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ACTFL/CLASS StarTalk Program

ACTFL/CLASS StarTalk Program. Summer 2007 Connecticut. Developers and. Marty Abbott, ACTFL Director of Education Carol Chen-Lin, Director of Choate Rosemary Hall Program Janice Dowd, Project Director Yu-Lan Lin, Executive Director of CLASS

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ACTFL/CLASS StarTalk Program

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  1. ACTFL/CLASS StarTalk Program Summer 2007 Connecticut

  2. Developers and • Marty Abbott, ACTFL Director of Education • Carol Chen-Lin, Director of Choate Rosemary Hall Program • Janice Dowd, Project Director • Yu-Lan Lin, Executive Director of CLASS • Yuanchao Meng, Coordinator of Summer Choate Rosemary Hall Program • Rita Oleksak, Glastonbury Director of Foreign Languages

  3. Teacher Program 2007 • Two groups • July 5 – 13 • July 15 – 26 • Training • Standards • ACTFL Performance Guidelines • MOPI • Strategies for using the target language • Practice teaching with Glastonbury High School students

  4. Student program 2007 • Classes at Choate Rosemary Hall and Glastonbury High School (a half hour distance between schools) • Choate Rosemary Hall: 4 classes (two beginner, one intermediate, one advanced) • Glastonbury: 3 classes (beginner, intermediate, and advanced)

  5. Opportunities for continuation of study for teachers • Many teachers expressed the desire to return the next year to learn more. • In 2008, we would like to provide them with • A deeper understanding of the Standards and standards-based lessons, focusing on the three modes of communication • Concrete uses of technology • Hands-on teaching and observation of other teachers • A practicum experience • Assessment and rubrics

  6. Opportunities for continuation of study for teachers • Teachers also created their own opportunities. They networked and still send emails asking for advice or giving advice (copying many of the program organizers). • Teachers comment in emails on reading and re-reading materials given to them.

  7. Opportunities for continuation of study for students • Many students were going to continue their study at their respective schools. • Many students wanted to come back the next year. • Students continued to correspond with the teacher in Chinese after the program ended.

  8. Staffing Challenges • Many teachers return to China over the summer. Finding staff at times was difficult for teacher training and for teaching students; employed some graduate students. • Other teacher trainers and teachers are involved in overseas projects. • Need to train more leaders in Chinese language pedagogy

  9. Level of language acquisition • Mixture of levels among teachers • Some spoke English fluently; some were still working on oral skills • Some still working on their writing skills • All non-native Chinese speakers were advanced—they participated in the MOPI training and were interviewed during the weekend course • Great environment for non-native speakers to improve their Chinese—they were immersed in the language

  10. Level of language acquisition • Student levels • Beginners • Intermediate • Advanced • Heritage speakers • Student assistants • The first few days of class, some students changed level

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