The STARTALK initiative implemented 34 programs in Arabic and Chinese language for high school students and professional development opportunities for prospective and current Arabic and Chinese teachers for levels K-16. The programs, which were located in 21 states and the District of Columbia, enrolled 874 students (193 studying Arabic and 681 Chinese) and 448 teachers (156 in Arabic and 292 in Chinese). The programs varied in length, but the majority of student programs ran for four weeks, and teacher training programs, for two weeks.
All programs were visited by language and K-12 specialists and a preliminary review of those reports indicates that programs were by and large successful. In general, STARTALK student programs were based on Standards for Foreign Language Learning in the 21 st Century, and focused on communicative skills and a strong cultural component imbedded in the language instruction. Several students participated in a STARTALK STAMP test to assess proficiency at the end of the programs. Student instructors were impressed by the strides that their students made in intensive programs. Most exceeded pre-program expectations. 72% of the students reported that they plan to continue their Arabic or Chinese language study in the fall; many will have that opportunity in their high schools or nearby postsecondary institutions, but several plan to continue with online courses or participating in heritage language classes. 90% stated that learning about other peoples and places will help them get along better with people who are different from them.
The teacher training Standards-based programs focused on classes that could be used for certification and many offered college credit. Several of the programs were combined with student programs and offered the teacher trainees the opportunity to observe veteran teachers in the classroom and to participate in microteaching. Instruction emphasized the importance of integrating the 5 C’s into instructional strategies and materials, and of using the target language throughout the class. The presence of non-native speakers in the classes surprised some native speakers and provided a new appreciation of how much their non-native students can achieve in the language. 92% of the teachers reported that they would be eager to participate in similar STARTALK classes next year, and 90% indicate that they plan to become certified to teach the language.
The STARTALK staff members are analyzing data from STAMP tests, program final reports, and site visit observations to determine critical factors of successful programs. This information will be shared with program directors and instructors at an October meeting in Washington, DC.
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