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STARTALK FALL CONFERENCE 2016

WELCOME TO THE 10TH ANNIVERSARY

STARTALK FALL CONFERENCE

A warm congratulations to each of you for contributing to another enormously successful STARTALK

summer. We welcome you to our fall conference to celebrate, share, and learn from this year’s

successes and experiences.

FRIDAY, OCTOBER 14 At 8:30 a.m., there will be an opening keynote address by Mohamed Abdel-Kader. The keynote will

be followed by a new type of session: Program Implementation Strategies 101. These sessions will

feature programmatic strategies that work together with effective instructional practices to make a

program truly successful and participants 100% engaged. Other breakout sessions on key topics will

also be offered at this time. At 11:15 a.m., breakout sessions will be offered on a variety of topics that

have been identified as important based on this summer’s site visits. During lunch, you will have the

chance to meet in groups to share ideas and perspectives on STARTALK program topics. After the

afternoon plenary, “Celebrating STARTALK at 10: A Stellar Past and a Brighter Future,” the STARTALK

Program Exposition and STARTALK & NFLC Product Showcase will take place at 5:15 p.m. This evening

reception will give you a chance to network with our growing STARTALK family and celebrate the

past ten years of the STARTALK program.

SATURDAY, OCTOBER 15 At 8:15 a.m., attendees will have the opportunity to meet with team leaders to reflect on their

summer programs. We will then offer breakout sessions on best practices by STARTALK programs and

important research, strategies, and tools for teaching. Finally, you will have the chance to hear

personal anecdotes from STARTALK participants in the plenary session “STARTALK Voices.”

We look forward to spending these two days with you and congratulate you once again on a

wonderful summer.

Sincerely,

David P. Ellis, PhD, PMP

Executive Director, National Foreign Language Center

STARTALK FALL CONFERENCE 2016

TABLE OF CONTENTS

FALL CONFERENCE AGENDA SUMMARY 1

CONFERENCE INFORMATION 2

GENERAL SESSSIONS 4

KEYNOTE SPEAKER 7

CONFERENCE SESSIONS: FRIDAY 8

CONFERENCE SESSIONS: SATURDAY 23

CONFERENCE SESSIONS AT-A-GLANCE: FRIDAY 34

CONFERENCE SESSIONS AT-A-GLANCE: SATURDAY 35

WHO IS MY TEAM LEADER? 36

STARTALK AND NFLC PRODUCT SHOWCASE INDEX OF EXHIBITS 43

STARTALK PROGRAM EXPOSITION INDEX OF EXHIBITS 46

EXHIBIT MAP: STARTALK AND NFLC PRODUCT SHOWCASE

AND PROGRAM EXPO 47

FALL CONFERENCE LIST OF ATTENDEES 48

CELEBRATING STARTALK AT 10: SPECIAL 10-YEAR ANNIVERSARY

CONFERENCE FEATURES 60

FINANCIAL MANAGEMENT OF YOUR STARTALK GRANT FROM NSA 62

NOTES 67

STARTALK FALL CONFERENCE 2016 1

FALL CONFERENCE AGENDA SUMMARY OCTOBER 14–15, 2016

ATLANTA, GEORGIA

FRIDAY

7:30 AM – 8:30 AM Conference registration and continental breakfast

Level 1 (lower level) of the Sheraton Atlanta Hotel

8:30 AM – 9:30 AM Keynote Address: International Education and the 21st Century

9:45 AM – 11:00 AM Session 1: Program Implementation Strategies 101 and Breakout Sessions

(See Friday agenda for details)

11:15 AM – 12:15 PM Session 2: Breakout Sessions (See Friday agenda for details)

12:30 PM – 1:45 PM Lunch and language discussion groups (See Friday agenda for details)

2:00 PM – 3:30 PM Session 3: Workshops (See Friday agenda for details)

3:45 PM – 5:00 PM Plenary: Celebrating STARTALK at 10: A Stellar Past and a Brighter Future

5:15 PM – 7:00 PM STARTALK Program Exposition, Product Showcase,

and Networking Reception

SATURDAY

7:30 AM – 8:00 AM Continental breakfast

Level 1 (lower level) of the Sheraton Atlanta Hotel

8:15 AM – 9:15 AM Session 4: Meet with Your Team Leader (See Saturday agenda for details)

9:30 AM – 10:30 AM Session 5: Breakout Sessions (See Saturday agenda for details)

10:45 AM – 11:45 AM Session 6: Breakout Sessions (See Saturday agenda for details)

12:00

NOON – 1:00 PM Plenary: STARTALK Voices

Follow us on Twitter @STARTALK_NFLC, tweet your conference experience using #STARTALK16

and share STARTALK memories, reflections, and experiences as part of our 10-year celebration with #stellar10

https://twitter.com/STARTALK_NFLC

https://twitter.com/STARTALK_NFLC




CONFERENCE INFORMATION

Venue Information

Sheraton Atlanta Hotel

165 Courtland Street NE

Atlanta, GA 30303

Website: www.sheratonatlantahotel.com

Phone: (404) 659-6500

CHECK-IN/CHECK-OUT

Check-in time: After 3:00 PM

Check-out time: 12:00 NOON

PARKING

Valet parking fee: $22 overnight

On-site self-parking: $32 overnight

INTERNET ACCESS

Guestrooms: complimentary wireless

Lobby and Link@Sheraton (located on

third floor of the hotel): complimentary

wireless

Meeting rooms: STARTALK group wireless

o Network name: SHERATON CONFERENCE

o Password: startalk16

LUGGAGE STORAGE

See hotel bell staff on the lobby level

(level 2) at the Athens room to ticket and

store your luggage during Saturday

sessions.

Airport Information

Hartsfield-Jackson Atlanta International

Airport (ATL)

6000 N Terminal Pkwy

Atlanta, GA 30320

Website: www.atl.com

Transportation to and from the Airport

ATLANTA SHUTTLE SERVICE

Runs every half hour from the airport

Saturday/Sunday pick-ups require

reservation

Fee: One way $16.50; Round trip $29.00

Phone: (404) 941-3440

TAXICAB SERVICE

Located in the Yellow Bus aisle at the airport

Phone: (404) 530-3485

Website:

http://apps.atl.com/Passenger/GroundTrans

portation/Default.aspx

PUBLIC TRAIN SERVICE (MARTA)

Red or Gold Line to Peach Tree Center

Station

Fee: $2.50 each way

Website: http://www.itsmarta.com/rail-

schedules-or-route.aspx

Helpful Technology

Strategies for the Classroom

Presentations highlighting helpful classroom

technology strategies are tagged in the

conference agenda with the technology icon

(above). These sessions may include strategies

for technology resources and/or curricula, lesson

plans, or activities that integrate technology.

Look for the technology icon next to a session’s

title in the Friday and Saturday agendas.

Video Recording

STARTALK will be video recording select

2016 Fall Conference workshops and breakout

sessions to make them available to participants

after the conference. In the Friday and Saturday

agendas, the video recording icon (above) will

appear next to the titles of sessions that will be

filmed.

TELL Domains

Fall conference sessions are organized by the

domains of the TELL (Teacher Effectiveness for

Language Learning) Project. Look for the TELL

domain label in the agenda description for each

session.

Learn more about the TELL Project and the seven

TELL domains at http://www.tellproject.org.

http://www.tellproject.org/

http://www.sheratonatlantahotel.com

http://apps.atl.com/Passenger/GroundTransportation/Default.aspx

http://www.itsmarta.com/rail-schedules-or-route.aspx

http://www.atl.com


Friday Lunch Discussions

During lunch on Friday, join your STARTALK

colleagues to share perspectives, experiences,

and ideas in informal discussion groups. See the

Friday agenda for details.

STARTALK and NFLC Product

Showcase, Program Expo, and

Networking Reception

Join your fellow STARTALK grantees, STARTALK

Central staff, and team leaders at the

networking reception on Friday evening to meet

and connect with others who share your

interests in language teaching and learning. This

year, at the networking reception, STARTALK will

host a product showcase as well as the

STARTALK Program Expo.

STARTALK AND NFLC PRODUCT SHOWCASE

In 2014, STARTALK introduced a new type of

grant for infrastructure-building initiatives

designed to build lasting products that support

STARTALK languages in the long term and ensure

a lasting infrastructure for critical languages.

STARTALK and National Foreign Language

Center (NFLC) collaborators have been hard at

work developing exciting new tools and

resources for the STARTALK community. The

STARTALK and NFLC product showcase will allow

conference attendees to learn more about and

experience these new products firsthand. See

the list of exhibitors and other showcase

information on pages 43–45.

STARTALK PROGRAM EXPO

Learn about other STARTALK programs and the

resources they have created and share

experiences, perspectives, and ideas at the

STARTALK Program Exposition (expo). See the list

of exhibitors and map of exhibits on pages 46–

47.

Program Implementation

Strategies 101

These special new sessions respond to program

director requests for guidance on how to

prepare and facilitate effective STARTALK

programs. These sessions highlight successful

program design and management strategies.

Join your colleagues to learn to what works well

in their programs.

Participants can choose from among six

different Program Implementation Strategies 101

sessions to attend: three sessions on student

programs, two on teacher programs, and one

on combination programs. Practices to be

shared by presenters include approaches to

recruitment, building ownership for learning,

harnessing the benefits of technology for

program administration and learning,

combination program design, fostering

institutional support and partnerships, and

program redesign. This is our time to explore and

share how program administration, structures

and support can be leveraged for learning.

The sessions will be offered from 9:45 a.m. – 11:00

a.m. on Friday, October 14. See more details

about these sessions in the Friday agenda on

pages 8–10.

10th Anniversary Celebration

STARTALK is proud to celebrate its 10th

anniversary with you at this year’s Fall

Conference! See more about our special

celebration and anniversary events on pages

60–61 and on the 10-Year Celebration page of

our conference website:

https://startalk.umd.edu/conferences/2016/fall/

10year

Icons made by Freepik and SimpleIcon from www.flaticon.com

https://startalk.umd.edu/conferences/2016/fall/10year


4 STARTALK FALL CONFERENCE 2016

GENERAL SESSIONS FRIDAY, OCT. 14

KEYNOTE ADDRESS 8:30 AM – 9:30 AM

International Education and the 21st Century

Mohamed Abdel-Kader, U.S. Department of Education

Capitol North/Center Ballroom, Level One

Mohamed Abdel-Kader is the deputy assistant secretary in the International and Foreign

Language Education (IFLE) Office at the U.S. Department of Education’s (ED) Office of

Postsecondary Education. As deputy assistant secretary of IFLE, Mohamed is responsible for

encouraging and promoting the study of foreign languages and the study of the cultures of other

countries at the elementary, secondary, and postsecondary levels in the United States. This

keynote presentation will address the importance of international education to meet the global

needs and challenges of the 21st century.

PLENARY SESSION 3:45 PM – 5:00 PM

Celebrating STARTALK at 10: A Stellar Past and a Brighter Future

Betsy Hart, National Foreign Language Center; Jing Wei, Center for Applied Linguistics;

Government Representatives


Come prepared to celebrate the 10th anniversary of STARTALK—its programs and its people, and its

remarkable impact on world language learning. You will get a glimpse of STARTALK 2007 and a

comparison to STARTALK 2016. Summer 2016 will be featured: what worked well and what challenges

remain. We will share practices of the extraordinarily successful programs and highlight what we can

learn from those programs. With these ideas in mind, we will consider how they can challenge us to

make 2017 the best year ever. There will also be an opportunity to learn from our government

representatives.


GENERAL SESSIONS FRIDAY, OCT. 14

STARTALK AND NFLC PRODUCT SHOWCASE,

PROGRAM EXPO, AND NETWORKING RECEPTION

5:15 PM –

7:00 PM

Garden Courtyard, Lobby Level

Join your fellow STARTALK grantees, STARTALK Central staff, and team leaders at the networking

reception to meet and connect with others who share your interests in language teaching and

learning. The STARTALK and NFLC Product Showcase and the STARTALK Program Exposition (Expo) will

take place during the reception.

STARTALK and NFLC collaborators have been hard at work developing exciting new tools and

resources for the STARTALK community. The STARTALK and NFLC Product Showcase will allow

conference attendees to learn more about and experience these new products firsthand. The

showcase will take place as an exhibition gallery, with developers of new resources and products on

hand to describe their products, offer demonstrations, and solicit feedback on resources they are

developing for the STARTALK community.

The STARTALK Program Exposition offers the chance to learn about other STARTALK programs and the

resources they have created and to share experiences, perspectives, and ideas. Visit STARTALK

Program Expo exhibit tables to learn about these STARTALK programs.

An index of STARTALK and NFLC Product Showcase exhibits and other information can be found on

pages 43-45 of the conference program. An index of the program exhibits and a map of the

reception area can be found on pages 46-47 of the conference program.


GENERAL SESSIONS SATURDAY, OCT. 15

PLENARY SESSION 12:00 NOON – 1:00 PM

STARTALK Voices

Pam Delfosse, National Foreign Language Center; STARTALK Alumni Speakers


Celebrate a decade of making a difference through STARTALK! This plenary will feature teacher and

student program alumni who join us to share the role STARTALK has played in their personal,

academic, and professional lives. Come hear their STARTALK stories and imagine the impact of your

program in the life of each participant.

STARTALK ALUMNI SPEAKERS

Ashira Anderson is a Science Teaching Fellow at Mercersburg Academy in

Pennsylvania. As a part of a two-year fellowship, she will spend the first two terms

observing Chemistry courses before leading two sections of Honors Chemistry in

the spring. Ashira recently graduated from Trinity College, where she majored in

Biochemistry and minored in Arabic Language. Ashira attended the STARTALK

program at the University of Chicago during the summers of 2009 and 2010.

Nathalie Levine was a STARTALK participant from 2007–2010. After beginning to

study Mandarin through STARTALK, she enrolled in her high school's one-year-old

Mandarin program and continued to study the language in college. She is

privileged to have received two fellowships to study and live in Harbin, China

and Taipei, Taiwan, in 2012 and 2014–2015. She now lives in Atlanta, where she

works at an Asian American legal advocacy nonprofit serving Georgia's low-

income Asian American Native Hawaiian Pacific Islander population.

Esther Mukewa Lisanza holds MAs in Swahili Linguistics and Literature and African

Studies from the University of Nairobi, Kenya, and the University of Illinois at

Urbana–Champaign (UIUC) respectively. She also holds a PhD in Education:

Language and Literacy, and an Advanced Certificate in Second Language

Acquisition and Teacher Education from UIUC. Esther is currently the coordinator

of the Program of African Languages and lecturer at the University of North

Carolina, Chapel Hill. She is a STARTALK alumna and instructor.

Rebecca Wang McKenna received a BA in mathematics and economics from

Wellesley College in 1990. In 1998, Rebecca started teaching Chinese language

to heritage students at Huaxia Chinese School in Marlboro, New Jersey. In the

summer of 2007, Rebecca attended the STARTALK teacher-training program at

Rutgers University as a practicum teacher. Shortly thereafter, she became a

certified Chinese teacher in New Jersey and started her teaching career in

public schools.


KEYNOTE SPEAKER

MOHAMED ABDEL-KADER

Mohamed Abdel-Kader is the deputy assistant secretary in the International

and Foreign Language Education (IFLE) Office at the U.S. Department of

Education’s (ED) Office of Postsecondary Education. As deputy assistant

secretary of IFLE, Mohamed is responsible for encouraging and promoting the

study of foreign languages and the study of the cultures of other countries at

the elementary, secondary, and postsecondary levels in the United States. He

also coordinates with related international and foreign language education

programs of other federal agencies, as established in the 2008 Higher

Education Opportunity Act. He leads the work of IFLE in administering the

domestic programs authorized under Title VI of the Higher Education Act and

those overseas programs under the Mutual Educational and Cultural

Exchange (Fulbright-Hays) Act administered by ED.

Prior to joining ED, Mohamed served as the director of development for the

Edmund A. Walsh School of Foreign Service at Georgetown University and

also managed the university’s advancement strategy in the Midd le East

region, where he focused on major gifts and strategic engagement.

Previously, while at George Mason University, Mohamed led donor

development efforts for the Krasnow Institute for Advanced Study and set

international strategy for partnerships in Asia, Europe, the Middle East, and

sub-Saharan Africa. He has advised a variety of clients on organizational

strategy, doing business in emerging markets, intercultural communication,

and cultural competency in international philanthropy. In addition, he has

advised organizations on strengthening fundraising operations domestically

and abroad.

Mohamed speaks fluent Arabic and basic Spanish. He holds a bachelor’s

degree from Clemson University, a master’s degree in higher education from

Vanderbilt University, and an MBA from Georgetown University’s McDonough

School of Business.


SESSION 1:

PROGRAM IMPLEMENTATION

STRATEGIES 101

FRIDAY, OCT. 14

9:45 AM – 11:00 AM

Transcending the Language Classroom: Planning a Comprehensive STARTALK

Program

Dany Doueiri, California State University, San Bernardino

Gaby Semaan, California State University, San Bernardino

Room: Georgia 8, Level 1

PROGRAM IMPLEMENTATION STRATEGIES 101

TELL Domain: Collaboration

Target Audience: Student and Teacher Programs:

STARTALK’s 10-year legacy has significantly contributed to our collective understanding of how to properly

administer, manage, and budget our summer programs, teach our students, and train our rising teachers. In

this session, the presenters will share how programmatic growth is attainable without compromising

academic rigor or neglecting the needs of individual learners. Examples and resources will be provided to

enable participants understand how to secure institutional support, nurture meaningful partnerships, minimize

costs, reach out to the community, and engage students and participants. Participants will learn how to

leverage and maximize STARTALK funds and maximize their programs’ impact.

MEE: Motivate, Engage, and Empower Participants to Take Ownership of Learning

Antonia Schleicher, Indiana University- Bloomington

Yongfang Zhang, Wofford College

Patrick McAloon, Sino Connect

Na Li, Columbus Academy

Chao Yu, East Stroudsburg University

Room: Capitol North/Center, Level 1


TELL Domain: The Learning Experience

Target Audience: Student and Teacher Programs

The session will describe our spiral MEE implementation: motivating participants, engaging them in real-world

tasks and applied learning activities, and empowering them to take ownership of their learning. We will

discuss how we make learning relevant and meaningful, how we facilitate participants’ internalization and

application of skills, and how we build participants’ metacognition of language learning processes and

strategies. We will also share how we loop the learning contents through different modalities, how we allow

participants to combine individual interests with learning, and how we reward them to promote continued

learning, as well as other programmatic details and instructional practices.


SESSION 1:


STRATEGIES 101

FRIDAY, OCT. 14

9:45 AM – 11:00 AM

Walking the Talk: How to Connect Theory and Practice in Teacher Training Programs

Theresa Minick, Kent State University

Brian James Baer, Kent State University

Dali Tan, Northern Virginia Community College



TELL Domain: Professionalism


Our challenge was to help teachers move beyond just knowing the jargon toward a deeper understanding

of the STARTALK-Endorsed Principles for Effective Teaching and Learning. We approached this challenge with

intention by reexamining every aspect and component of our combined teacher-student programs.

Although deconstructing our program did not result in major content changes, it did impact our curricular

design and transformed our approach and interaction with teacher-participants, which better guided

teachers in improving their practices as well as moving them toward a more successful implementation of

their learning plans in a classroom setting.

How to Design a Fully Integrated Student-Teacher Combination Program

Der-Lin Chao, Hunter College

Zhuting Chang, Hunter College

Bo Hao, Hunter College



TELL Domain: Planning


This session will feature strategies focusing on making a combination program truly successful and

participants 100% engaged. The session will demonstrate how to structure daily lessons in ways that maximize

learning and motivate students and teachers to take ownership of their learning. The session will cover

strategies for recruiting and enrolling the “right” students and participants, preprogram activities, motivation

techniques for staying in the target language in a student classroom, strategies for keeping the students

totally engaged, and techniques for keeping the teacher participants engaged as they prepare to facilitate

learning.


SESSION 1:


STRATEGIES 101

FRIDAY, OCT. 14

9:45 AM – 11:00 AM

How to Successfully Engage and Motivate Teachers to Take Ownership of Their

Learning

Majorie Hall Haley, George Mason University



TELL Domain: Professionalism


This highly informative session is designed for program directors, teacher participants, and everyone

interested in learning about how to successfully engage and motivate teachers to take ownership of their

own learning in a STARTALK teacher program. Its aim is to share critical information necessary for running a

successful teacher program in accordance with STARTALK principles.

The presenters will demonstrate and share models and “secrets” of a veteran teacher program. The session

will highlight how to use blended learning as a nexus before, during, and after your summer program.

Participants will leave with practical applications and a handout containing useful resources.


SESSION 1:

BREAKOUT SESSIONS

FRIDAY, OCT. 14

9:45 AM – 11:00 AM

Providing a Pathway to Immersion

Jennifer Schmitz, Anchorage School District

Brandon Locke, Anchorage School District

Yan Wang, Anchorage School District

Room: Georgia 10, Level 1 TELL Domain: Collaboration

Target Audience: Student Programs

As we begin the first-ever Chinese immersion program in the state of Alaska, this session will talk about the

role that our STARTALK program has had in the development of the new program. We will share how we

developed a 6-year plan to present to the school board to insure that immersion was on their “radar” from

the beginning of our summer camps. Our lead teacher will share some of our creative ideas that have led to

high student interest and we will talk about how we have used our STARTALK funding beyond the summer

months to keep Chinese learning a possibility and/or priority for many students. Our comprehensive plan has

included a strong K–12 progression with support along the way. Students must be involved in high-quality

experiences that will then lead to parent support and advocacy for language programs. We will share how

high-quality professional development and certificated teachers and a strong staff structure can provide the

necessary building blocks for both STARTALK and immersion program success.

Integrating Local and International Community Resources for Learning

Yalan King, Mandarin Institute

Chingfen Huang, Mandarin Institute

Xin Chen, Mandarin Institute

Xiaohong Sui, Mandarin Institute


Target Audience: Student Programs:

Housed in the heart of San Francisco’s Chinatown, the Mandarin Institute STARTALK program provides

students with a truly authentic, immersive learning environment designed to promote verbal skills and to

imbue students with the confidence to use their language skills in real-world situations for meaningful

communication. Our team will share how they integrate language, culture, and content through curriculum

design and instruction and by incorporating community and global resources. By harnessing community

language, culture, and human resources, we provide a rich learning environment that adds meaning and

relevance for both the program participants and members of the community.


SESSION 1:

BREAKOUT SESSIONS

FRIDAY, OCT. 14

9:45 AM – 11:00 AM

High-Impact Administrative Practices Learned by a Veteran Program

Erin DeBell, Queens University of Charlotte

Rosalyn Rhodes, Queens University of Charlotte

Eric Loyd, Charlotte Mecklenburg Schools

Room: Georgia 11, Level 1 TELL Domain: Learning Tools


STARTALK program directors historically underestimate the amount of work required to run a successful

program. From student selection and curriculum development to program implementation and instructional

strategies, many of these efforts can be streamlined and improved by the skillful use of helpful technologies

and administrative shortcuts that will make your next program run more efficiently. In this session, we share

tools and solutions to meet various program needs using Google Forms and sheets as well as templates,

rubrics, and checklists. Participants will leave not just with ideas but with tools they can adapt and personalize

to fit program needs.

Program Design Institute: Sustaining Learning beyond the Summer

Paul Sandrock, ACTFL

Greta Lundgaard, ACTFL Consultant

Room: Georgia 3, Level 1 TELL Domain: Planning


Summer STARTALK programs and community language experiences provide great beginnings. Learn how

teams from institutions and organizations are planning to create yearlong options ensuring continuity and

growth for language learners. ACTFL held two Program Design Institutes to assist a variety of local

organizations or schools in deciding content, identifying assessments, developing teachers, and planning for

long range growth. ACTFL also provides ongoing networking through webinars, coaching, and online

resources. Explore ways to sustain language learning by expanding learners’ opportunities for practicing

language skills and tapping local and virtual resources.

One Size Does Not Fit All: Designing and Differentiating Instruction for Developmental

Age

Peggy Boyles, Independent Consultant



One size does not fit all when developing instructional pathways for student programs with multi-grade-level

participants. Although there are many ways to differentiate instruction, one of the most important factors to

consider in designing effective curricula and learning plans is the developmental age of the learner. An

understanding of the developmental stages of elementary, middle school, and high school learners can

produce enormous benefits when creating an engaging curriculum for K–12 learners that include real-life,

high-interest, age-appropriate activities within a shared program theme.


SESSION 1:

BREAKOUT SESSIONS

FRIDAY, OCT. 14

9:45 AM – 11:00 AM

Preparing Chinese Teachers to Teach Culture through Reflective Pedagogy

Yongling Zhang-Gorke, University of Minnesota

Andie Wang, Colby College

Kaishan Kong, University of Wisconsin-Eau Claire

Room: Georgia 4, Level 1 TELL Domain: Professionalism

Target Audience: Teacher Programs

This presentation introduces an identity-oriented, reflection-based approach to a STARTALK teacher program

on integrating culture and language in Chinese classrooms. Following the STELLA modules, the program

modeled, in a purposeful and structured way, being a reflective practitioner. Teachers reflected on culture

and teacher identity and practiced creating culture-rich environment, designing lesson plans to enable

students to access and use authentic materials, engaging students in cultural observation and analysis, and

implementing useful assessment strategies to enhance an understanding of culture perspectives. The unique

and transformative learning experiences for the teachers are shown in their cultural road map and lesson

plans.

Sustainable Teacher Recruitment, Preparation, and Support for Continuous

Professional Growth and Success

Stella Kwoh, University of California, Berkeley

Duarte Silva, Stanford University



This session will focus on providing an overview of successful program models for teacher recruitment,

preparation, and mentoring that provides support to world language educators throughout their careers. The

presenters will engage participants in exploring different strategies employed by the two presenters, their

respective institutions, and professional organizations and initiatives to recruit and cultivate potential world

language educators to acquire the content knowledge, pedagogical and assessment practices, and

professional dispositions that immediately engages them in dynamic communities of practice designed to

advance the learning of world languages and cultures to diverse student populations.


SESSION 2:

BREAKOUT SESSIONS

FRIDAY, OCT. 14

11:15 AM – 12:15 PM

Teaching STARTALK Languages for Global Competence

Mary Curran, Rutgers, The State University of New Jersey

Lucy Lee, Livingston Public Schools

Athena Rubino, Rutgers, The State University of New Jersey

Katy Young, Fair Lawn School District



While focusing on what students can do with a new language, we want to foster global competence and

21st century skills. In our Chinese program, we developed our curriculum around the theme: Global New

Jersey to highlight and affirm the linguistic and cultural diversity of students and local community. We

describe the ways we worked to develop students' global competence while engaging them in language

and culture activities. We share how we used technology to create tools for our Global New Jersey thematic

unit designed to boost curiosity about the world, understanding multiple perspectives, communicating across

difference and taking action.

Using the Local Community and Volunteers for Staffing

Debbie Nicholson, West Virginia Department of Education

Sandra DeVault, Monongalia County Schools

Claudia Zimarowski, Monongalia County Schools

Cathy Ellis, West Virginia Department of Education



When initializing the planning for our first STARTALK camp in 2010, a major obstacle became finding

individuals who were both proficient in the language and knowledgeable in second language acquisition.

Through trial and error, we have developed a corps of professionals from the community who have become

excellent instructors and return to our camp each year. In addition, we have established partnerships with

schools in Mudanjiang and Zhongzhou and these schools send adult and student volunteers to help with our

camp. The results have been inspiring. Come learn about our journey and how we have made it successful.

Making a Miracle Happen Online: Why, How, What

Miao-fen Tseng, University of Virginia

Henny Chen, Moreau Catholic High School

Room: Georgia 9, Level 1 TELL Domain: The Learning Experience


UVa STARTALK led national pioneering work to teach Mandarin Chinese to learners online this year. Keeping

interaction as the overarching principle, the instructional team developed curriculum and online interactive

tasks that fully engaged learners in three stages of learning: pre-class flipped learning, daily one-hour

synchronous learning, and post-class review. The presenters will showcase student-centered activities that

were made possible through the versatility of technology tools and innovative pedagogy, discuss the results

of student surveys, and share reflections, challenges, and future directions. Attendees will get a clear sense of

why the program was able to keep 100% daily attendance rate.


SESSION 2:

BREAKOUT SESSIONS

FRIDAY, OCT. 14

11:15 AM – 12:15 PM

Bringing It All Together through Reading and Technology: STARTALK Hawaii's

Reading Room and Missions Lab

Cynthia Ning, University of Hawaii

Joanne Shang, Rye Country Day School



In this session, participants will tour the STARTALK Hawaii Chinese Language program's “Missions Lab,” an

online learning environment that promotes collaboration and communication. Participants will learn how to

use tools such as Wikispaces, TodaysMeet (for back channeling), Voki, ToonDo, and Glogster to create and

capture the learning going on in a Summer Teacher Training Institute and Student Language Camp. They will

also “visit” the Chinese Reading Room and gain hands-on experience with character-learning workboxes

and little graded story books that pique student interest, which students can take away with them once they

read them.

Robotics and Virtual Technologies to Facilitate STARTALK Programs

Gay Rawson, Concordia College

Mary Thrond, Fargo Public Schools



In the summer of 2016, the Fargo STARTALK program used several new and exciting technologies to facilitate

their teacher and student programs, partly in response to logistical challenges. We will share how we used

Linguafolio, a video used to showcase our program, an online learning platform for teachers, a robotic

presence used for a virtual site visit, a virtual classroom to allow instructors from all over the nation to teach,

and several specific applications useful in teaching world languages. We will provide videos and examples of

student projects, as well as virtual tours of our robotic presence and classrooms.

Leveraging STARTALK Resources to Maximize Impact for Teacher Development

Thomas Sauer, AdvanceLearning

Adriana Brandt, Dixie State University

Laura Terrill, Independent Consultant



This session provides an overview of the Partnership to Advance Learning’s 2016 Infrastructure Grant. The

project team drew upon the STARTALK-Endorsed Principles for Effective Teaching and Learning and the

Teacher Effectiveness for Language Learning (TELL) Framework to 1) identify the most effective existing

STARTALK tools for teacher development, and 2) re-organize these resources into comprehensive professional

learning modules that can support and guide program directors and instructional leads in developing their

teachers. This session will introduce attendees to a sample professional learning module that can be used in

teacher development programs.


SESSION 2:

BREAKOUT SESSIONS

FRIDAY, OCT. 14

11:15 AM – 12:15 PM

Transforming Heritage Language Teachers in a Learning Community

An Chung Cheng, University of Toledo

Piling Chiu, Naperville North High School

Lan-Chi Gauler, Maumee Valley Country Day School

Yue Gu, St. John’s Jesuit High School & Academy



The team of the STARTALK-CHELER Chinese Leadership Program at the University of Toledo will share the

curricular design, structure, and sequence of the blended learning model aimed at enhancing Chinese

heritage language teachers’ conceptual understanding and expanding their teaching skills and resources in

a professional learning community. Given limited resources and diverse teacher background of community-

based heritage language programs, the presenters share strategies to meeting teacher needs with

structured support and technological tools that encourage teacher growth through reflection, collaboration,

and learning community building. The presenters will interact with the audience through discussion and Q &

A.

Developing a Fully Online STARTALK Student Program

Mouna Mana, HADI-CLASSRoad

Lina Kholaki, HADI-CLASSRoad

Munir Shaikh, HADI-CLASSRoad



Presenters will share their experiences in designing and delivering a pilot summer online Arabic program for

high school learners at the novice-mid level. Handouts and slides will indicate the platforms, formats and

materials utilized for asynchronous and synchronous content, reflecting backward design and integrating

can-do targets, as well as the communication modes emphasized at different points. Presenters will also

share regarding the logistics and technologies used to communicate with and support students throughout

the program, who were located across U.S. time zones. Presenters will share their experiences in designing

and delivering a pilot summer online Arabic program for high school learners at the novice-mid level.

Handouts and slides will indicate the platforms, formats and materials utilized for asynchronous and

synchronous content, reflecting backward design and integrating can-do targets, as well as the

communication modes emphasized at different points. Presenters will also share regarding the logistics and

technologies used to communicate with and support students throughout the program, who were located

across U.S. time zones.


SESSION 2:

BREAKOUT SESSIONS

FRIDAY, OCT. 14

11:15 AM – 12:15 PM

Modeling Two STARTALK Principles through a Teacher Training Program

Lynn Thompson, Center for Applied Linguistics

John Chi, Center for Applied Linguistics

Room: Georgia 2, Level 1 TELL Domain: Performance & Feedback


The STARTALK-Endorsed Principles were designed to help guide STARTALK student programs toward best

practices; however, they can also inform STARTALK teacher programs. This session will describe and

demonstrate how our STARTALK teacher training program models the STARTALK-Endorsed Principles and

supports their implementation in STARTALK student and teacher programs. We will focus on facilitating a

learner-centered classroom and conducting performance-based assessments. Presenters will highlight

relevant aspects of our blended STARTALK program, showcase materials generated through the program,

and engage session attendees in simulated training activities that model or support these STARTALK-Endorsed

Principles. Sample materials will be made available as online handouts on the conference website.

Integrating STEM with World Language instruction through Student-Centered and

Project-Based Activities

Li-Jen Kuo, Texas A&M University

Sungyoon Lee, Texas A&M University

Wei Xie, Texas A&M University

Han Fang, Los Angeles Unified School District



Integrating content areas with student-centered world language curriculum can be challenging, particularly

for learners at the novice level. In this session, we will present a learning plan framework that addresses

precisely this issue. We will demonstrate how several existing STEM kits can be used to create innovative

learning opportunities for novice language learners. We will provide session participants with hands-on

experience in designing and implementing STEM-integrated, project-based, and student-centered activities

where language learners can use the target language authentically and meaningfully. This learning plan

framework will apply to language learners of a wide range of age and proficiency levels.

Designing and Differentiating a Thematic Curriculum

Chenqing Song, SUNY-Binghampton University



This session will share the successful experience of designing a thematic curriculum which differentiates

learners of different ages, proficiency levels and cultural backgrounds. With Chinese opera as the underlying

theme, the STARTALK program at Binghamton University faced challenges, including diverse participants and

depth and complexity of the cultural theme. Guided by the models of culture and Broom’s Taxonomy of

Learning Domains, this presentation will discuss how to tackle these challenges by identifying sub-themes,

pairing them up with learning domains of different levels, and streamlining the language and non-language

activities for a seamless thematic program.


SESSION 2:

BREAKOUT SESSIONS

FRIDAY, OCT. 14

11:15 AM – 12:15 PM

Teacher as a Reflective Practitioner

Elisabeth Shovers, Global Language Project

Rosanne Zeppieri, Independent Consultant

Room: Capitol North/Center, Level 1 TELL Domain: Professionalism


Helping teachers become reflective practitioners was a goal of the 2016 GLP STARTALK program. When

teachers in a training program are given the time to step back and reflect on the application of new

knowledge and their individualized craft, they are better able to internalize new teaching and grow. This

goal was achieved during the 2016 GLP STARTALK program through providing participants with a mix of

reflective practices ranging from answering daily reflection questions to creating a personalized observation

rubric. In addition, the program implemented performance based assessment in giving participants the

opportunity to apply what they had learned in an intensive microteaching environment where they had the

ability to assess their own learning, adjust their instruction, and give feedback to peers. This presentation will

review and share examples from GLP’s STARTALK program, as well as give other teacher training program

leaders and participants the opportunity to begin creating an outline for how to bring reflection into their

programming.

Government Office Hours




Meet with government representatives to answer your questions about administering a federal STARTALK

grant.


LUNCH DISCUSSION GROUPS FRIDAY, OCT. 14

12:30 PM–1:45 PM

Boxed lunches will be provided. Join your colleagues and new contacts from other STARTALK programs to

share perspectives, experiences, and ideas in informal, self-directed discussions. Rooms will be provided for

you to meet with other STARTALK grantees to discuss language-specific issues.

Georgia 3, Level 1 The Hindi language corner: हिन्दी – स्थली The Urdu language corner: وارد کا کونہ

Georgia 4, Level 1 The Arabic language corner: يالعرب الركن

Georgia 5, Level 1 The Turkish language corner: Türk köşesi

Georgia 6, Level 1 The Swahili language corner: Sehemu ya Kiswahili

The Russian language corner: Уголок русского языка

Georgia 9, Level 1 The Korean language corner: 한국어 코너

Georgia 10, Level 1 The Portuguese language corner:

O Canto da Língua Portuguesa

Georgia 11, Level 1 The Dari language corner: یدر زبان گوشه

The Persian language corner: یفارس زبان گوشه

Georgia 12, Level 1 The Chinese language corner: 汉语角漢語角


SESSION 3:

WORKSHOPS

FRIDAY, OCT. 14

2:00 PM – 3:30 PM

From Practice to Performance: Bringing the Assessment Lens to a STARTALK Program


Room: Capitol North/Center, Level 1 TELL Domain: Performance & Feedback


Deciding why, what, when, and how to assess student learning might be some of the most critical decision-

making points for any instructor in a STARTALK program. Beginning with the intentional design of a learning

plan and the implementation of meaningful formative and summative assessment, the feedback learners

receive and how instructors respond to the evidence of learning are the true indicators of a successful

program. This workshop will connect some of the many foundational elements of assessment to prepare

learners to develop ownership in the language and move from practice to performance and advance

student language proficiency.

Assessing Performance for Transfer with the Three Modes of Communication

Jennifer Eddy, Queens College CUNY

Gabriela Nik. Ilieva, New York University



How do I design performance assessments for transfer? This workshop shows how to develop summative and

formative transfer tasks to engage critical thinking skills and move learners toward proficiency targets. These

differentiated tasks reach beyond the communicative modes to use knowledge and skills flexibly and

differently than originally taught, solving problems and creating products of value beyond the classroom. This

workshop is hands on with presentation, examples and discussion.

Effective Lesson Design: Planning for Learning with the STARTALK Learning Plan




Consider how the components of an effective lesson are part of the STARTALK learning plan. Participants will

focus on the key elements of lesson design and strategies will be shared for creating learning episodes that

check for student learning throughout the lesson. Strategies for staying in the target language, for managing

transitions, and for using authentic text will be shared.


SESSION 3:

WORKSHOPS

FRIDAY, OCT. 14

2:00 PM – 3:30 PM

Building a Pathway to Proficiency through Performance

Paul Sandrock, ACTFL



Proficiency is at the core of language learning, from measuring progress to identifying effective strategies for

learning. What can learners do at each proficiency level (Novice, Intermediate, Advanced)? Building on an

understanding of the key indicators of language proficiency, examine how educators can guide learners to

improve their language performance through well-designed experiences, effective assessments, and

learners’ reflection on their goals and progress toward achieving them. What does it take to move to the

next level? Use ACTFL’s research-based resources to plan standards- and proficiency-based instruction and

assessment.

Understanding and Planning for Heritage students in STARTALK

Rubab Qureshi, Independent Consultant



Heritage and second language learners are different in many ways. It is important to consider the unique

characteristics of heritage students as we plan and facilitate learning. This workshop will focus on reaching

and teaching the heritage language learner by understanding the strengths and challenges they bring to

the language classroom. We will look at recent data on heritage students in STARTALK programs with a focus

on strategies to support their learning. Topics for discussion will include relevant themes, considerations for

instructional planning, targeting higher levels of proficiency, sociocultural/emotional dynamics, and the role

of literacy as we work with this unique community of learners. We will also explore effective recruitment and

advocacy for heritage language learning within our schools.

Introducing New Language to Novice Learners

Myriam Met, Independent Consultant

Room: Georgia 7-8, Level 1 TELL Domain: The Learning Experience


This session focuses on how to introduce new expressions, vocabulary, or grammar through interesting

comprehensible presentations. Participants will observe a few brief model presentations, after which they will

create, practice, and present their own. Using hands-on materials provided in the session (such as plastic

foods), participants will work in groups to create presentations or stories that they will then present to other

small groups. Through experiencing the lessons as both learners and teachers, participants will gain insight

into how teachers can present new language effectively.


SESSION 3:

WORKSHOPS

FRIDAY, OCT. 14

2:00 PM – 3:30 PM

Planning through Guiding Principles for Early Literacy Experiences for Beginning

Learners of Chinese

Helena Curtain, University of Wisconsin-Milwaukee

Michael Everson, University of Iowa

Claudia Ross, College of the Holy Cross



The growth of STARTALK Chinese programs highlights the need for direction on how to provide appropriate

early literacy experiences while also building oral language skills. Chinese programs lack agreed-upon

approaches to literacy found in mainstream programs for more commonly taught foreign languages. Also,

few materials give guidance on basic methods of teaching literacy to beginning CFL students, especially at

the elementary and middle school levels. This session provides an overview of effective practices in this area

based on research on Chinese literacy acquisition. It focuses on practices for non-heritage learners in grades

K–8 but can be applied more broadly.


SESSION 4:

MEET WITH YOUR TEAM LEADER

SATURDAY, OCT. 15

8:15 AM – 9:15 AM

Capitol North/Center, Level 1 Claire Kotenbeutel, Antonia Schleicher, Laura Terrill, Rosanne Zeppieri

Georgia 2, Level 1 Radha Balasubramanian, Rubab Qureshi

Georgia 3, Level 1 Greta Lundgaard, Dali Tan

Georgia 4, Level 1 Jennifer Eddy, Prudence Miller

Georgia 5, Level 1 Helena Curtain, Michael Everson

Georgia 6, Level 1 Peggy Boyles

Georgia 7, Level 1 Pat Lo, Duarte Silva

Georgia 8, Level 1 Iran Arbabi Amin, Ann Tollefson

Georgia 9, Level 1 Gabriela Nik. Ilieva, Stella Kwoh

Georgia 10, Level 1 Alwiya Omar, Priscilla Russel

Georgia 11, Level 1 Adam Ross, Mohammad Taha

Georgia 12, Level 1 Muhammad Eissa, Wafa Hassan

Georgia 13, Level 1 Adriana Brandt, Scott McGinnis, Thomas Sauer


SESSION 5:

BREAKOUT SESSIONS

SATURDAY, OCT. 15

9:30 AM – 10:30 AM

Fostering a Mind-set of Continuous Growth: Recruitment, Motivation, Lifelong

Learning

Brian James Baer, Kent State University

Theresa A. Minick, Kent State University



STARTALK combination student/teacher programs provide opportunities to impact the trajectory of the

learner, whereby students take ownership of a future that includes multiple languages and teachers view

their role as extending beyond the classroom. Through intentional recruitment strategies, a multi-pronged

approach to identifying interests and needs, and authentic and meaningful engagement, the program

design can guide students toward including languages in their personal and/or career paths and guide

teachers toward developing professional and reflective practices. Feedback from students and teachers

provide examples of how they view themselves, how they envision their futures, and what they will be able to

accomplish.

Bringing Language to Life through STEM and Community Engagement

Svetlana Abramova, University of Washington

Anatoliy Klots, University of Washington



The program exemplifies effective language learning through STEM and community engagement. Lessons

and trips to the Seattle Museum of Flight provided students with a variety of hands-on activities, immersing

them in meaningful communication in Russian. Russian-speaking professionals from world-famous companies

located in Seattle engaged students in real-life professional communication, including an extensive tour of

the Alaska Airlines maintenance center. Through networking with various corporations and community

organizations, including religious institutions and schools, we recruited students and guest presenters. Students

worked on elective projects and presented their research findings to classmates, parents, teachers, and

professionals at the final student conference.

The Power of the Image


Room: Capitol North/Center, Level 1 TELL Domain: Environment


Images have the potential to create interest, to inspire, and to tell stories. They allow us to go beyond the

walls of the classroom bringing the cultures and languages of the world to our students in powerful ways. How

can we incorporate images in ways that allow learners to interpret, negotiate and make meaning from the

image? Participants will engage in easy to implement strategies for working with visual texts in the target

language.


SESSION 5:

BREAKOUT SESSIONS

SATURDAY, OCT. 15

9:30 AM – 10:30 AM

Excite Elementary STARTALKers with Technology

Jacqueline Rodriguez, Blue Valley Schools

Diane DeNoon, Blue Valley Schools



In this session, participants will learn how to effectively use technology to enhance and individualize student

learning and for daily Can-Do assessment at the elementary school level. Three user-friendly technology

apps—Book Creator, Nearpod, and Green Screen—will be introduced. Presenters will share the benefits that

resulted from students' ongoing use of technology with samples of student work in the four-week Chinese

STARTALK Academy. Participants will gather specific ideas and practical suggestions for and guidance

integrating technology into a STARTALK experience with younger learners.

Using the K–5 Word Frequency Dictionary to Build Assessments

Yalan King, Mandarin Institute

Magaly Lavadenz, Loyola Marymount University

Qian Helen Zhou, Mandarin Institute



In this session, you will learn about using the K–5 Chinese Word Frequency Dictionary for L2 Learners to

develop character, vocabulary, and comprehension assessments. Elementary-level Chinese language

programs have no defined and widely adopted reading levels for texts and reading materials or tools,

measures, or scales that can assist Chinese language teachers in selecting books that are appropriate for

their students’ reading levels. Our Mandarin Institute-LMU STARTALK Infrastructure team will share the

processes within the multiphased approach to building the dictionary, developing the assessments,

describing field-testing, application, and reliability testing and how this will benefit the field.

The NFLC e-Learning Portal

Bryan Anderson, National Foreign Language Center

Taimur Khan, National Foreign Language Center



Over the past decade, the National Foreign Language Center has produced over 13,700 learning objects,

video learning objects, and assessment objects in over ninety languages and dialects. It has also produced

over a dozen full-length courses and job aids on topics as varied as translation, ILR-level passage rating, and

Arabic variants identification. Because of this rich and varied content, the NFLC decided to create a web-

based portal that houses the majority of this material. The purpose of this presentation is to illustrate the

nature and variety of these materials that are now available to the public via NFLC’s web-based portal.


SESSION 5:

BREAKOUT SESSIONS

SATURDAY, OCT. 15

9:30 AM – 10:30 AM

A Trip to China through NOVA STARTALK eTower: A Research-Based and Literacies-

Focused OER

Dali Tan, Northern Virginia Community College

Shaoyu Chi, Northern Virginia Community College

Angela Gunder, University of Arizona and Northern Virginia Community College

Susan Picard, Northern Virginia Community College



Even though many gains have been achieved in promoting speaking and listening proficiency, literacies

(reading and writing proficiency) still remain to be a formidable “road-blocking tiger” in preventing our

learners in reaching higher proficiency both in CFL (Chinese as a foreign language) and immersion programs

in the Chinese field. Therefore, development of high-quality literacies-focused instructional materials should

be the priority in our field. “A Trip to China through NOVA STARTALK eTower: A Research-Based and Literacies-

Focused OER” is created by using brain-based effective and efficient strategies to promote literacies in

addition to speaking and listening proficiency.

Dari and Persian Infrastructure Building Project

Farid Saydee, San Diego State University

Shahnaz Ahmadeian Fard, San Diego State University

Breshna Aziz, San Diego State University

Hajar Hassanzadeh Shakhali, San Diego State University



The presenters will describe partial products of an infrastructure building project being undertaken by the

Language Acquisition Resource Center (LARC) at San Diego State University (SDSU). This project will include

curricula and learning plans for Dari and Persian languages at five proficiency levels (Novice Mid –

Intermediate High) for students grades K–8. ACTFL proficiency guidelines directly inform all product

development, and every aspect of the program clearly reflects STARTALK-endorsed principles and World-

Readiness Standards for Learning Languages. These resources and products are national in scope and

accessible for all language teachers, in general, and to teachers of Dari and Persian, in particular. The

project will also integrate instructional videos, with narration and explanation in English, Dari, and Persian,

which will support best teaching and learning practices at the novice and intermediate levels and will serve

as a means of professional development for aspiring and practicing language teachers alike.

Government Office Hours




Meet with government representatives to answer your questions about administering a federal STARTALK

grant.


SESSION 5:

BREAKOUT SESSIONS

SATURDAY, OCT. 15

9:30 AM – 10:30 AM

STARTALK Model Curricula for Arabic Language Camps and Best Practices

Handbook

Jennifer Tanaka, OneWorldNow!

Sarah Standish, OneWorldNow!

Kathryn Ong, OneWorldNow!



In this session, OneWorld Now! will present progress on its infrastructure building project to produce nine

STARTALK model curricula for Arabic language summer camps and a best practices handbook on the

noncurriculum side of STARTALK summer camp programs. Participants will be encouraged to share their own

experiences and best practices, thus contributing to the final product.

Ten Years of STARTALK Teacher Certification

Betty Lau, Seattle Public Schools

Marge Chow, Seattle Public Schools

Kathlyn Mickel, Pacific Lutheran University



Want to turn more critical-language speakers into teacher candidates and then certificated teachers? This is

the workshop for you! Ten-year review of Seattle Public Schools STARTALK Teacher Certification Program, with

results, recommendations, and the role of creative thinking. Audience Q & A with discussion about starting

STARTALK teacher certification programs in other states.

Updates on LangCred.org!

Mayeen Farooqui, HADI-CLASSRoad

Munir Shaikh, HADI-CLASSRoad

Letha Groger, HADI-CLASSRoad

Mohammad Aleem, HADI-CLASSRoad



LangCred.org is a website displaying all routes to language teacher licensure and teacher programs from

the 50 US states, Puerto Rico, Guam, and the US Virgin Islands. In Phase 3, the CLASSRoad team is focused on

improving user experience by integrating teacher programs with state credential routes, deepening the base

of useful resources for world language teachers and program administrators, and enhancing credential

training and support components. In this one-hour presentation, the CLASSRoad team will provide more in-

depth information about LangCred.org and discuss new features for 2017.


SESSION 5:

BREAKOUT SESSIONS

SATURDAY, OCT. 15

9:30 AM – 10:30 AM

MA in Hindi and Urdu Language Pedagogy

Janis Jensen, Kean University

Rashmi Gupta, Kean University

Asma Dorria, Kean University, STARTALK MA Program



This session provides information on the new MA degree program in Hindi and Urdu Language Pedagogy at

Kean University and also addresses the potential for replication of the program model in other critical need

languages targeted by STARTALK. Presenters include matriculating degree candidates in the current cohort

who will discuss special features of the program and provide feedback about program learning experiences.


SESSION 6:

BREAKOUT SESSIONS

SATURDAY, OCT. 15

10:45 AM – 11:45 AM

Reaching Parents and the Community through Blogging

Mei-Ju Hwang, Springfield Public Schools

Ann Ferriter, Springfield Public Schools



In the session, presenters will share the blog they created to communicate more effectively programmatic

elements and successes with parents and community on a daily basis. Sample video will include clips of

classroom activities and special projects. This outreach enables parents to see their children’s daily camp

activities and to enjoy viewing and special events they are unable to attend.

Aligning the Objectives of Student and Teacher Programs in STARTALK Combination

Programs

Reham Aly, Pennsylvania State University

Caroline D. Eckhardt, Pennsylvania State University



Combination programs offer special challenges and opportunities. The learning objectives are different for

the student and the teacher program components, yet they must be complementary and integrated to

benefit both programs. This presentation examines several models for such combinations, inviting

participants’ analysis and input. The session then focuses on Penn State's STARTALK combination program

(Arabic) offered since 2011 and concludes with suggested good practices. Success in combining

professional growth and development for teachers with courses that promote language learning for students

is also important for year-round continuity and impact, as well as for summer STARTALK program design.

Transitioning to Teaching Language Online: Strategies and Tools

Marlene Johnshoy, University of Minnesota

Frances Matos-Schultz, University of Minnesota

Xiaowei Hunt, Ed. W. Clark High School

Ritu Jayakar, Pennsylvania State University

Shannon Spasova, Michigan State University

Room: Georgia 13, Level 1 TELL Domain: Environment


Teaching online requires different tools and strategies to help our language students learn in the best ways

possible! We will give you examples of three face-to-face lesson plans targeting the three modes of

communication. You will discuss how it might be possible to teach these lessons online and what technology

tools would be helpful to do this. We will also consider the STARTALK principles and how they can be applied

to teaching online in the context of these lessons. You will leave with “transitioned” lesson plan ideas and

suggestions of online tools for each of the three modes.


SESSION 6:

BREAKOUT SESSIONS

SATURDAY, OCT. 15

10:45 AM – 11:45 AM

The Learning Episode: Teaching for Transfer and Independence


Greta Lundgaard, Independent Consultant

Room: Capitol North/Center, Level 1 TELL Domain: The Learning Experience


Each learning episode is an opportunity for learners to build an independence that will eventually lead to the

transfer of new knowledge and skills into real-life or real-life-like performance assessments. This session will

outline key considerations that any teacher should make to ensure that learners build ownership in their new

language skills: 1) creating a learning target that is connected to the curriculum, 2) developing a sequence

of activities that moves students from input to output, and 3) providing multiple opportunities to check for

learning and provide feedback to both the learner and the instructor.

Integrating Science and Technology through Simple Lab Experiments and Project

Work Related to Theme

Bishan Agrawal, High Tech High School, Lincroft, NJ

Alok Kumar State University of New York, Oswego

Ved Chaudhary, Education Society for Heritage of India

Renu Mendiratta, Edison Township Public Schools, NJ



This session will demonstrate how ESHA STARTALK summer school integrated simple, inexpensive science

experiments related to the theme of environment, such as experiments with water, air, electricity, and solar

power, which helped students understand and develop greater interest in environmental issues that were

part of the curriculum. The science and technology ideas were further integrated in the students’ daily

learning experiences by project work where groups of students built model villages with cardboard houses

depicting things like rainwater harvesting, windmills, solar panels, and afforestation. Video clips of science

experiments and projects will be shown to demonstrate the simple STEM ideas to develop a deep level of

interest in L2 learners.


SESSION 6:

BREAKOUT SESSIONS

SATURDAY, OCT. 15

10:45 AM – 11:45 AM

Online Learning Module for Precollege Students at the Intermediate Level: Discover

Russia!

Elizabeth Sandstrom, American Councils for International Education ACTR/ACCELS

Nataliya Ushakova, American Councils for International Education ACTR/ACCELS

Kateryna Ratushnyuk, American Councils for International Education ACTR/ACCELS

Jane Shuffelton, American Councils for International Education ACTR/ACCELS



In this interactive session, step into our classroom to explore a new online learning module for Russian, aligned

with the World-Readiness Standards for language learning and based on the STARTALK model curricula. Our

module targets the intermediate proficiency level and fills the gap as an age-appropriate resource that is

seriously lacking for precollege students who study Russian beyond the novice level. This module serves as a

template for future module development. The modules will be made available, free of charge, to learners

and instructors of Russian. The module design can be adapted to use with other languages.

Evidence of Engagement and the Summer iPad Craze

Elaine Liu, University of Massachusetts, Boston



This presentation will share the ease in which students make projects and immediacy of evidence captured

by teachers, while following the 2016 UMASS STARTALK Mandarin Summer Camp curriculum. We will illustrate

one of the values that technology adds to student learning: engagement. What better way to get the

attention of students than by giving them iPads! This format provides many ways to assess and capture

student progress. Apps for the iPad, such as Sockpuppet and Explain Everything, Kahoot, iMovie, along with

Quizlet Live, and the excellent camera and voice recorder on the devices assist in numerous ways to capture

student learning. This summer, iPads produced immediate access to the class website, games, and individual

and group projects—assisting instructors in lesson transitions and keeping students engaged. The presenter

will talk about the training conducted with summer instructors and the evidence of results made by students.

LinguaFolio Online 2016 Outcomes

Julie Sykes, University of Oregon

Stephanie Knight, University of Oregon



This session will highlight outcomes from the use of LinguaFolio Online 2016. The outcomes will be used to

frame examples of best practices and highlight work being done in current STARTALK student programs.

Participants will walk away from the session with data-driven exemplar activities focused on self-reflection,

learning outcomes design, and formative assessment. Specific emphasis will be placed on ways to include

real-time evidence collection without disrupting regular class sessions. The exemplar activities can be applied

to STARTALK programs as well as language classrooms in other instructional contexts.


SESSION 6:

BREAKOUT SESSIONS

SATURDAY, OCT. 15

10:45 AM – 11:45 AM

AAPPL, Conversation Builder, and Your STARTALK Program

Daniel Conrad, ACTFL



This session will provide a brief introduction to AAPPL and Conversation Builder and will address the following

topics:

1. Why use AAPPL with your STARTALK program

2. How AAPPL provides data related to your program goals

3. How the information can inform future planning

4. Using Conversation Builder to practice interpersonal communication

5. Using Conversation Builder as a gap measure

Building the Infrastructure: An Online Certificate for Heritage Language Educators

Olga Kagan, UCLA Center for World Languages

Maria Carreira, UCLA Center for World Languages

Claire Hitchins Chik, UCLA Center for World Languages

Kathryn Paul, UCLA Center for World Languages



Heritage language learners (HLLs) typically have developed functional proficiencies in their home language.

As such, they can progress in the language much faster than foreign language learners, if they are taught

with a pedagogy that builds on their existing proficiencies. However, language teachers in the U.S. have

limited access to training in the HLL pedagogy, in spite of the large number of such learners in K–16

classrooms. The STARTALK languages face particular challenges in this regard because of the scarcity of

pedagogical materials and curricula for teaching HLLs. To address this area of need, the National Heritage

Language Resource Center at UCLA, in collaboration with STARTALK, is creating an online certificate

program for teachers of heritage languages at all levels of instruction. This presentation will discuss the

certificate itself as well as the process behind its creation, to address the needs of two different audiences.

For practitioners and language-teacher trainers, it will offer an overview of the contents of the Certificate. For

institutions seeking to create an online certificate such as this, it will discuss the challenges encountered and

lessons learned in the process of working on this project.


SESSION 6:

BREAKOUT SESSIONS

SATURDAY, OCT. 15

10:45 AM – 11:45 AM

The Berkeley-STARTALK Teacher Certification Enrichment Program for Chinese

Language Teachers: 2016 Infrastructure Building Project

Stella, Kwoh, University of California, Berkeley

Henny Chen, University of California, Berkeley

Hsin-Yun Liu, University of California, Berkeley

Liyun Lu, University of California, Berkeley

Minghui Anderson, University of California, Berkeley

Sophie Chuang, University of California, Berkeley

Yaru Chen, University of California, Berkeley

Faye-Lynn Wu, University of California, Berkeley



This presentation will provide an overview of the Berkeley-STARTALK Online Teacher Certification Enrichment

Program for Chinese Language Teachers. It will focus on the following four areas:

1. Designing and offering a series of language-specific professional development courses

2. Designing a technology course to help the Chinese teacher candidates to become familiar with various

technologies available for language teaching

3. Field placement for observation and microteaching

4. Credit transfer and collaboration with teacher certification program

Microteaching Chinese Literacy Skills: Tuning Up Teachers and Lessons

Claudia Ross, College of the Holy Cross

Peng Ke, Western Kentucky University

Sara Chao, New Trier Township High School

Brooke Cheng, Barrington Middle School



Our ten-day residential teacher-training program included teachers of CFL from third grade through college

with one to three years of full-time CFL experience in a US classroom. Teachers worked in grade-level teams

to develop standards-based, student-centered, activity-focused lessons in a target-language environment

informed by research on Chinese literacy development and directed toward character acquisition and

reading-for-content using authentic and modified materials. This session will demonstrate the use of

microteaching to model the implementation of the lessons developed by each team and its use as a vehicle

for reflection and assessment of the lessons themselves. Demonstrations consist of real-time and videotaped

lessons.

CONFERENCE SESSIONS AT-A-GLANCE FRIDAY, OCT. 14, 2016 REGISTRATION AND CONTINENTAL BREAKFAST WILL BEGIN AT 7:30 AM IN THE CAPITOL BALLROOM FOYER (LEVEL ONE).

ROOM

KEYNOTE

8:30 AM –

9:30 AM

SESSION 1

PROGRAM IMPLEMENTATION STRATEGIES

101, BREAKOUT SESSIONS

9:45 AM – 11:00 AM

SESSION 2

BREAKOUT SESSIONS

11:15 AM – 12:15 PM

LUNCH

12:30 PM –

1:45 PM

SESSION 3

WORKSHOPS

2:00 PM – 3:30 PM

PLENARY

3:45 PM –

5:00 PM

RECEPTION

5:15 PM –

7:00 PM

Garden

Courtyard

Lobby level

STARTALK &

NFLC Product

Showcase

Program Expo

Capitol

North/

Center

Level 1

International

Education

and the 21st

Century

Motivate, Engage, and Empower Participants

to Take Ownership of Learning, Schleicher,

Zhang, McAloon, Li, Yu

Teacher as a Reflective Practitioner,

Shovers, Zeppieri STARTALK

Infrastructure

Meeting

From Practice to

Performance: Bringing the

Assessment Lens to a

STARTALK Program, Sauer

Celebrating

STARTALK

at 10

Georgia 2

Level 1

How to Successfully Engage and Motivate

Teachers to Take Ownership of Their Learning,

Haley

Modeling Two STARTALK Principles through a

Teacher Training Program,Thompson, Chi

STARTALK

Focus Group

Georgia 3

Level 1

Program Design Institute: Sustaining Learning

beyond the Summer, Sandrock, Lundgaard

Integrating STEM with World Language

instruction through Student-Centered and

Project-Based Activities, Kuo, Lee, Xie, Fang

Hindi, Urdu

Language

Corner

Building a Pathway to

Proficiency through

Performance, Sandrock

Georgia 4

Level 1

Preparing Chinese Teachers to Teach Culture

through Reflective Pedagogy, Zhang-Gorke,

Wang, Kong

Transforming Heritage Language Teachers in

a Learning Community, Cheng, Chiu,

Gauler, Gu

Arabic

Language

Corner

Assessing Performance for

Transfer with the Three Modes

of Communication, Eddy,

Ilieva

Georgia 5

Level 1

Walking the Talk: How to Connect Theory and

Practice in Teacher Training Programs, Minick,

Baer, Tan

Teaching STARTALK Languages for Global

Competence, Curran, Lee, Rubino, Young

Russian

Language

Corner

Planning through Guiding

Principles for Early Literacy

Experiences for Beginning

Learners of Chinese, Curtain,

Everson, Ross

Georgia 6

Level 1

One Size Does Not Fill All: Designing and

Differentiating Instruction for Developmental

Age, Boyles

Using the Local Community and Volunteers

for Staffing, Nicholson, DeVault, Zimarowski,

Ellis

Swahili

Language

Corner

Understanding and Planning

for Heritage students in

STARTALK, Qureshi

Georgia 7

Level 1

How to Design a Fully Integrated Student-

Teacher Combination Program, Chao,

Chang, Hao

Developing a Fully Online STARTALK Student

Program, Mana, Kholaki, Shaikh

Introducing New Language to

Novice Learners, Met

Georgia 8

Level 1

Transcending the Language Classroom:

Planning a Comprehensive STARTALK

Program, Doueiri, Semaan

Designing and Differentiating a Thematic

Curriculum, Song

Georgia 9

Level 1

Sustainable Teacher Recruitment,

Preparation, and Support for Continuous

Professional Growth and Success¸Kwoh, Silva

Making a Miracle Happen Online: Why,

How, What, Tseng, Chen

Korean

Language

Corner

Georgia 10

Level 1

Providing a Pathway to Immersion, Schmitz,

Locke, Wang

Bringing It All Together through Reading and

Technology: STARTALK Hawaii's Reading

Room and Missions Lab, Ning, Shang

Portuguese

Language

Corner

Georgia 11

Level 1

High-Impact Administrative Practices

Learned by a Veteran Program, DeBell,

Rhodes, Loyd

Robotics and Virtual Technologies to

Facilitate STARTALK Programs, Rawson,

Thrond

Dari, Persian

Language

Corner

Georgia 12

Level 1 Government Office Hours

Chinese

Language

Corner

Georgia 13

Level 1

Integrating Local and International

Community Resources for Learning, King,

Huang, Chen, Sui

Leveraging STARTALK Resources to

Maximize Impact for Teacher Development,

Sauer, Brandt, Terrill

Effective Lesson Design:

Planning for Learning with the

STARTALK Learning Plan, Terrill

Georgia 1

Level 1 Prayer Room Prayer Room Prayer Room Prayer Room

Prayer

Room Prayer Room

.

34

STA

RTA

LK F

ALL C

ON

FER

EN

CE 2

016

CONFERENCE SESSIONS AT-A-GLANCE SATURDAY, OCT. 15, 2016

CONTINENTAL BREAKFAST WILL BE SERVED AT 7:30 AM IN THE CAPITOL BALLROOM FOYER (LEVEL ONE).

SEE HOTEL BELL STAFF AT THE ATLANTA ROOM ON THE LOBBY LEVEL TO TICKET AND STORE YOUR LUGGAGE DURING SATURDAY SESSIONS.

ROOM

SESSION 4

MEET WITH YOUR

TEAM LEADER

8:15 AM – 9:15 AM

SESSION 5

BREAKOUT SESSIONS

9:30 AM – 10:30 AM

SESSION 6

BREAKOUT SESSIONS

10:45 AM – 11:45 AM

PLENARY

12:00 NOON –

1:00 PM

Capitol

North/Center

Level 1

Kotenbeutel, Schleicher,

Terrill, Zeppieri The Power of the Image, Terrill

The Learning Episode: Teaching for Transfer and Independence,

Sauer, Lundgaard STARTALK Voices

Georgia 2

Level 1 Balasubramanian, Qureshi The NFLC e-learning Portal, Anderson, Khan LinguaFolio Online 2016 Outcomes, Sykes, Knight

Georgia 3

Level 1 Lundgaard, Tan

A Trip to China through NOVA STARTALK eTower: A Research-

Based and Literacies-Focused OER, Tan, Chi, Gunder, Picard AAPPL, Conversation Builder, and Your STARTALK Program, Conrad

Georgia 4

Level 1 Eddy, Miller

STARTALK Model Curricula for Arabic Language Camps and Best

Practices Handbook, Tanaka, Standish, Ong

Building the Infrastructure: An Online Certificate for Heritage

Language Educators, Kagan, Carreira, Chik, Paul

Georgia 5

Level 1 Curtain, Everson Ten Years of STARTALK Teacher Certification, Lau, Chow, Mickel

Online Learning Module for Precollege Students at the

Intermediate Level: Discover Russia!, Sandstrom, Ushakova,

Ratushnyuk, Shuffelton

Georgia 6

Level 1 Boyles, Met

Fostering a Mind-set of Continuous Growth: Recruitment,

Motivation, Lifelong Learning, Baer, Minick

Microteaching Chinese Literacy Skills: Tuning Up Teachers and

Lessons, Ross, Ke, Chao, Cheng

Georgia 7

Level 1 Lo, Silva Updates on LangCred.org!, Farooqui, Shaikh, Groger, Aleem

Aligning the Objectives of Student and Teacher Programs in

STARTALK Combination Programs, Aly, Eckhardt

Georgia 8

Level 1 Arbabi, Amin, Tollefson MA in Hindi and Urdu Language Pedagogy, Jensen, Gupta, Dorria Evidence of Engagement and the Summer iPad Craze, Liu

Georgia 9

Level 1 Ilieva, Kwoh

Bringing Language to Life through STEM and Community

Engagement, Abramova, Klots

The Berkeley-STARTALK Teacher Certification Enrichment Program

for Chinese Language Teachers: 2016 Infrastructure Building

Project, Kwoh, Chen, Liu, Lu, Anderson, Chuang, Chen, Wu

Georgia 10

Level 1 Omar, Russel

Dari and Persian Infrastructure Building Project, Saydee, Fard, Aziz,

Shakhali

Integrating Science and Technology through Simple Lab

Experiments and Project Work Related to Theme, Agrawal, Kumar,

Chaudhary, Mendiratta

Georgia 11

Level 1 Ross, Taha

Excite Elementary STARTALKers with Technology, Rodriguez,

DeNoon

Reaching Parents and the Community through Blogging, Hwang,

Ferriter

Georgia 12

Level 1 Eissa, Hassan Government Office Hours

Georgia 13

Level 1 Brandt, McGinnis, Sauer

Using the K–5 Word Frequency Dictionary to Build Assessments,

King, Lavadenz, Zhou

Transitioning to Teaching Language Online: Strategies and Tools,

Johnshoy, Matos-Shultz, Hunt, Jayakar, Spasova

STA

RTA

LK F

ALL C

ON

FER

EN

CE 2

016

35


WHO IS MY TEAM LEADER?

SERIAL

NUMBER PROGRAM NAME

PARTICIPANT

TYPE LANGUAGE(S) TEAM LEADER

M-2016.860.1 Allama Iqbal Community Center student Urdu Curtain, Helena

M-2016.448.1 American Bodhi Center student Chinese Everson, Michael

M-2016.510.1 American Chinese Academy Inc. student Chinese Eddy, Jennifer

M-2016.558.1 American Councils for International

Education Actr/Accels, Inc.

student Russian Ilieva, Gabriela Nik.

M-2016.558.2 American Councils for International

Education Actr/Accels, Inc.

teacher Russian Ilieva, Gabriela Nik.

M-2016.419.1 Anchorage School District– Scenic

Park Elementary

student Chinese Everson, Michael

M-2016.617.1 Arlington Virginia Public Schools student Arabic;

Chinese

Taha, Mohammad

M-2016.717.1 Balvihar Hindi School of Atlanta

(VHPA)

student Hindi Ilieva, Gabriela Nik.

M-2016.489.1 Bangor Chinese School student Chinese Kotenbeutel, Claire

M-2016.489.2 Bangor Chinese School teacher Chinese Kotenbeutel, Claire

M-2016.790.1 Berks County Intermediate Unit student Chinese McGinnis, Scott

M-2016.796.1 State University of New York,

Binghamton

student Chinese Kotenbeutel, Claire

M-2016.756.1 Blue Valley School District student Chinese Lo, Pat

M-2016.733.1 Board of Regents, University of

Nebraska, University of Nebraska,

Lincoln

student Chinese McGinnis, Scott

M-2016.733.2 Board of Regents, University of

Nebraska, University of Nebraska,

Lincoln

teacher Chinese McGinnis, Scott

M-2016.694.1 Boston Public Schools student Arabic Eissa, Muhammad

M-2016.778.1 Brigham Young University student Chinese Silva, Duarte

M-2016.699.1 Bryant University student Chinese;

Persian

Omar, Alwiya

M-2016.699.2 Bryant University teacher Chinese Omar, Alwiya

M-2016.793.1 CAIS student Chinese McGinnis, Scott

M-2016.793.2 CAIS teacher Chinese McGinnis, Scott

M-2016.599.1 California State University, Northridge student Russian Ilieva, Gabriela Nik.


SERIAL

NUMBER PROGRAM NAME

PARTICIPANT


M-2016.603.1 California State University, San

Bernardino

student Arabic Silva, Duarte

M-2016.466.1 Center for Applied Linguistics teacher Arabic;

Chinese; Dari;

Hindi; Korean;

Persian;

Portuguese;

Russian;

Swahili; Turkish;

Urdu

Terrill, Laura

M-2016.512.1 Center for Human Services teacher Chinese Taha, Mohammad

M-2016.431.1 Chicago Public Schools student Arabic;

Chinese

Everson, Michael

M-2016.787.1 Chinmaya Mission Chicago student Hindi Ilieva, Gabriela Nik.

M-2016.457.1 College Board teacher Chinese Kwoh, Stella

M-2016.764.1 College of the Holy Cross teacher Chinese Amin, Iran

M-2016.678.1 Concordia Language Villages teacher Arabic;

Chinese; Dari;

Hindi; Korean;

Persian;

Portuguese;

Russian;

Swahili; Turkish;

Urdu

Everson, Michael

M-2016.490.1 Consortium of Illinois Language

Schools

student Chinese McGinnis, Scott

M-2016.840.1 Crane House, the Asia Institute, Inc. student Chinese Lo, Pat

M-2016.858.1 D.C. 9 Metropolitan Urdu Center student Urdu Curtain, Helena

M-2016.729.1 ESHA student Hindi Qureshi, Rubab

M-2016.839.1 Fargo Public Schools student Chinese Eddy, Jennifer

M-2016.839.2 Fargo Public Schools teacher Chinese Eddy, Jennifer

M-2016.630.1 Fauquier County Public Schools student Arabic; Turkish Schleicher, Antonia

M-2016.751.1 Fayette County Public Schools student Chinese Lo, Pat

M-2016.781.1 Florida State University student Chinese;

Persian;

Portuguese

Amin, Iran

M-2016.781.2 Florida State University teacher Chinese;

Persian

Portuguese

Amin, Iran

M-2016.861.1 Franklin and Marshall College student Arabic Taha, Mohammad


SERIAL

NUMBER PROGRAM NAME

PARTICIPANT


M-2016.447.1 Fresno Unified School District, Central

California

student Chinese Russel, Priscilla

M-2016.766.1 Furman University student Chinese Amin, Iran

M-2016.688.1 George Mason University teacher Korean Sauer, Thomas

M-2016.421.1 Glastonbury Public Schools student Chinese Miller, Prudence

M-2016.421.2 Glastonbury Public Schools teacher Chinese Miller, Prudence

M-2016.422.1 Glastonbury Public Schools student Russian Miller, Prudence

M-2016.422.2 Glastonbury Public Schools teacher Russian Miller, Prudence

M-2016.867.1 Global Language Project teacher Arabic;

Chinese; Hindi;

Korean;

Russian; Urdu

Lo, Pat

M-2016.619.1 Gonzaga University student Chinese Brandt, Adriana

M-2016.830.1 Harvard University student Russian Schleicher, Antonia

M-2016.791.1 Hilmar Unified School District student Portuguese Boyles, Peggy

M-2016.791.2 Hilmar Unified School District teacher Portuguese Boyles, Peggy

M-2016.797.1 Hindi Sangam Foundation student Hindi Lundgaard, Greta

M-2016.878.1 Hope Chinese Charter School student Chinese Kotenbeutel, Claire

M-2016.789.1 Howard Community College student Arabic;

Chinese

Zeppieri, Rosanne

M-2016.493.1 Huayuan Chinese Academy student Chinese Amin, Iran

M-2016.774.1 Human Assistance & Development

International, CLASSRoad

student Arabic Eissa, Muhammad

M-2016.868.1 Human Assistance & Development

International, CLASSRoad

teacher Arabic;

Chinese;

Persian

Eddy, Jennifer

M-2016.779.1 Hunter College student Chinese Terrill, Laura

M-2016.779.2 Hunter College teacher Chinese Terrill, Laura

M-2016.762.1 Hurst-Euless-Bedford Independent

School District

student Arabic;

Chinese; Hindi;

Urdu

Brandt, Adriana

M-2016.594.1 Indiana University student Swahili Sauer, Thomas

M-2016.645.1 Indus Arts Council student Urdu Qureshi, Rubab

M-2016.801.1 International Hindi Association student Hindi Qureshi, Rubab

M-2016.803.1 Kanti Hindi Kendra, LLC student Hindi Qureshi, Rubab

M-2016.428.1 Kean University student Hindi; Urdu Russel, Priscilla


SERIAL

NUMBER PROGRAM NAME

PARTICIPANT


M-2016.595.1 Kent State University student Chinese Tan, Dali

M-2016.595.2 Kent State University teacher Chinese Tan, Dali

M-2016.596.1 Kent State University student Russian Tan, Dali

M-2016.596.2 Kent State University teacher Russian Tan, Dali

M-2016.455.1 Los Angeles Unified School District student Arabic Curtain, Helena

M-2016.759.1 Loyola Marymount University student Chinese Boyles, Peggy

M-2016.759.2 Loyola Marymount University teacher Chinese Boyles, Peggy

M-2016.602.1 Mandarin Institute student Chinese Silva, Duarte

M-2016.623.1 Middlebury College Language

Schools

teacher Russian Ilieva, Gabriela Nik.

M-2016.669.1 New York City Department of

Education

student Korean Zeppieri, Rosanne

M-2016.782.1 New York City Department of

Education

student Korean Zeppieri, Rosanne

M-2016.637.1 New York University teacher Hindi; Urdu Balasubramanian,

Radha

M-2016.853.1 Northern Virginia Community College teacher Arabic;

Chinese; Dari;

Hindi; Korean;

Portuguese;

Russian

Schleicher, Antonia

M-2016.501.1 Occidental College teacher Arabic Zeppieri, Rosanne

M-2016.832.1 Ohio University student Swahili Omar, Alwiya

M-2016.820.1 OneWorld Now! student Arabic;

Chinese

Curtain, Helena

M-2016.746.1 Pak American Community Center student Urdu Curtain, Helena

M-2016.479.1 Pennsylvania State University student Arabic Taha, Mohammad

M-2016.479.2 Pennsylvania State University teacher Arabic Taha, Mohammad

M-2016.647.1 Prince George's Arts and Humanities

Council (PGAHC)

student Chinese Everson, Michael

M-2016.822.1 Queens University of Charlotte student Arabic;

Chinese

Eissa, Muhammad

M-2016.740.1 Rutgers, the State University of New

Jersey

student Chinese Lo, Pat

M-2016.741.1 Rutgers, the State University of New

Jersey

teacher Chinese Lo, Pat


SERIAL

NUMBER PROGRAM NAME

PARTICIPANT


M-2016.763.1 San Diego State University Research

Foundation

student Arabic;

Chinese; Dari;

Persian

Taha, Mohammad

M-2016.763.2 San Diego State University Research

Foundation

teacher Arabic;

Chinese; Dari;

Persian

Taha, Mohammad

M-2016.634.1 School of International Letters and

Cultures, Arizona State University

student Chinese Curtain, Helena

M-2016.754.1 School of International Letters and

Cultures, Arizona State University

student Russian Tollefson, Ann

M-2016.445.1 Seattle Public Schools teacher Chinese;

Korean

Lundgaard, Greta

M-2016.752.1 Springfield Public Schools student Chinese Tan, Dali

M-2016.641.1 Stanford University/California World

Language Project (CWLP)

teacher Arabic;

Chinese; Dari;

Hindi; Korean;

Persian;

Portuguese;

Russian;

Swahili; Turkish;

Urdu

Kotenbeutel, Claire

M-2016.659.1 Stanford University/CWLP Student

Mandarin Program

student Chinese Kotenbeutel, Claire

M-2016.875.1 Stony Brook University student Arabic;

Korean;

Persian; Turkish

Eissa, Muhammad

M-2016.723.1 Texas A&M University at College

Station

student Chinese;

Korean

Tan, Dali

M-2016.794.1 Troy University student Chinese Boyles, Peggy

M-2016.794.2 Troy University teacher Chinese Boyles, Peggy

M-2016.499.1 UCLA Center for World Languages teacher Arabic;

Chinese; Hindi;

Korean;

Persian;

Portuguese;

Russian;

Turkish; Urdu

Ilieva, Gabriela Nik.

M-2016.775.1 UCLA Center for World Languages student Korean;

Persian;

Russian

Ross, Adam

M-2016.471.1 University of California, Berkeley teacher Chinese Curtain, Helena

M-2016.553.1 University of Central Florida student Russian Kotenbeutel, Claire


SERIAL

NUMBER PROGRAM NAME

PARTICIPANT


M-2016.542.1 University of Cincinnati student Arabic Hassan, Wafa

M-2016.426.1 University of Colorado, Boulder teacher Chinese Brandt, Adriana

M-2016.783.1 University of Hawaii student Chinese Lundgaard, Greta

M-2016.783.2 University of Hawaii teacher Chinese Lundgaard, Greta

M-2016.507.1 University of Iowa student Chinese Qureshi, Rubab

M-2016.658.1 University of Iowa teacher Russian Lundgaard, Greta

M-2016.515.1 University of Massachusetts, Boston teacher Chinese McGinnis, Scott

M-2016.765.1 University of Massachusetts, Boston student Chinese McGinnis, Scott

M-2016.497.1 University of Minnesota teacher Chinese Everson, Michael

M-2016.744.1 University of Minnesota, Center for

Advanced Research on Language

Acquisition (CARLA)

teacher Arabic;

Chinese; Dari;

Hindi; Korean;

Persian;

Portuguese;

Russian;

Swahili; Turkish;

Urdu

Schleicher, Antonia

M-2016.415.1 University of Mississippi student Chinese Ross, Adam

M-2016.670.1 University of Montana student Arabic Russel, Priscilla

M-2016.769.1 University of New Hampshire student Chinese Eissa, Muhammad

M-2016.809.1 University of New Mexico student Arabic Hassan, Wafa

M-2016.649.1 University of Oklahoma student Chinese Boyles, Peggy

M-2016.684.1 University of Pennsylvania student Hindi; Urdu Zeppieri, Rosanne

M-2016.672.1 University of Pittsburgh student Russian Ilieva, Gabriela Nik.

M-2016.864.1 University of Southern California student Korean Terrill, Laura

M-2016.846.1 University of Texas at El Paso student Arabic;

Portuguese

Met, Myriam

M-2016.556.1 University of Toledo teacher Chinese Ross, Adam

M-2016.532.1 University of Virginia student Chinese Terrill, Laura

M-2016.532.2 University of Virginia teacher Chinese Terrill, Laura

M-2016.511.1 University of Washington student Russian Ross, Adam

M-2016.511.2 University of Washington teacher Arabic;

Chinese;

Korean;

Persian;

Portuguese;

Russian

Ross, Adam


SERIAL

NUMBER PROGRAM NAME

PARTICIPANT


M-2016.844.1 The Board of Regents of the University

of Wisconsin

student Russian Hassan, Wafa

M-2016.806.1 University of Wyoming student Arabic Russel, Priscilla

M-2016.750.1 Utah State Office of Education student Portuguese Russel, Priscilla

M-2016.750.2 Utah State Office of Education teacher Portuguese Russel, Priscilla

M-2016.785.1 Utah State Office of Education student Russian Eddy, Jennifer

M-2016.785.2 Utah State Office of Education teacher Russian Eddy, Jennifer

M-2016.538.1 Virginia Beach City Public Schools student Chinese;

Russian

Miller, Prudence

M-2016.518.1 West Virginia Department of

Education

student Chinese Lundgaard, Greta

M-2016.675.1 West Windsor-Plainsboro Regional

School District

student Hindi; Urdu Balasubramanian,

Radha

M-2016.640.1 Western Michigan University teacher Arabic Terrill, Laura

M-2016.653.1 Wofford College student Chinese Schleicher, Antonia

M-2016.876.1 Yinghua Academy student Chinese Boyles, Peggy

M-2016.604.1 Yuva Hindi Sansthan student Hindi Amin, Iran



INDEX OF EXHIBITS

FRIDAY, OCT. 14, 5:15 PM – 7:00 PM

EXHIBIT DESCRIPTION TABLE

NUMBER

LEVERAGING STARTALK RESOURCES TO MAXIMIZE IMPACT

ADVANCELEARNING

This project draws upon the STARTALK-Endorsed Principles for Effective Teaching and

Learning and the Teacher Effectiveness for Language Learning (TELL) Framework to 1)

identify the most effective existing STARTALK tools for teacher development and 2)

reorganize these resources into comprehensive professional learning modules that can

support and guide program directors and instructional leads in developing their teachers.

1

DISCOVER RUSSIA!

AMERICAN COUNCILS FOR INTERNATIONAL EDUCATION

Discover Russia! This online STARTALK Russian Language Module is the first in a series and is

aimed at pre-college students at the Intermediate level. Whether used by a teacher in the

classroom or as a stand-alone resource for independent learners, this innovative and

interactive module provides opportunities and curricula for continued language study and

can be adapted for use with other languages. Come visit our exhibit for a new adventure

and give it a try!

2

SUSTAIN LEARNING WITH ACTFL'S CONVERSATION BUILDER

ACTFL

Keep learners practicing interpersonal communication in between summer STARTALK

programs. Use this online tool to create conversation tasks that engage learners at all

levels—you set the topics. Learners record their responses to your conversation prompts

and you provide feedback online. Link instruction, practice, and assessment with

Conversation Builder. Stop by to get your free account and add this tool to your program’s

resources. Keep the learning going before, during, and after your STARTALK program!

3

LANGCRED

HADI– CLASSROAD

Visit the LangCred booth to start your journey toward a language teaching credential

today! The CLASSRoad team will be available to answer general credential questions and

demonstrate the LangCred website. We will also introduce our latest feature: LangCred

Teacher Training. Don’t miss this exciting opportunity!

4–5



NUMBER

MASTER'S PROGRAM IN HINDI AND URDU LANGUAGE PEDAGOGY

KEAN UNIVERSITY

This exhibit provides information about the new MA degree program in Hindi and Urdu

language pedagogy at Kean University and admission requirements to the Graduate

School.

6

NFLC E-LEARNING PORTAL

NATIONAL FOREIGN LANGUAGE CENTER

Over the past decade, the National Foreign Language Center has produced more than

13,700 learning objects, video learning objects, and assessment objects in over 90

languages and dialects. It has also produced more than a dozen full-length courses and

job aids on topics as varied as translation, ILR-level passage rating, and Arabic variants

identification. Because of this rich and varied content, the NFLC decided to create a web-

based portal that houses the majority of this material. The purpose of this presentation is to

illustrate the nature and variety of these materials, which are now available to the public

via NFLC’s web-based portal.

7

STARTALK E-TOWER

NORTHERN VIRGINIA COMMUNITY COLLEGE

Literacies are formidable “road-blocking tigers” in preventing Chinese learners from

achieving higher proficiency. Increased literacies help expand written language input,

essential in improving writing proficiency. Development of high-qualify, literacies-focused

instructional materials should be the priority in our field. A trip to China through NOVA

STARTALK E-Tower—a research-based and literacies-focused OER—is created by using

brain-based effective and efficient strategies to promote literacies, in addition to speaking

and listening proficiency.

8

DARI AND PERSIAN INFRASTRUCTURE BUILDING PROJECT (MODEL CURRICULA ADAPTATION)

SAN DIEGO STATE UNIVERSITY

As part of the an infrastructure building project, the Language Acquisition Resource Center

at San Diego State University is developing instructional resources for five Dari and Persian

courses (NM-IH). Each course will contain 1) two curricula (S/L & R/W) for students in grades

K–8, 2) 20 LPs for each curriculum, and 3) 12 instructional videos to complement the

curricula and LPs and to make STARTALK-endorsed principles more comprehensible to Dari

and Persian teachers.

9



NUMBER

THE BERKELEY-STARTALK TEACHER CERTIFICATION ENRICHMENT PROGRAM FOR CHINESE

LANGUAGE TEACHERS: 2016 INFRASTRUCTURE BUILDING PROJECT

UNIVERSITY OF CALIFORNIA, BERKELEY

The Berkeley-STARTALK Teacher Certification Enrichment Program for Chinese Language

Teachers will develop a series of language-specific professional development courses with

a goal of combining theory and practice using meaningful and practical pedagogical

approaches. The first course being developed is Chinese Linguistics for Chinese Language

Teachers, followed by two methods and materials courses that introduce various

pedagogical approaches based on the rules of Chinese language. For this online

program, a course titled Technology Use in the Chinese Language Classroom will help

teacher candidates become familiar with the varying technology available for language

teaching. The four proposed courses will help instructors to teach their lessons and assess

their students’ learning using various technology tools.

Once the proposed program is fully developed, it will be possible for any program

certifying Chinese language teachers to incorporate the four Chinese courses into their

teacher certification program in order to enhance the Chinese teacher candidates’

performance in the classroom. The program focuses on fundamental knowledge of

teaching Chinese. It can also serve as a model for certifying teachers of other STARTALK

languages.

10

AN ONLINE CERTIFICATE IN HERITAGE LANGUAGE INSTRUCTION: MODULES 4–6

UNIVERSITY OF CALIFORNIA, LOS ANGELES

Heritage language learners (HLLs) have what Guadalupe Valdés describes as “developed

functional proficiencies.” As such, they can progress much faster than foreign language

learners if they are taught with a pedagogy that builds on their incoming proficiencies.

However, U.S. language teachers have limited access to training in this pedagogy, in spite

of the large number of HLLs in K–16 classrooms. The STARTALK languages face particular

challenges because of the scarcity of pedagogical materials and curricula for teaching

HLLs. To address this need, the National Heritage Language Resource Center at UCLA, in

collaboration with STARTALK, is creating an online certificate program for teachers of

heritage languages at all levels of instruction. This presentation will discuss the certificate as

well as the process behind its creation, to address the needs of two different audiences.

For practitioners and language-teacher trainers, it will offer an overview of the contents of

the certificate and discuss different uses of this material. For institutions seeking to create an

online certificate, it will discuss the challenges encountered and lessons learned in the

process of working on this project.

11


STARTALK PROGRAM EXPOSITION INDEX OF EXHIBITS

FRIDAY, OCT. 14, 5:15 PM – 7:00 PM

ORGANIZATION NAME PARTICIPANT TYPE LANGUAGE(S) TABLE NUMBER

Fauquier County Public

Schools student Arabic; Turkish 12

Bangor Chinese School student, teacher Chinese 13

Wofford College student Chinese 14

Bryant University student Chinese 15

Seattle Public Schools teacher Chinese; Korean 16

Yuva Hindi Sansthan student Hindi 17

ESHA student Hindi 18

Sangam-Franklin STARTALK

Hindi Program 2016 student Hindi 19

Kanti Hindi Kendra, LLC student Hindi 20

University of Central Florida student Russian 21

Pak American Community

Center student Urdu 22


EXHIBIT MAP


AND STARTALK PROGRAM EXPOSITION


LIST OF ATTENDEES The STARTALK 10th anniversary logo appears next to the names of attendees

who participated in the first STARTALK conference 10 years ago!

STARTALK AFFILIATION OR ROLE

LAST NAME,

FIRST NAME E-MAIL

ACTFL Conrad, Daniel [email protected]

ACTFL Sandrock, Paul [email protected]

Allama Iqbal Community Center Khan, Fouzia [email protected]

Allama Iqbal Community Center Shehzadi, Tallat [email protected]

American Bodhi Center Adams, Jade [email protected]

American Bodhi Center Shih, Francoise [email protected]

American Bodhi Center Zhao, Yan [email protected]

American Chinese Academy Inc. Chen, Jeff [email protected]

American Chinese Academy Inc. Chen, Lei [email protected]

American Chinese Academy Inc. Davis, Toi [email protected]

American Chinese Academy Inc. Feng, Amy [email protected]

American Chinese Academy Inc. Freeman, Massa [email protected]

American Chinese Academy Inc. Liu, Fang [email protected]

American Chinese Academy Inc. Shan, Feng [email protected]

American Councils for International

Education Actr/Accels, Inc. Ratushnyuk, Kateryna [email protected]


Education Actr/Accels, Inc. Sandstrom, Elizabeth [email protected]


Education Actr/Accels, Inc. Shuffelton, Jane [email protected]


Education Actr/Accels, Inc. Ushakova, Nataliya [email protected]

Anchorage School District Congdon, Darinda [email protected]

Anchorage School District Roberts, Wendy [email protected]

Anchorage School District Schmitz, Jennifer [email protected]

Anchorage School District Wang, Yan [email protected]

Arizona State University

Evans-Romaine,

Kathleen [email protected]

Arizona State University Gunn, Andrew [email protected]

Arizona State University Harrah, Mary [email protected]

Arizona State University Xue, Min [email protected]

Arizona State University Yang, Jingsheng [email protected]

Arizona State University Zhang, Xia [email protected]

Arizona State University Zhang, Xiaomeng [email protected]


Arlington Virginia Public Schools Anwar, Noura [email protected]

Arlington Virginia Public Schools Kufaishi, Zainab [email protected]

Arlington Virginia Public Schools Luu, Janet [email protected]

Arlington Virginia Public Schools Tokarczyk, Laura [email protected]

Arlington Virginia Public Schools Yuan, Grace [email protected]

Balvihar Hindi School of Atlanta (VHPA) Daftardar, Smita [email protected]

Balvihar Hindi School of Atlanta (VHPA) Gupta, Preeti [email protected]

Balvihar Hindi School of Atlanta (VHPA) Gupta, Varsha [email protected]

Balvihar Hindi School of Atlanta (VHPA) Sharma, Neetu [email protected]

Balvihar Hindi School of Atlanta (VHPA) Tiwari, Manojbala [email protected]

Balvihar Hindi School of Atlanta (VHPA) Verma, Brijrani [email protected]

Bangor Chinese School Kenny, Delia [email protected]

Bangor Chinese School Tian, Suzhong [email protected]

Bangor Chinese School Zhang, Jing [email protected]

Berks County Intermediate Unit Calvin, Susan [email protected]

Blue Valley School District DeNoon, Diane [email protected]

Blue Valley School District Rodriguez, Jackie [email protected]

Brigham Young University Barton, Ray [email protected]

Brigham Young University Cortez, Rita [email protected]

Brigham Young University Riep, Steve [email protected]

Bryant University Weidenbacher, Judith [email protected]

Bryant University Xu, Jing [email protected]

Bryant University Zhang, Zhongyuan [email protected]

California State University, Northridge Chapman, Tatiana [email protected]

California State University, Northridge Mokhnatkin, Dina [email protected]

California State University, San

Bernardino Doueiri, Dany [email protected]

California State University, San

Bernardino Semaan, Gaby [email protected]

CARLA, University of Minnesota Hunt, Xiaowei [email protected]

CARLA, University of Minnesota Jayakar, Ritu [email protected]

CARLA, University of Minnesota Johnshoy, Marlene [email protected]

CARLA, University of Minnesota Matos-Schultz, Frances [email protected]

CARLA, University of Minnesota Spasova, Shannon [email protected]

Center for Applied Linguistics Chi, John [email protected]

Center for Applied Linguistics Thompson, Lynn E [email protected]

Center for Applied Linguistics Wei, Jing [email protected]

Center for Applied Second Language

Studies, University of Oregon Sykes, Julie [email protected]

Center for Applied Second Language

Studies, University of Oregon Knight, Stephanie [email protected]


Center for Human Services Chuang, Steven [email protected]

Center for Human Services Kholaki, Lina F. [email protected]

Center for Human Services Pan, Ethan [email protected]

Chicago Public Schools Fadda-Ginski, Fabiola [email protected]

Chicago Public Schools Friedman, Stephanie [email protected]

Chinese American International School Chang, Kevin [email protected]

Chinese American International School Hsu-Kelkis, Ya-Ching [email protected]

Chinese American International School Lee, Kevin [email protected]

Chinese American International School Shyu, Jing-Tyng (Teresa) [email protected]

Chinese American International School Su, Hsiao-Chi [email protected]

Chinmaya Mission Chicago Gupta, Lalitha [email protected]

Chinmaya Mission Chicago Kathuria, Ashish [email protected]

Chinmaya Mission Chicago Kathuria, Neena [email protected]

Chinmaya Mission Chicago Nahar, Vidyullata [email protected]

Chinmaya Mission Chicago Naik, Anuja [email protected]

City of Boston School District Cozzens, Richard [email protected]

City of Boston School District Huntley, Lizz [email protected]

City of Boston School District Kalamaroff, Alexander [email protected]

City University of New York Chang, Zhuting [email protected]

City University of New York Chao, Der-lin [email protected]

City University of New York Hao, Bo [email protected]

ClassRoad

Farooqui (Quader),

Mayeen [email protected]

ClassRoad Goger, Letha [email protected]

College Board Cantor, Selena [email protected]

College Board Lai, Nga-Chi [email protected]

College Board Wertz, Ryan [email protected]

College of the Holy Cross Chao, Sara [email protected]

College of the Holy Cross Cheng, Brooke [email protected]

College of the Holy Cross Ross, Claudia [email protected]

Concordia Language Villages Chen, Mark [email protected]

Concordia Language Villages Locke, Brandon [email protected]

Consortium of Illinois Language Schools Hu, Ling-Ling [email protected]

Consortium of Illinois Language Schools Lu, Fred [email protected]

Consortium of Illinois Language Schools Ma, Linyaling [email protected]

Crane House, The Asia Institute, Inc. Buno, Joel [email protected]

Crane House, The Asia Institute, Inc. Fisher, Cheng [email protected]


Crane House, The Asia Institute, Inc. Grant, Calvin [email protected]

Crane House, The Asia Institute, Inc. Zeng, Li [email protected]

D.C. 9 Metropolitan Urdu Center Agnihotri, Pushpa [email protected]

D.C. 9 Metropolitan Urdu Center Aziz, Muhammad [email protected]

D.C. 9 Metropolitan Urdu Center Aziz, Shahnaz [email protected]

D.C. 9 Metropolitan Urdu Center Siddiqi, Mohammed [email protected]

Educators Society for Heritage of India Agrawal, Bishan [email protected]

Educators Society for Heritage of India Chaudhary, Ved [email protected]

Educators Society for Heritage of India Mendiratta, Renu [email protected]

Educators Society for Heritage of India Tripathi, Mamta [email protected]

Fargo Public Schools Rawson, Gay [email protected]

Fargo Public Schools Thrond, Mary [email protected]

Fauquier County Public Schools Allen, Timothy [email protected]

Fauquier County Public Schools El Shewihy, Amgad [email protected]

Fauquier County Public Schools Girgin, Gamze [email protected]

Fauquier County Public Schools Hoover, Laura [email protected]

Fauquier County Public Schools Omari, Abeer [email protected]

Fayette County Public Schools Davis, Susan Decker [email protected]

Fayette County Public Schools Li, Shanshan [email protected]

Fayette County Public Schools McMaine, Ben [email protected]

Fayette County Public Schools Roberts, Angela [email protected]

Fayette County Public Schools

Roche Youngworth,

Laura [email protected]

Florida State University Daniel, Sandra [email protected]

Florida State University Galeano, Rebecca [email protected]

Fresno Unified Public School, Central

California Mann, Li [email protected]


California Meng, Jing [email protected]


California Sun, Shouchen [email protected]


California Yen, Elaine [email protected]

Furman University Zhang, Dongming [email protected]

George Mason University Hall Haley, Marjorie [email protected]

George Mason University Shin, Hye Young [email protected]

Glastonbury Public Schools Dowd, Janice [email protected]

Glastonbury Public Schools Gotta, Olga [email protected]

Glastonbury Public Schools Oleksak, Rita [email protected]


Glastonbury Public Schools Wildman, James [email protected]

Global Language Project Shovers, Elisabeth [email protected]

Gonzaga University Quigley, Yvonne [email protected]

Gonzaga University Semple, Benjamin [email protected]

Harvard University Bialik, Maya [email protected]

Harvard University Egorova, Veronika [email protected]

Hilmar Unified School District Cabral-Johnson, Isabel [email protected]

Hilmar Unified School District Freitas, Maria [email protected]

Hilmar Unified School District Rocha, Carlos [email protected]

Hilmar Unified School District Salvador, Mary [email protected]

Hope Chinese Charter School Liu, Yuri [email protected]

Howard Community College Dugan, Claudia [email protected]

Howard Community College Garroway, Margaret [email protected]

Howard Community College Harb, Christina [email protected]

Howard Community College Salih, Abdelahim [email protected]

Huayuan Chinese Academy Cheung, Alan [email protected]

Huayuan Chinese Academy Coome, Keely [email protected]

Human Assistance & Development

International, CLASSRoad Mana, Mouna [email protected]

Human Assistance & Development

International, CLASSRoad Shaikh, Munir [email protected]

Hurst-Euless-Bedford Independent

School District Haddad, Tamara [email protected]


School District Harris, Cheryl [email protected]


School District Rajpurohit, Vandana [email protected]

Indiana University Mwingira, Margaret [email protected]

Indus Arts Council Abidi, Rajaa [email protected]

Indus Arts Council Awais, Talat [email protected]

Indus Arts Council Iqbal, Shahid [email protected]

Indus Arts Council Siddiqui, Nimrah [email protected]

Kanti Hindi Kendra, LLC Kumar, Sushma [email protected]

Kean University Dorria, Asma [email protected]

Kean University Jensen, Janis [email protected]

Kean University Khan, Ayman [email protected]

Kean University Yajnik, Nita [email protected]

Kent State University Baer, Brian [email protected]

Kent State University Bystrova, Tatyana [email protected]

Kent State University Minick, Theresa [email protected]


Kent State University Yu, Hui [email protected]

Leland Stanford Junior University Chan, Helene [email protected]

Leland Stanford Junior University Jin, Ying [email protected]

Leland Stanford Junior University Liu, Zoey [email protected]

Leland Stanford Junior University Mearns, Sally [email protected]

Loyola Marymount University Armas, Elvira [email protected]

Loyola Marymount University Lavadenz, Magaly [email protected]

Mandarin Institute Chen, Xin [email protected]

Mandarin Institute Huang, Chingfen [email protected]

Mandarin Institute King, Yalan [email protected]

Mandarin Institute Zhou, Qian [email protected]

Middlebury College Language Schools Dengub, Evgeny [email protected]

Middlebury College Language Schools Dubinina, Irina [email protected]

Middlebury College Language Schools Kisselev, Olesya [email protected]

National Foreign Language Center Anderson, Bryan [email protected]

National Foreign Language Center Collinge, Maura [email protected]

National Foreign Language Center Corbin, Natalie [email protected]

National Foreign Language Center Damari, Rebecca [email protected]

National Foreign Language Center Delfosse, Pam [email protected]

National Foreign Language Center Dockendorf, Jeff [email protected]

National Foreign Language Center Ellis, David [email protected]

National Foreign Language Center Gaiazova, Kamilla [email protected]

National Foreign Language Center Hart, Betsy [email protected]

National Foreign Language Center Hong, Yoonjee [email protected]

National Foreign Language Center Khan, Taimur [email protected]

National Foreign Language Center Namala, Phaneendra [email protected]

National Foreign Language Center O'Dell, Jeffrey [email protected]

National Foreign Language Center Pulupa, Katie [email protected]

National Foreign Language Center Richardson, Kyran [email protected]

National Foreign Language Center Rumeau, Nicole [email protected]

National Foreign Language Center Shameem, Naima [email protected]

National Foreign Language Center Smith, Craig [email protected]

National Foreign Language Center Wilkerson, Molly [email protected]

National Foreign Language Center You, Wei [email protected]

National Security Agency Foust, Patrice [email protected]

National Security Agency Maynard, Carol [email protected]

National Security Agency Reinsfelder, Len [email protected]

National Security Agency Varieur, Diane [email protected]


National Security Agency Wolkow, Mark [email protected]

New York City Department of Education,

Fresh Meadows Kwon, Hyunjoo [email protected]


Fresh Meadows Kwon, Jisun [email protected]


Queens Huh, Sylvia [email protected]

Northern Virginia Community College Barbour, Elizabeth [email protected]

Northern Virginia Community College Chi, Shaoyu [email protected]

Northern Virginia Community College Franklin, Laura [email protected]

Occidental College Zaslow, Brandon [email protected]

Office of the Director of National

Intelligence Gentile, Don [email protected]

Ohio University Cutcher, Catherine [email protected]

Ohio University Mwangi, Peter [email protected]

OneWorld Now! Khoja, Yara [email protected]

OneWorld Now! Ong, Kathryn [email protected]

OneWorld Now! Standish, Sarah [email protected]

OneWorld Now! Tanaka, Jennifer [email protected]

Pak American Community Center Khan, Mohammad [email protected]

Pak American Community Center Phillips, Daniel [email protected]

Pennsylvania State University Ahmed, Abeer [email protected]

Pennsylvania State University Aly, Reham [email protected]

Pennsylvania State University

Eckhardt, Caroline

(Carey) [email protected]

Pennsylvania State University Galinova, Elena [email protected]

Prince George's Arts and Humanities

Council Costea, Ruby Shu [email protected]

Prince George's Arts and Humanities

Council Hendershot, Emmett [email protected]

Queens University of Charlotte DeBell, Erin [email protected]

Queens University of Charlotte Rhodes, Rosalyn [email protected]

Rutgers, The State University of New

Jersey Curran, Mary [email protected]


Jersey Lee, Lucy [email protected]


Jersey Rubino, Athena [email protected]

San Diego State University Foundation

Ahmadeian Fard,

Shahnaz [email protected]

San Diego State University Foundation Aziz, Breshna [email protected]


San Diego State University Foundation Aziz, Lamba [email protected]

San Diego State University Foundation

Lyman-Hager, Mary

Ann [email protected]

San Diego State University Foundation Saydee, Farid [email protected]

San Diego State University Foundation Shakhali, Hajar [email protected]

Sangam-Franklin STARTALK Hindi

Program 2016 Bhagat, Sandhya [email protected]


Program 2016 Sekhar, Akila [email protected]


Program 2016 Tatke, Sanjyot [email protected]

Seattle Public Schools Chow, Margaret [email protected]

Seattle Public Schools Lau, Betty [email protected]

Seattle Public Schools Mickel, Kathlyn [email protected]

Seattle Public Schools Van Horn, Bree [email protected]

Springfield Public Schools Ferriter, Ann [email protected]

Springfield Public Schools Hwang, Mei-Ju [email protected]

STARTALK Alumni Presenter Anderson, Ashira [email protected]

STARTALK Alumni Presenter Levine, Nathalie [email protected]

STARTALK Alumni Presenter Lisanza, Esther [email protected]

STARTALK Alumni Presenter Wang, Rebecca [email protected]

STARTALK Team Leader Arbabi Amin, Iran [email protected]

STARTALK Team Leader

Balasubramanian,

Radha [email protected]

STARTALK Team Leader Boyles, Peggy [email protected]

STARTALK Team Leader Brandt, Adriana [email protected]

STARTALK Team Leader Curtain, Helena [email protected]

STARTALK Team Leader Eddy, Jennifer [email protected]

STARTALK Team Leader Eissa, Muhammad [email protected]

STARTALK Team Leader Everson, Michael [email protected]

STARTALK Team Leader Hashem, Iman [email protected]

STARTALK Team Leader Hassan, Wafa [email protected]

STARTALK Team Leader Huthaily, Khaled [email protected]

STARTALK Team Leader Ilieva, Gabriela Nik. [email protected]

STARTALK Team Leader Kotenbeutel, Claire [email protected]

STARTALK Team Leader Kwoh, Stella [email protected]

STARTALK Team Leader Li, Audrey [email protected]

STARTALK Team Leader Lo, Pat Wen-Tsui [email protected]


STARTALK Team Leader Lundgaard, Greta [email protected]

STARTALK Team Leader McGinnis, Scott [email protected]

STARTALK Team Leader Met, Myriam [email protected]

STARTALK Team Leader Miller, Prudence [email protected]

STARTALK Team Leader Omar, Alwiya [email protected]

STARTALK Team Leader Qureshi, Rubab [email protected]

STARTALK Team Leader Ross, Adam [email protected]

STARTALK Team Leader Russel, Priscilla [email protected]

STARTALK Team Leader Sauer, Thomas [email protected]

STARTALK Team Leader Schleicher, Antonia [email protected]

STARTALK Team Leader Silva, Duarte [email protected]

STARTALK Team Leader Taha, Mohammad [email protected]

STARTALK Team Leader Tan, Dali [email protected]

STARTALK Team Leader Terrill, Laura [email protected]

STARTALK Team Leader Tollefson, Ann [email protected]

STARTALK Team Leader Zeppieri, Rosanne [email protected]

State University of New York, Binghamton Buck, Carrie [email protected]

State University of New York, Binghamton Song, Chenqing [email protected]

Stony Brook University Fedi, Andrea [email protected]

Stony Brook University Rasekhi, Vahideh [email protected]

Texas A&M University at College Station Kuo, Li-Jen [email protected]

Texas A&M University at College Station Lee, Sungyoon [email protected]

Troy University Chen, John [email protected]

Troy University Feng, Rui [email protected]

Troy University Jones, Charles [email protected]

Troy University Xu, Iris [email protected]

University of California, Berkeley Anderson, Minghui [email protected]

University of California, Berkeley Chen, Ya Ru [email protected]

University of California, Berkeley

Chuang, Hui Hua

(Sophie) [email protected]

University of California, Berkeley Liu, Hsin-Yun [email protected]

University of California, Berkeley Lu, Liyun [email protected]

University of California, Berkeley Wu, Faye-Lynn [email protected]

University of California, Los Angeles Chik, Claire [email protected]

University of California, Los Angeles Kagan, Olga [email protected]

University of California, Los Angeles Karapetian, Shushan [email protected]


University of California, Los Angeles Lim, Hannah [email protected]

University of California, Los Angeles Paul, Kathryn [email protected]

University of Central Florida Kourova, Alla [email protected]

University of Cincinnati Almassalkhi, Emad [email protected]

University of Cincinnati Thome, Grace [email protected]

University of Hawaii at Manoa Ning, Cynthia [email protected]

University of Hawaii at Manoa Riggs, Reed [email protected]

University of Hawaii at Manoa Shang, Joanne [email protected]

University of Hawaii at Manoa Sun, Jialin [email protected]

University of Hawaii at Manoa Ta, Ngan Ha [email protected]

University of Iowa Kostina, Irina [email protected]

University of Iowa Kostina, Marina [email protected]

University of Iowa Pryanikova, Anastasia [email protected]

University of Iowa Shen, Helen [email protected]

University of Iowa Zhang, Tianlu [email protected]

University of Massachusetts, Boston Hu, Wanli [email protected]

University of Massachusetts, Boston Lin, Yulan [email protected]

University of Massachusetts, Boston Liu, Elaine [email protected]

University of Minnesota Kong, Kaishan [email protected]

University of Minnesota Wang, Andie [email protected]

University of Minnesota Zhang-Gorke, Yongling [email protected]

University of Mississippi Hsieh, Amy Fang-Yen [email protected]

University of Montana Cragwick, Susannah [email protected]

University of Nebraska, Lincoln Barber, Kaylee [email protected]

University of Nebraska, Lincoln Hurlbut, Sheri [email protected]

University of Nebraska, Lincoln Moeller, Aleidine (Ali) [email protected]

University of Nebraska, Lincoln Van Alstine, Megan [email protected]

University of New Mexico Haridy, Abdelbaset [email protected]

University of New Mexico Serag, Abdullah [email protected]

University of New Mexico Sweetser, Heather [email protected]

University of New Mexico Trentman, Emma [email protected]

University of Oklahoma Burnett, Rex [email protected]

University of Oklahoma Zeng, Hui [email protected]

University of Pennsylvania Pien, Joshua [email protected]

University of Pittsburgh Seckler, Dawn [email protected]

University of Pittsburgh Staton, Maria [email protected]

University of Southern California Ju, Hee [email protected]

University of Southern California Yoo, Heather [email protected]

University of Texas at El Paso Ahmad, Abeer [email protected]


University of Texas at El Paso Amato, Estefania [email protected]

University of Texas at El Paso Khatib, Maissa [email protected]

University of Texas at El Paso Mahmoud, Lanja [email protected]

University of Texas at El Paso Masoud, Fatima [email protected]

University of Texas at El Paso Ross, Jecoa [email protected]

University of Toledo Cheng, An Chung [email protected]

University of Toledo Chiu, Piling [email protected]

University of Toledo Gauler, Lan-chi [email protected]

University of Toledo Gu, Yue [email protected]

University of Virginia Cai, Luoyi [email protected]

University of Virginia Chen, Henny [email protected]

University of Virginia Tseng, Miao-fen [email protected]

University of Virginia Zhao, Yuan [email protected]

University of Washington Aoki, Michele [email protected]

University of Washington Aoki, Paul [email protected]

University of Washington Hugo, Russell [email protected]

University of Washington Klots, Anatoliy [email protected]

University of Washington Silva, Eduardo [email protected]

University of Washington Zamarashkina, Marina [email protected]

University of Wisconsin System Jens, Benjamin [email protected]

University of Wisconsin System Nesterchouk, Anna [email protected]

Utah State Office of Education Howard, Natalia [email protected]

Utah State Office of Education Mau, Brandee [email protected]

Virginia Beach City Public Schools Carson, Jennifer [email protected]

Virginia Beach City Public Schools Jaworski, Eric [email protected]

Virginia Beach City Public Schools Lian, Jie [email protected]

Virginia Beach City Public Schools Yuzhbabenko, Ludmila [email protected]

West Virginia Department of Education DeVault, Sandra [email protected]

West Virginia Department of Education Ellis, Cathy [email protected]

West Virginia Department of Education Homma, Megumi [email protected]

West Virginia Department of Education Liu, Yu [email protected]

West Virginia Department of Education Mo, Wenjuan [email protected]

West Virginia Department of Education Nicholson, Debora [email protected]

West Virginia Department of Education Zimarowski, Claudia [email protected]

West Windsor-Plainsboro Regional

School District Bhargava, Rajni [email protected]

Wofford College Li, Na [email protected]

Wofford College McAloon, Patrick [email protected]

Wofford College Yu, Chao [email protected]

Wofford College Zhang, Yongfang [email protected]


Yinghua Academy Chen, Mengyao [email protected]

Yinghua Academy Chen, Sirui [email protected]

Yinghua Academy Lien, Luyi [email protected]

Yinghua Academy Lin-Johnson, Ai-Ai [email protected]

Yuva Hindi Sansthan Ojha, Ashok [email protected]

Yuva Hindi Sansthan Ojha, Hema [email protected]

Yuva Hindi Sansthan Phukan, Nilakshi [email protected]


Celebrating STARTALK at 10:

A Stellar Past and a Brighter Future

Special 10-year anniversary conference features

To celebrate 10 years of making a difference through STARTALK, this conference will feature several

special sessions and interactive activities! Be sure to check out these offerings and share your

favorite STARTALK memories as we celebrate a stellar 10 years and look forward to what’s still to

come!

SPECIAL FEATURES THROUGHOUT THE CONFERENCE:

The #stellar10 hashtag!

Tweet at us or tag us on Instagram @STARTALK_NFLC and use our #stellar10 hashtag to share your

reflections on a decade of STARTALK and conference experiences. We will retweet your

memories to our followers—share the impact of STARTALK with the world.

STARTALK #stellar10 Memory and Graffiti Wall

Be sure to stop by our memory and graffiti wall to share your favorite STARTALK experiences from

the past 10 years. Write a STARTALK memory on a star and add it to the wall, see what others have

shared, and watch the collection of memories grow throughout the conference. Snap a photo of

yourself and your friends in front of the wall with our fun photo props and share it with the world by

tagging @STARTALK_NFLC on Twitter and Instagram, and by using the hashtags #stellar10 and

#STARTALK16.

10 Year Celebration page of the conference website

Be sure to visit the 10 Year Celebration tab of our conference website

(startalk.umd.edu/conferences/2016/fall/10year). Learn about STARTALK’s origins and see just how

much we’ve grown over the past decade! Be inspired by the impact we’ve had on students and

teachers from their testimonials.

Be on the lookout for people with 10-year pins and congratulate

them on a decade of STARTALK!

Conference attendees who attended our very first conference and have devoted a decade of

service to STARTALK will receive commemorative pins recognizing their contributions to STARTALK.

Be on the lookout for these individuals and be sure to congratulate them on a stellar 10 years!

https://twitter.com/startalk_nflc

https://twitter.com/startalk_nflc






FRIDAY, OCTOBER 14

STARTALK around-the-world photo booth

STARTALK and NFLC Product Showcase, Program Expo, and Networking Reception,

5:15 p.m. – 7:00 p.m. in the Garden Courtyard, Lobby Level

Stop by our digital photo booth at the reception to have a photo snapped in front of the green

screen, then send a virtual postcard from locations all around the world! Each group or individual

photographed will receive a digital postcard via email that they can share with friends or post on

social media! #stellar10

SATURDAY, OCTOBER 15

STARTALK alumni voices: special guest speakers

Plenary session: STARTALK Voices, 12:00 noon – 1:00 p.m., Capitol North/Center Ballroom,

Level One

This plenary will celebrate a decade of making a difference through STARTALK with special guests

from the STARTALK community. These STARTALK teacher and student program alumni will share

the role that STARTALK has played in their personal, academic, and professional lives. Come hear

their STARTALK stories and imagine the impact of your program in the life of each participant.

Light refreshments will be served. Celebrate with us!

Thank you for being a part of STARTALK

at 10 years and beyond!



Financial Management of your STARTALK Grant from NSA

Below you will find practical guidance on the management of your STARTALK grant. This

information will help you to manage the financial requirements of your award from the

National Security Agency.

1) Questions about your award and budget: Contact Diane Varieur at [email protected],

Carol Maynard at [email protected], or Glenn Ellison at [email protected]. When

contacting them be sure to identify yourself by your grant number (this number can be

found on your grant documents). (NOTE: Please make sure you contact your Grant

Administration Office to obtain a copy of your grant if they have not provided a copy.)

2) Budget modification: Prior to making any budget modifications you must first get the

approval of the NSA STARTALK Program Manager Diane Varieur. Budget modification

requests should be sent via e-mail to Diane Varieur at [email protected], and a copy

should be sent to Carol Maynard at [email protected]. (Be sure to include your grant

number in your request.)

a. When individuals e-mail the NSA office with questions about budget changes,

Diane Varieur reviews the request against the original budget to see how funds are

being internally adjusted. She then sends an e-mail approving the change with the

following words: “Please keep in mind that any proposed changes must stay within

your original budget proposal and that any changes made cannot adversely affect

the intent of your original grant proposal.”

b. Once any proposed changes are approved, your approved budget will be kept in

the NSA program manager’s office and will become the baseline budget for future

proposed changes.

NOTE: Please do not contact the invoice addressee on your grant (Office of Naval

Research [ONR] or contracts—accounts payable) for budget modification issues.

Contacting these offices may cause your grant to require a modification that can

delay payment of any invoices.

3) Importance of System for Award Management (SAM) listing information: SAM is the federal

government-owned and -operated website that consolidates the capabilities in the

Central Contractor Registration (CCR)/Federal Agency Registration (Fed Reg) and other

various systems that support the federal procurement and award processes. For

information on how to review or update your listing (DUNS Number and CAGE Code) in

SAM, please contact the Federal Service Desk toll free by phone at 866-606-8220 or via the

web at http://www.FSD.gov. Please ensure that your address, title, and direct deposit

information (bank routing and account number) are correct before you submit your

proposal. Incorrect or outdated information can cause a delay in award of a grant and a

delay in payment of invoices. The SAM information should be updated annually and is the

responsibility of the organization submitting a proposal.

mailto:[email protected]





http://www.fsd.gov/


4) Acquisition Resource Center (ARC): All companies/organizations wishing to do business

with the NSA must be registered in the Acquisition Resource Center (ARC). To begin the

registration process, or for additional information, please visit www.nsaarc.net. If you have

questions, please contact ARC customer service at (866)91-GOARC, (866)914-6272, or via

e-mail at [email protected].

5) Importance of identification of the principal investigator (PI): Please ensure that you

correctly identify the principal investigator for your grant. That individual is responsible for

the administration of your grant and must be available to do so. If the principal

investigator will not be able to devote substantial time to the administration of the grant,

the performing organization must inform the contracting officer (CO) immediately. Any

change in the PI will require a modification to the grant. (NOTE: See Sections 3, 4, and 5 of

attachment 3 to each grant, titled General Provisions for NSA Grants and Cooperative

Agreements and dated August 2014)

6) Status of payment of invoices: Once you have submitted your invoices to the address

stated on your grant, any questions related to the status of the related payments should

be directed to Diane Varieur at [email protected], or Carol Maynard at

[email protected], (NOTE: If you do not receive payment after forty-five days of

submission of an invoice, please contact Diane Varieur or Carol Maynard so we can

research the status.)

7) Directions for submitting invoices:

Some frequently asked questions:

When can I send invoices?

You may send invoices at any time during your grant period and up to sixty days after the

end date of your grant. It is suggested that you invoice as costs are incurred, for example,

monthly or quarterly.

I don’t have the funds to pay for all of my program’s needs up front. What can I do?

You may initially invoice for half of the grant amount then incrementally invoice as expenses

occur. Keep in mind that if you do not spend all of your funds, you will need to reimburse the

federal government for anything unspent. (NOTE: If you do not spend all of the funds you

have received by the end of the grant period, you must initiate a check made out to the US

Treasury and forward the check, with an explanation, to the NSA Accounts Payable Office

(the address can be found on page 2 or 3 of your grant). In addition, please forward a copy

of the check and explanation to both the National Security Agency and the Maryland

Procurement Office (the addresses can be found on page 3 of your grant). If your grant

directs you to submit your invoice to ONR, please forward a copy of the check and

explanation to the ONR, the address for which can be found on page 3 of your grant.)

http://www.nsa.gov/applications/links/notices.cfm?address=http://www.nsaarc.net/





Step-by-step process for completing invoices:

When you are ready to invoice, use the following instructions. Instructions on how to invoice

are in your grant (pages 2 and 3) and attachment 3 (paragraph 13).

a. Complete Form SF270 with the address stated under the PAYMENTS Section on page 2

of your grant in Block #3, grant number (Block #4), invoice number (Block #5),

employer identification number (Block #6), recipient account number (Block #7—

specific to the individual organization—suggest placing your bank account and

routing number), period covered (Block #8), recipient organization (Block #9 must

match the name on the grant), amount of the invoice (Block #11—see instructions

attached to the form), sign, date, and forward to the address stated on your grant.

b. Please include the CLIN, SLIN, and ACRN, found on page 2 of your grant, on the SF270.

c. NEW for 2016: After your initial SF270 is submitted, all subsequent invoices must have

the Block #8 TO Date on the SF270 state the end date of the Period Covered. The TO

Date in Block #8 on the SF270 must have passed before an SF270 can be submitted for

that period.

d. (NOTE: Not using the SF270 will cause your invoice to be rejected.) Form SF270 can be

found at the following URL:

http://www.whitehouse.gov/omb/grants_forms/

e. Enclose a copy of your budget

f. Submit your invoice to the ONR or the Contracts—Accounts Payable address stated

on page 2 or 3 of your grant. Individual Office of Naval Research office phone

numbers, fax numbers, and e-mail addresses can be found at the following url:

http://www.onr.navy.mil/02/024/offices.asp

g. Send a copy of the invoice to the following concurrently with submission of the invoice

to ONR or Contracts—Accounts Payable:

National Security Agency

ATTN: Diane Varieur, Suite 6822

9800 Savage Road

Ft. George G. Meade, MD 20755-

6822

or e-mail [email protected] and

[email protected]

and Maryland Procurement Office

ATTN: BA323 (GME) Fanx II

9800 Savage Road

Ft. George G. Meade, MD 20755-

6812

or e-mail: [email protected]


http://www.onr.navy.mil/02/024/offices.asp





How to close your program

When your grant program has concluded or no longer than ninety days after the end of the

period of performance stated on your grant document, you will be required to submit a

Form SF425. The form can be found at the same website as the SF270. The purpose of the

SF425 is to inform us that your program has concluded and the status of any funds that were

not obligated. You will complete Sections 1 through 9 at the top of the form, which are self-

explanatory. In Section 10, Federal Expenditures and Unobligated Balance, complete d., e.,

g., and h. Only complete Section 11, Indirect Expenses, if it applies to your organization.

Submit the SF425 using the same process used to submit the SF270 as directed on pages 2

and 3 of your grant. (NOTE: the SF425 does not replace the SF270 for payment of the final

invoice.)

Form SF425 can be found at the following URL:

http://www.whitehouse.gov/omb/grants_forms/.

You will also be required to submit a Tangible Personal Property Report (SF428) at time of

grant award and a Tangible Personal Property Report Final Report SF428B ninety days after

the end of the grant period of performance to close out your grant. The forms can be found

at:

https://www.whitehouse.gov/sites/default/files/omb/grants/approved_forms/sf-428.pdf

NOTE: The threshold for reporting property is $5,000 per item. However, if there is no property

with a value of $5,000 per item or over, the forms must be completed stating no property was

acquired by this program.

Performance/Final Report

Clarification of the Final Technical Report stated on Attachment #4 of the STARTALK Grant

Document: The Summer Program Report and the Post Program Activities Report (if required)

submitted to STARTALK Central, at the end of your STARTALK program, are the only Final

Technical Reports required for STARTALK grants. The Summer Program Report and the Post

Program Activities Report are submitted to the government for each STARTALK grant by

STARTALK Central each year. However, if you are required to submit invoices to a specific

ONR office per the guidance in your grant documentation, that office may require a copy

of the Summer Program Report and the Post Activities Report to close out your grant.


https://www.whitehouse.gov/sites/default/files/omb/grants/approved_forms/sf-428.pdf


Here is a recap of the contacts for award, budget, and invoicing issues:

Award and budget—Diane Varieur ([email protected]) (410-854-1948)

Award and budget—Glenn Ellison ([email protected]) (410-854-7051)

Budget modification—Diane Varieur ([email protected]) (410-854-1948) and

Carol Maynard ([email protected]) (410-854-7980)

Invoicing and invoice preparation:

Status of payment of invoices—Diane Varieur ([email protected]) (410-854-1948)

Status of payment of invoices—Carol Maynard ([email protected]) (410-854-7980)

Invoicing Checklist

You can use this checklist before you send your invoices to be sure that you are not missing

anything.

Completed Form SF270

Send one copy of the form to the Office of Naval Research, or the Contracts—

Accounts Payable address listed on page 2 or 3 of your grant

Send one copy of the form to the National Security Agency (Diane Varieur)

Send one copy of the form to the Maryland Procurement Office (Glenn Ellison)








NOTES

SHERATON ATLANTA HOTEL MEETING ROOMS

FALL CONFERENCE 2016

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NATIONAL FOREIGN LANGUAGE CENTER UNIVERSITY OF MARYLAND, COLLEGE PARK

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LEVEL 1

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