1. Building a Gateway for Language and Culture: Lessons from STARTALK ACTFL November 20, 2010

2. Welcome

3. Presenters Betsy Hart, Director of National Outreach, National Foreign Language Center at the University of Maryland and Program Director for STARTALK Meg Malone, Senior Research Associate, Center for Applied Linguistics

4. Presentation Overview STARTALK: – Mission, vision, processes and programs – Impact on language teaching and learning – Lessons learned about short-term language programs – Resources for the field

5. Images of STARTALK

6. Mission To provide summer language learning opportunities for students and professional development opportunities for teachers in critical languages

7. Goals To have programs in all 50 states by 2011, offering up to 10 languages To increase the quality and supply of teachers of critical languages throughout the nation To stimulate significant increases in the number of students enrolled in the study of critical languages To improve the quality and effectiveness of critical language curricula

8. STARTALK Vision  Focus on learners  More students studying critical languages  Longer sequences of instruction  More meaningful language learning outcomes  Effective use of technology

9. STARTALK Vision  Focus on teachers  Increased number of highly effective and certified world language teachers  Better system for preparing and certifying world language teachers  Rigorous preparation  Demonstrated skills and knowledge  Continued opportunities for professional development  Increased leadership, coordination and incentives from federal and state agencies

10. STARTALK Vision  Focus on programs  Technical assistance to local and regional programs  Academic year programs adopting the STARTALK models

11. Current STARTALK Languages Arabic Chinese Dari Hindi Portuguese Persian Russian Swahili Turkish Urdu

13. Quality and Consistency STARTALK Endorsed Best Practices 1Implementing a standards-based and thematically organized curriculum 2Facilitating a student-centered classroom 3Using the target language for instruction 4Integrating culture into language instruction 5Adopting and using authentic materials 6Conducting performance-based assessment

14. The STARTALK Process Application Conferences Curriculum Development & Approval Site Visit Reflection Analysis and Reporting Research

15. Application National competition Online application – Eligibility requirements – Priorities Review Process – Triple-blind review

16. Conferences Spring Conference: Setting Expectations – Orientation for new programs – Professional development – Networking opportunities Fall Conference: Sharing – Sharing successes and challenges – Networking opportunities – Professional development – Planning for future years

17. Curriculum Development Online Curriculum Template – Common template and user guide – Incorporates backward design principles – Integrates standards and STARTALK-endorsed instructional strategies/best practices – Available at http://startalk.umd.edu/curriculum-guide/#templates

18. Curriculum Template

19. Site Visit Site Visit Team – Team Leader and relevant specialists – Language and curriculum specialist Purpose and procedures – Standardized protocols – Class observations – Interviews with students and staff Feedback to programs – Debriefing (face to face) – Report

20. Reflection Conferences Surveys Reports Focus groups Ongoing conversations Networking among participants

21. Analysis & Reporting Surveys – Pre/post participant – Program directors – Program instructors – Site visitors – Team leaders Reports Discussion and dialogue

22. Sample Student Program (1/2) STARTALK Student Program at University of Massachusetts, Boston – 3 week intensive Chinese program – High school/middle school – 102 applicants – 58 students enrolled – Combination residential/day program

23. Sample Student Program (2/2) STARTALK Student Program at University of Massachusetts, Boston Teacher involvement – Pre-program curriculum planning – Understanding of curriculum development process Flexibility – Site: Moved to suburbs to accommodate more students – Logistics: Part residential/day program – Content: Combine language and art and music Detailed planning – Content – Logistics

24. Sample Teacher Program (1/2) STARTALK Arabic Teacher Training Program at Boston University – Four weeks offsite (online course) – Two weeks onsite (face-to-face) – Practicum (secondary or post-secondary) – Field trip to Outreach Center for Middle Eastern Studies

25. Sample Teacher Program (2/2) STARTALK Arabic Teacher Training Program at Boston University – Novice and experienced teachers of Arabic – Enrollment: 21 – Establishes learning community – Mentor teacher program

26. STARTALK’s Impact on Teaching and Learning Capacity Infrastructure Participants Research

27. Enrollments: 2007 - 2010

28. Student Programs by Grade Level

29. 2010 Distribution of Programs

30. Impact: Capacity New academic year programs Additional opportunities for students More effective programs for students

31. Impact: Infrastructure for Critical Languages Increased number of highly effective teachers Improved resources for language instruction and assessment Innovative online resources for teacher development

32. Affective Impact: Students 96% enjoy learning languages 98% think it is important to learn about other people and places 78% plan to continue studying the STARTALK language

33. Affective Impact: Teachers Increased confidence in teaching Increased willingness to implement effective strategies Increased collaboration among STARTALK trainees

34. Impact: Research (1/3) Professional journals – NCOLCTL – FLANNALS (accepted) Presentations at Professional Conferences LTE Symposium Proposed

35. Impact: Research (2/3) Collaboration between Center for Advanced Study of Language and CAL, 2009-present Investigated ways to assess outcomes of short- term language programs Pre-pilot (2009) N= 96 Pilot (2010) N= 396 Three instruments Recommendations for STARTALK programs

36. Impact: Research (3/3) Instruments for Research Study

37. Lessons Learned about Short-term Language Programs (1/2) Students Unexpected demand Follow-up for heritage schools – Opportunities beyond Saturday schools – Inclusion of non-heritage peers Opportunity to learn language in STARTALK setting Category IV languages are learnable! Transformational experience – Continue in school year, university – Socializing with other language lovers

38. Lessons Learned about Short-term Language Programs (2/2) Teachers Unexpected demand Profile – Highly educated – Native speakers of target language – Most unaccustomed to US educational settings – Predominantly female – Shifting age group 76% plan to pursue certification Combination programs

39. STARTALK Challenges Duration of summer programs Opportunity to continue Program variety (length, level, focus) Teacher experience – Teacher and student programs – Professional development Standardization and flexibility across programs Assessment

40. Stakeholder Feedback Importance of continually gathering feedback from stakeholders (program directors, instructors, students) – Surveys – Focus groups – Conversations

41. Resources for the Field STARTALK Multimedia Workshop Collection STARTALK Classroom Video Collection Online Curriculum Template Development Guide Sample planning and classroom materials List of resources by language www.startalk.umd.edu

42. Reflections & Conclusions Continual process of feedback and improvements STARTALK’s impact and future directions Support needed for short-term language programs Professional development needs of LCTL teachers

43. Questions?