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

Welcome

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

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

Images of STARTALK

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

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

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

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

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

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

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

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

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

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

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

Curriculum Template

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

Reflection Conferences Surveys Reports Focus groups Ongoing conversations Networking among participants

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

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

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

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

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

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

Enrollments:

Student Programs by Grade Level

2010 Distribution of Programs

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

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

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

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

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

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

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

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

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

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

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

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

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

Questions?