Building a Gateway for Language and Culture: Lessons from STARTALK

ACTFLNovember 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 Practices1 Implementing a standards-based and

thematically organized curriculum 2 Facilitating a student-centered classroom 3 Using the target language for instruction 4 Integrating culture into language instruction 5 Adopting and using authentic materials6 Conducting 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

http://startalk.umd.edu/curriculum-guide/#templates

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: 2007 - 2010

2007 2008 2009 20100

1000

2000

3000

4000

5000

6000

7000

8000

StudentsTeachersTotal

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 AdvancedStudy 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

Tool Description Developer

LinguaFolio • Formative and summative self-assessment by learners

• “Can do” checklist

University of Oregon Center for Applied Second Language Studies (CASLS)

Teacher Retrospective Observation of Student Progress (TROSP)

• Formative and summative teacher retrospective assessment

• “Can do” checklist

Center for Applied Linguistics (CAL) and Dan Reed, PhD, of Michigan State University

Computerized Assessment of Proficiency (CAP)

• Summative proficiency measure

• Reading, writing, listening and speaking tasks

University of Oregon Center for Applied Second Language Studies (CASLS)

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

www.startalk.umd.edu

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?