s) do you feel most comfortable reading and writing?
   ________________________________




                                                                                                 100
Section 2: Your experience in learning languages

In the next section, we ask about your experience learning languages in school. First, we ask for
information about how you learned English. Then, you can provide information on up to four languages
other than English that you have learned in school.


Language 1: English
      Went to elementary school (PreK-6) in the US or other country where English is the language of
      instruction
      Went to secondary school (7-12) in the US or other country where English is the language of
      instruction
      Learned English in elementary school (PreK-6) as a foreign language (outside of US)
      Learned English in secondary school (7-12) as a foreign language (outside of US)
      Learned English in a community school outside of regular school hours as a foreign language
      (outside of US)

Next, please write the name of each language you have learned. Then select all of the choices that apply
for each language you write.


Language 2: _________________________________________
      Went to elementary school (PreK-6) in a country where this language was the language of
      instruction
      Went to secondary school (7-12) in a country where this language was the language of instruction
      Studied this language in a US elementary school (PreK-6) in an immersion setting
      Studied this language in a US elementary school (PreK-6) as a foreign language (non-immersion)
      Studied this language in a US secondary school (7-12) as a foreign language
      Studied the language in a heritage or community school (non-religious) outside of school hours in
      the US
      Studied the language in a religious school outside of school hours in the US
      Studied the language in a STARTALK summer program
      Studied the language in a summer or short-term language program

Language 3: _________________________________________
      Went to elementary school (PreK-6) in a country where this language was the language of
      instruction
      Went to secondary school (7-12) in a country where this language was the language of instruction
      Studied this language in a US elementary school (PreK-6) in an immersion setting
      Studied this language in a US elementary school (PreK-6) as a foreign language (non-immersion)
      Studied this language in a US secondary school (7-12) as a foreign language
      Studied the language in a heritage or community school (non-religious) outside of school hours in
      the US
      Studied the language in a religious school outside of school hours in the US
                                                                                                   101
       Studied the language in a STARTALK summer program
       Studied the language in a summer or short-term language program

Language 4: _________________________________________
      Went to elementary school (PreK-6) in a country where this language was the language of
      instruction
      Went to secondary school (7-12) in a country where this language was the language of instruction
      Studied this language in a US elementary school (PreK-6) in an immersion setting
      Studied this language in a US elementary school (PreK-6) as a foreign language (non-immersion)
      Studied this language in a US secondary school (7-12) as a foreign language
      Studied the language in a heritage or community school (non-religious) outside of school hours in
      the US
      Studied the language in a religious school outside of school hours in the US
      Studied the language in a STARTALK summer program
      Studied the language in a summer or short-term language program

Language 5: _________________________________________
      Went to elementary school (PreK-6) in a country where this language was the language of
      instruction
      Went to secondary school (7-12) in a country where this language was the language of instruction
      Studied this language in a US elementary school (PreK-6) in an immersion setting
      Studied this language in a US elementary school (PreK-6) as a foreign language (non-immersion)
      Studied this language in a US secondary school (7-12) as a foreign language
      Studied the language in a heritage or community school (non-religious) outside of school hours in
      the US
      Studied the language in a religious school outside of school hours in the US
      Studied the language in a STARTALK summer program
      Studied the language in a summer or short-term language program




                                                                                                102
During Your Program




                      103
    STARTALK Site Visit Setup Logistical Form

    Name of Institution and Program:

                                          Contacts

Program Contact Name


Program Contact Telephone
(contact # on day of site visit)


Program Contact After Hours
Cell Phone (for emergencies)


Program Contact Email


                                           Travel

Name and code of best airport/train
station


Best suggested lodging location and
contact information

Plus travel time from lodging location
to site

Best form of transportation around
town (i.e. car rental, taxi, etc.)



Location of visit on campus and
directions from lodging location

(This should include, parking
information, room number, floor –
anything that can help the visitors get
to the location easily)




                                                     104
                                                                                

                                            Site Visit Schedules 

 

On the pages that follow are some sample site visit schedules.  Decisions about which schedule is most 
appropriate to your program will depend on a number of factors: 

    1. Is your program residential or not? 
    2. Does your program combine a teacher program with a student program? 
    3. How many hours per day are participants in class? 
    4. How many classes (i.e., different levels of proficiency, instructors, or topics) need to be visited? 
    5. What do you think is the best time for the site team to observe classes provided to your 
       students or teacher participants? 
    6. What would be the best time for participants to be interviewed?  Instructors? 

Before you complete the schedule, please let your team leader know IMMEDIATELY if there is a limited 
time slot for observing classes (e.g., 10 am to noon; evenings only). 

 

POINTS TO REMEMBER:  

    1)  The schedules that follow are samples only. Please be sure to construct a schedule for the site 
       visit team that allows them to see as much of your program as is possible in order to get the 
       most accurate understanding of your program. 
    2) Your site visit team will need a private place to meet and work during the portion of the day in 
       which they will be debriefing and writing the first draft of their report to you.   
    3) The site visit team will decide which participants to interview, so there is no need for you to 
       predetermine that in advance.   
    4) For programs that serve students in grades K‐5, there are no participant interviews.   

 




                                                                                                          105
           Sample STARTALK Site Visit Schedules 
          1. SAMPLE SCHEDULE FOR A NON­RESIDENTIAL STUDENT 
             PROGRAM THAT MEETS 4­6 HOURS DAILY 

Time          Activity 
9:00          Meeting between site visit team and program administrator:  
                   • Welcome and introductions 
                   • Overview of the program and any changes from proposal 
                   • Review materials packet 
9:30          Classroom observations (2‐3 classes of up to 45 minutes each) 
11:00         Participant interviews (individual, small group and/or whole group) 
12:00         Lunch 
12:45         Instructor interviews; program administrator interview 
1:30          Site team debriefing and draft of site visit report 
3:00          Debriefing with program administrator 
3:45          Debriefing with instructional staff (if desired by program administrator and or site visit 
              team) 
4:30          Departure 
 


          1. SAMPLE SCHEDULE FOR A NON­RESIDENTIAL STUDENT 
             PROGRAM THAT MEETS 3­4 HOURS DAILY 

Time          Activity 
9:00          Meeting between site visit team and program administrator:  
                   • Welcome and introductions 
                   • Overview of the program and any changes from proposal 
                   • Review materials packet 
9:30          Classroom observations  
10:30         Participant interviews (individual, small group and/or whole group) 
11:00         Instructor interviews; program administrator interview 
11:30         Lunch 
12:15         Site team debriefing and draft of site visit report 
1:45          Debriefing with program administrator 
2:45          Departure 




                                                                                                      106
           Sample STARTALK Site Visit Schedules 
 

 


             1. SAMPLE SCHEDULE FOR A RESIDENTIAL 
                       STUDENT PROGRAM 
 
Time             Activity 
Day 1            Meeting between site visit team and program administrator:  
9:00                  • Welcome and introductions 
                      • Overview of the program and any changes from proposal 
                      • Review materials packet 
9:30             Classroom observations (2‐3 classes of up to 45 minutes each) 
11:00            Participant interviews (individual, small group and/or whole group) 
12:00            Lunch 
12:45            Instructor interviews; program administrator interview 
1:30             Site team returns to hotel; initial debrief 
Late             Site team returns to program site to observe evening activities (if any); brief tour of 
afternoon/early  residential facility and student supervision 
evening 
9:00 pm          Site team returns to hotel 
                  
Day 2             
9:00             Final debrief of site visit team and draft of site visit report 
10:30            Debriefing with program administrator 
11:30            Debriefing with instructional staff (if desired by program administrator and or site visit 
                 team) 
12:00            Departure 




                                                                                                        107
            Sample STARTALK Site Visit Schedules 
 

 


          1. SAMPLE SCHEDULE FOR A NON­RESIDENTIAL STUDENT 
           TEACHER COMBINED PROGRAM THAT MEETS 4­6 HOURS 
                                 DAILY 

 
Time              Activity 
Day 1             Meeting between site visit team and program administrator:  
Teacher                • Welcome and introductions 
Program*               • Overview of the program and any changes from proposal 
9:00                   • Review materials packet 
9:30              Classroom observations: teacher program   
11:00             Teacher participant interviews (individual, small group and/or whole group) 
12:00             Lunch 
12:45             Observe practicum (teacher participants as they instruct in student program) 
2:45              Instructor and program administrator interviews 
 3:30              Initial team debrief and first draft of teacher portion of site visit report 
 Day 2             
Student 
Program* 
9:00              Initial debrief with administrator of teacher program (if different from student 
                  program) and instructors if desired 
9:30              Classroom observations (2‐3 classes of up to 45 minutes each) 
11:00             Student interviews (individual, small group and/or whole group) 
12:00             Lunch 
12:45             Instructor interviews; program administrator interview 
1:30              Site team debriefing and draft of site visit report for both teacher and student 
                  programs 
3:00              Debriefing with program administrator(s) 
4:00              Debriefing with instructional staff (if desired by program administrator and or site visit 
                  team) 
5:00              Departure 
*If preferable, portions of teacher and student programs can be visited each day rather than separated 
as shown in this sample. 




                                                                                                          108
         Sample STARTALK Site Visit Schedules 
 


         1. SAMPLE SCHEDULE FOR A TEACHER PROGRAM THAT 
                       MEETS 4­6 HOURS DAILY 

 
Time       Activity 
9:00       Meeting between site visit team and program administrator:  
                • Welcome and introductions 
                • Overview of the program and any changes from proposal 
                • Review materials packet 
9:30       Classroom observations   
11:00      Participant interviews (individual, small group and/or whole group) 
12:00      Lunch 
12:45      Instructor interviews; program administrator interview 
1:30       Site team debriefing and draft of site visit report 
2:45       Debriefing with program administrator 
3:30       Debriefing with instructional staff (if desired by program administrator and or site visit 
           team) 
4:15       Departure 
 




                                                                                                   109
A) Your Award, Budget, and Invoicing


NFLC (STARTALK Central staff) are administering the implementation of programs; the NSA
staff are your direct contact for questions about your award and budget; and the Office of Naval
Research (ONR) listed on pages 2 and 3 of your award document will answer all questions about
invoicing and invoice preparation. Below are directions to submit invoices for STARTALK
grants and a checklist for invoice submission.



Here is a breakdown of who to contact on different issues you may face:



1) Your award and budget: contact the Diane Varieur at devarie@nsa.gov or Glenn Ellison at
g.ellison@nsa.gov. When contacting them be sure to identify yourself by your grant number
(this number can be found on your grant documents).



2) Budget Modification: If you need to modify your budget, this request should be sent via
email to Diane Varieur at devarie@nsa.gov

       a. When individuals email the NSA office with questions about re-budgeting, Diane
       Varieur reviews their request against their original budgets to see how they are internally
       adjusting funds and sends them an email approving the change with the following words:
       Please keep in mind that any proposed changes must stay within your original budget
       proposal and that any changes made cannot adversely affect the intent of your original
       grant proposal. Also, once you have revised your budget you will need to send an
       updated copy to STARTALK Central.

       b. If you do modify your budget, please be sure to send a copy of the revised budget to
       startalk@nflc.org



3) Invoicing and invoice preparation: The Office of Naval Research listed on pages 2 and 3 of
your award document.



4) Status of payment of invoices: Once you have submitted your invoices to the ONR listed in
your grant, any questions related to the status of the related payments should be directed to NSA:
Diane Varieur at devarie@nsa.gov or Carol Maynard at cbmayna@nsa.gov
Here is a recap of the contacts for award, budget, and invoicing issues:



Award and Budget – Diane Varieur (devarie@nsa.gov)

Award and Budget – Glenn Ellison (g.ellison@nsa.gov)

Budget Modification – Diane Varieur (devarie@nsa.gov)

Invoicing and Invoice Preparation – ONR office listed on pages 2 and 3 of grant document

Status of Payment of Invoices – Diane Varieur (devarie@nsa.gov)

Status of Payment of Invoices – Carol Maynard (cbmayna@nsa.gov)



**Please keep this information handy so that you can direct your questions to the appropriate
staff and save you and us valuable time.
               DIRECTIONS TO SUBMIT INVOICES FOR STARTALK GRANTS



Some Frequently Asked Questions:



When can I send invoices?

You may send invoices at any time up to 60 days after the end date of your grant.



I don’t have the funds to pay for all of my program’s needs up front. What can I do?

You may invoice for the entire amount of the grant. Just make sure that you enclose a statement with
your invoice stating that you are requesting expedited invoice certification for payment of the entire grand
total. Keep in mind that if you do not spend all of your funds, you will need to reimburse the federal
government for anything unspent. (NOTE: if you do not spend all of the funds you have received, by
the end of the Grant period, you must initiate a check made out to The U.S. Treasury, forward it to
the ONR Office stated on page 2 of your Grant with an explanation of why you are returning the
funds. ONR will forward the check to the NSA Accounts Payable Office for processing.)



Step by step process for completing invoices:



When you are ready to invoice, use the following instructions. Instructions on how to invoice are in your
grant (Pages 2 and 3) and Attachment 3 (Paragraph 13)



    1. Complete Form SF270 (attached) with the Office of Naval Research (ONR) address, Invoice
       Number, and the amount of the invoice. Form SF270 can be found at the following url:


        http://www.whitehouse.gov/omb/grants/sf270.pdf



    2. Enclose a copy of your budget.


    3. Submit your invoice to the ONR address stated on page 2 of your Grant. Individual Office of
       Naval Research Office mailing addresses, phone numbers, fax numbers, and email addresses can
       be found at the following url:
        http://www.onr.navy.mil/02/024/offices.asp


    4. Send a copy of the invoice to the following concurrently with submission of the invoice to ONR:

   National Security Agency                           Maryland Procurement Office
   ATTN: Diane Varieur, E05, Suite 6809        and ATTN: BA323 (EAK) Fanx III
   9800 Savage Road                                   9800 Savage Road
   Ft. George G. Meade, MD 20755-6809                 Ft. George G. Meade, MD 20755-6720
   Email: devarie@nsa.gov                             Email: g.ellison@nsa.gov


Invoicing Checklist



You can use this checklist before you send your invoices to be sure that you are not missing anything:



        Completed Form SF-270
        Make 6 copies of Form SF-270
        Make 3 copies of Budget
        Send 4 copies of the form and 1 copy of the budget to Office of Naval Research
        Send 1 copy of form and budget to National Security Agency
        Send 1 copy of form and budget to Maryland Procurement Office
                                       Owning Your Information 

                            STARTALK Online program Information System 

                                                      

To increase accuracy, allow programs to own the information STARTALK keeps regarding them, and 
unburden the STARTALK email system, STARTALK has created the Online Program Information System.  
This system is accessible by the program and by STARTALK Central.  As a program director, you currently 
have the ability to update contact information, session information, program dates, and your 
http://startalk.umd.edu website profile.  As documents are necessary to submit to STARTALK, you will 
be able to upload those documents on the Online Program Information System where STARTALK will be 
able to access them.  Eventually, this system will also contain announcements regarding STARTALK.  It 
will become very important that you log on to the System frequently – as you would your email – in 
order to keep abreast of STARTALK news.  

The following includes instructions on how to log on to the System and make changes to your program 
information.   

STARTALK Instructions for Program Directors 

STARTALK Program Information System 

 

LOGGING IN 

 

To log in to the STARTALK Program Information System, go to http://startalk.umd.edu/programs. You 
should use the same email and password that you used to submit your proposal. If you have forgotten 
your password, click on the "I forgot my password" link to have a new password emailed to you. 

 

Once you have logged in, you will see a list of all of your programs on the Programs Home screen. For 
many of you, you will only see one program listed here. However, those of you who submitted a 
proposal with both a student and teacher program, or those of you who submitted more than one 
proposal will see more than one program in this list. Please note that the only programs listed here are 
from approved proposals. 

 

You will also see a preview of the web listing for each program which will appear on our public website. 

 




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EDITING YOUR PROGRAM(S) 

 

To edit your program's information, click on the "Edit" link for that program. This will take you to a 
Program Form that resembles the Program Form you filled out when you submitted your proposal. All of 
the contact and program session fields have been copied to this new form. You will only need to change 
that information if it differs from the information you supplied in your proposal. 

 

What is new, however, is the Program Web Listing. This appears on the first tab, Program Summary. The 
web listing consists of the published organization name (i.e., what you would like your institution or 
organization to be called in our online listings of the 2009 programs), a brief (200 word or less) 
description of your program that will appear on our website, as well as a contact phone number, email 
address, and optionally, a website for your program. 

 

Some of these fields have already been filled in from information on your proposal. The published 
organization name is taken from the organization name on the proposal, and the contact phone number 
and website are also taken from the appropriate fields on the proposal organization form. When you 
edit, please do not start your organization name with the word ‘the.’ 

 

CHECKING FOR ERRORS AND SAVING 

 

Like on the proposal forms, there is a "Check for errors" button that will check your entire program form 
for errors. Any errors that are found will be highlighted in red. If you hover your mouse over one of 
these highlighted fields, you will see a popup tooltip that tells you what the problem is. 

 

Also like the proposal, you can save your work on the program form at any time. After May 18, though, 
please keep in mind that any changes you make to the Program Summary fields, as well as the Program 
Session locations and dates will be immediately updated on our public website listing of programs, so 
please take the time ensure that that information in particular is correct (to the best of your knowledge) 
before saving. 

 

Also note that STARTALK reserves the right to edit your web listing for spelling and grammar after May 
17, 2009. 



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