1. NECTFL Workshop: Making Data-Driven Decisions Based on STARTALK 2007

3. NFLC Review of 2007  Increased national capacity  Every program demonstrated success Every program enrolled sufficient numbers Participants reflected positively on their program Students are committed to continuing studying

4. Number of Programs : 2007 and 2008

5. Program Duration: 2007  Student Programs: 1 – 9 weeks Majority 4 weeks  Teacher Programs: 1 – 8 weeks Majority 1 week and 4 weeks

6. Program Duration: 2008  Student Programs: 30 – 240 contact hours Majority 80 and 120+  Teacher Programs: 40 – 192 contact hours Majority 80 and 120+

7. Enrollments: 2007 and 2008

8. Students: Who? ArabicChinese Non- Caucasian53%58% Female66%56% No prior Arabic/Chinese55%49%

9. Students: Grade Levels ArabicChinese Sophomore28%30% Junior23%36% Senior33%26% College Freshman16%8%

10. Students: Why Study Arabic/Chinese? Over 90% reported: Get a better job Enjoy learning languages Get along better with people who are different To learn about other people and places

11. Major Lessons Learned: 2007 Programs need: More guidance in planning and implementation More effective teacher training and monitoring More guidance on integrating culture into their curricula Better ways to measure program outcomes

12. Planning Student Programs

13. What should students learn? Imagine that you are planning a 3 week summer program for students who have not previously studied Arabic or Chinese. Classes will meet 6 hours daily. 1. Using the handout, determine what you would expect students to be able to do in their new language. 2. Decide what the culture objectives for your program would be. Be prepared to explain WHY you think these outcomes are important.

14. What should students learn?  If your program were to be 6 weeks long, what additional language outcomes would you include?

15. What should students learn?  If your program were to be 8 weeks long, what additional language outcomes would you include?

16. Using Backward Design  Using the outcome statements you developed for a 3 week summer program, outline one (or more) units of instruction, describing specifically the content of the unit and the performance task(s) that would demonstrate that students had attained the learning objectives.  What might be some of the lessons within your unit(s)?

17. STARTALK Summer 2007 Project Evaluation

18. LinguaFolio: Interpersonal Speaking Can do Statements I can do this easily and well This is one of my goals I can greet people in a polite way. I can say hello to a person that I do not know I can say hello to my teacher I can say hello to an adult

19. Students: Program Evaluation ArabicChinese Good teachers93%94% Good experience93%98% Helpful field trips70%76% Available technology97%91%

20. Students: What Did They Learn?  STAMP Tests in Chinese  OPI

21. Students: Chinese STAMP Results

22. STARTALK 2007 Focus on Teacher Programs

23. 2007 Data: Profile of Teachers

24. Teacher Participants: Who? ArabicChinese Native Speakers of Target Language97%96% Female81%83% 40 or Older67%46%

25. Teachers: Educational Background

27. Teachers: Teaching Experience ArabicChinese 10+ years38%19% 5 - 9 years26%17% 1 - 4 years28%49% None8%15%

28. Teachers: Who are they teaching

29. Teachers: What they learned Over 90% of the teachers feel better prepared to: Teach in the target language Use technology to reinforce language learning skills Present culture as a natural component of language Develop assessments that reflect ALL teaching goals Design tasks that simulate real-life use of language

30. Teaching Chinese and Arabic: Same or different?  All teachers  All foreign language teachers  Teachers of Chinese

31. Teachers of Arabic and Chinese: Above and Beyond the Call of Duty!  Program developer  Program advocate  Curriculum developer  Textbook selector  Materials developer

32. Who might be or become a teacher of Arabic or Chinese? Non-Arabic or non-Chinese background speakers of these languages Heritage language speakers who grew up in the U.S. Native speakers who teach at HL schools Native speakers who are teachers of other content areas Native speakers educated in their own countries Visiting teachers/Guest teachers

33. What Influences What Prospective Teachers Need to Know? 1. Personal background and prior experience 2. Linguistic & cultural background 3. Prior education 4. Pedagogical Training 5. Belief systems about language teaching and learning

34. Teaching Languages: 21st century pedagogy Aligning curriculum, instruction, and assessment Unit and Lesson Planning

35. 21st century pedagogy Teaching then and now

36. Characteristics of Effective Teachers  What does good foreign language teaching look like?  Performance indicators  Review of StarTalk observation guide

37. What do we need to do to produce highly effective teachers?

38. Teaching as decision making… Repertoire Choosing wisely

39. Decisions vs. Recipes

40. Challenges to Professional Growth  Time for professional development and what happens in PD  Incorporating knowledge into performance  Demands on teacher attention and energy  What teachers need to know NOW

41. Improving Instruction: Too Much to Learn Generic:  Multiple Intelligences/learning styles  Strategies based instruction  Nurturing low achieving students  Teaching diverse learners  Technology integration  Reading/writing across the curriculum  Standards (state and national) and related external assessments  Implementing new resource materials as they become available (e.g., newly adopted textbooks, new curriculum)  Cooperative learning  Authentic assessment

42. Teaching is Hard Work! Too Much to Learn School district priorities:  Human relations/cultural diversity training  Recognizing student potential for violence  Identifying symptoms of student substance abuse  Identifying and reporting requirements of child abuse  Motivating reluctant learners

43. Teaching is Hard Work! Too Much to Learn Trends in Language Teaching:  Knowledge of national/state standards and implications for classroom instruction.  Familiarity with new/updated curricula that reflect standards and trends in the profession.  Research and its application to the development of listening, reading, writing skills, and intercultural skills

44. Teaching is Hard Work! Too Much to Learn  Technological resources that are available, how to evaluate them, and how to use those that meet quality criteria.  Assessment of students that is aligned with standards-driven curricula.  Continued growth in language proficiency  Updating of cultural knowledge and intercultural communication skills

45. Beliefs and Practices  Implicit beliefs  Espoused theory  Practices

46. Beliefs and Practices  Teachers base a great deal of their practice on their own classroom experiences.  ‘ experience is the best teacher, ’  mandatory pre-service or continuing education courses taken vs. the power of personal experience

47. They Are Not Like Us  Language teachers were language learners language learners  Experience and success

48. Beliefs and Practices  Beliefs are consistent with practice  Beliefs are reflected in lesson planning  Beliefs are reflected in lesson implementation  Beliefs shape our reflection on what worked  Beliefs shape what we assess and how (how we know it when we see it)

49. Belief Systems and Facts A Summary  When facts fall outside the belief system, they may be rejected or suppressed.  When facts do not fit the belief system, they may be re-interpreted to fit existing mental models.  Beliefs may be contradictory and the holder not recognize internal inconsistencies.

50. What happens next? 1. Identify desired results. 2. Determine acceptable evidence. 3. Analyze the gap between desired performance and current performance. 4. Set priorities. 5. Develop an action plan.

51. Standards-based Program Outcomes

52. What do Teachers Need to Know?

54. Applying for a STARTALK Program  Report from the Field: Rutgers/Princeton/West Windsor Chinese Student and Teacher Program  STARTALK 2008 Programs  Applying for STARTALK 2009