JIAHANGmultimedia workshops were developed to enable teachers who cannot participate in on site STARTALK programs to improve their skills in critical areas. The workshops were adapted from programs offered in the summer of 2009 to teachers of the world languages included in STARTALK, but most of them are useful for any language teacher, teacher educator, or teacher supervisor. The workshops cover a wide range of skills, knowledge, and techniques that all world language teachers need. Anyone may use these workshops, and they may be incorporated into any teacher education or professional development program
BETSYSo, now that we have run programs for six years and developed these resources, has there been an impact on the teaching of Chinese in the US?And what impact has STARTALK had on language learning in the US?We have attempted to measure this impact through three distinct surveys
How do we generate interest?That was a huge question during 2007, the first year of the program. We were building it, but we did not know if anyone would come. But the demand for these programs, both for teachers and students, far exceeded the supply of classes. Don’t forget, there are no costs to participants for these programs. But if we did not offer good programs, and ones that both students and teachers felt worthwhile (remember these are summer programs) we would fail. So, to keep interest at high levels, we began to focus on implementing quality programs and managing for that quality. Analysis of 2007 programs led to the conclusion that the most successful programs shared common features: they focused on teaching for communicative purposes and they implemented instructional strategies that we quickly identified and characterized as the STARTALK-endorsed best practices, or high yield instructional strategies…..At the planning level, we did that by mandating curriculum that incorporated ACTFL standards, and STARTALK-endorsed best practices. We did this by:Integrating quality checks into all steps2)Reflecting on what worked and what needed improvement and3) Incorporating feedback into the process and to stakeholdersWe trained teachers to offer these programs, focused on communicative skills, and we compiled or developed language-specific materials for all languagesIn the classroom, we discouraged the “drill and kill” model of teaching, but focused on lessons that produced real-life communication and offered meaningful formative assessments.Now, I will show you a short video to demonstrate quality instruction.
BETSYThis study was conducted in the 2012 and reached 132 program directors.
BETSY34 program directors report that school-based or university language programs have been started because of STARTALK.(your school, district, university, or city/region)We found that: Of the 34 schools, 28 K-12 programs and 6 university programs, in all parts of the country and the majority of the high school programs are the result of parental demand. There are 29 programs that reported after-school or heritage started because of interested generated in STARTALK55 program directors report increased enrollment in their language programs because of STARTALKWe are finalizing a report to document this impact. Look for a message that it has been posted to our website.
BETSY28 program directors report that after-school, community, or heritage programs have been started.We support these programs, especially in states where credit is given for proficiency.
BETSYAnother astounding statistic. 55 program directors see increased enrollment as a result of STARTALK
BETSYThis is the most critical question in our survey: This aligns with data we collect at the end of summer programs. Since we began surveying student participants in 2007, between 74% and 78% report that their intent to continue studying their STARTALK language.But, this survey asked students from earlier programs did you continue to study your STARTALK language? 77% said yes; we are still sifting through that data, but almost 50% of those that continued study did so in more traditional settings. 83% report that STARTALK influenced their perspectives on other cultures or world views.Directly from students: 77% of them did continue to study their STARTALK language
BETSY77% continued studying their STARTALK language after they completed the STARTALK program. 44% of those who continued did it in a K-12 school program, 17% at a college/university, 6% in a community program and 4% participated in a Study Abroad program. Q 15 has a follow up question with 229 responses. It is q 15B. We need to think through how to incorporate that information.
BETSY-It has made me more outgoing and unafraid to be in situations where people speak other languages.become more confident and knowledgeable-It makes me love other languages more. I was inspired to take a different language in college most Americans have never heard of, Slovak.-I have begun talking to many more native speakers in an effort to continue to explore the culture.-It was a massive motivator in my life. After attending STARTALK I could do anything.-It led to applying to the Arabic flagship programAbility to critically focus on language learning as a skill.-StarTalk taught me how to effectively study foreign languages. I feel as if learning a third language would be much simpler after this experience.-When I go to the Chinese restaurant I greet people in Chinese and say thank you in Chinese. Sometimes when I overhear other families talking at dinner, I can understand some of the words they are saying.-Because I was under great instruction by my STARTALK teachers, learning a language I've come to really enjoy, I might also want to be a Chinese teacher one day.-I can talk to family now in Hindi-It made me so much more outgoing and into meeting new people.
BETSY195 people said yes 114 people said no
BETSYWhen asked if their STARTALK experience impacted their teaching in any other way 85% responded “YES”. - I understand the direction of our language programI can guide my colleagues in the right direction96 % responded that participation in ST impacted their education or career. ADD quotes.
BETSY50% said that it provided information, 32%- by giving credit, 18% by providing necessary contacts, 16% by encouragement and strengthening confidenceBecause many noted not just one type of impact, the numbers don’t sum up to 100%
F1 leveraging startalk resources and impact - hart ingold
Leveraging STARTALK Resources and ImpactNational Chinese Language Conference 2013Betsy Hart & Jiahang Li
Today we will introduce . . .1. The STARTALK project2. Lesson-planning resources3. Teacher professional developmentresourceswww.startalk.umd.edu
Today we will share. . . .Lessons learned• From the classrooms– Teachers– Students• After the STARTALK program– New programs initiated– Increased interest in learning Chinese
By the end of the session you will . . .1. Be aware of multiple resources for Chineseteachers– Professional development– Planning2. Know how these resources can help you toplan more effectively3. Understand how STARTALK programs leveragenew Chinese programswww.startalk.umd.edu
Mission StatementTo provide summer language learningopportunities for students andprofessional development opportunitiesfor teachers of critical languages
STARTALK• Part of the National Security LanguageInitiative (NSLI)• Summer programs for students andteachers of critical languageswww.startalk.umd.edu
STARTALK-Endorsed Principles forEffective Teaching• Implementing standards-based andthematically organized curriculum• Facilitating a student-centered classroom• Using the target language for instruction• Integrating culture into language instruction• Adopting and using authentic materials• Conducting performance-based assessmentwww.startalk.umd.edu
What STARTALK Resources areAvailable for Lesson Planning?Lesson-Planning Guide: From Paper to PracticeLesson-Planning TemplateLesson-Planning Checklist
Lesson-Planning Guide: FromPaper to Practicewww.startalk.umd.edu
12•What will students be ableto do at the end of thislesson that they could notdo when the lessonstarted?•This should be a real-lifelearning target stated instudent-friendly language.“You will be able to figureout and tell someone howto use the metro system inMadrid to get from place toplace.”Whatvocabulary, structures, and culture dostudents need in orderto meet the learningtarget?
13At the end of thelesson, how will youknow that students cando the learning target?
14•give students a reason for needing/wanting to invest in the lesson?•make the learner the active participant and NOT the teacher?•engage ALL learners (as compared to just one or two at a time)?•provide multiple and varied opportunities for students to hearwords/expressions supported by visualized contexts that makemeaning transparent?•provide authentic reasons for using the words and expressions?•vary in level of intensity and mode?•represent the BEST use of instructional time?Do the activities in the lesson
Teacher Professional Development• Multimedia workshop– Student-Centered Language ClassroomThrough Cooperative Learning– Chinese Immersion: Lesson-Planning in theContent-Based Classroomwww.startalk.umd.edu
Language-Specific Materialsfor Chinese• Chinese Student Programs Resource List• Chinese Teacher Programs Resource Listwww.startalk.umd.edu
STARTALK ImpactThree Measures of Impact Program Director Survey Student Participant Survey Teacher Participant Survey
Generating InterestManage for QualityACTFLstandardsBestpracticesResourcesEffectiveteachersLanguage-specificmaterialsClassroom OutcomesReal-lifecommunicationMeaningfulassessments
Current Career80%10%7%2% 1% 1%Teacher 80%Language Teaching Field10%Outside of LanguageTeaching 7%Unemployed 2%Student in LanguageEducation1%Student outside ofLanguage Education 1%
Are you currently teachinga STARTALK language?0%10%20%30%40%50%60%70%Yes 63%No 37%
Have you incorporated STARTALKprinciples in your classroom?Yes369 (94%)No23 (6%)
Did the STARTALK program facilitateyour progress toward certification?Yes152 (50%)No155 (50%)
What does this mean for Chineseprograms?• Interest has been generated amongstudents• Teachers are moving towardcertification• Resources are available• Instructional materials• Teacher development materials
How do we leverage theseresources and interest?• Identify stakeholders• Make the case for the study ofChinese• Do not dismiss the small steps• Engage in creative thinking