Partnership Design

Elementary school students hold up their chopsticks to pose for a photo during Chinese language class

To better understand the motivation behind and current design of the partnerships, the following aspects of the existing programs are considered here beyond language and level: Mode, Length, Enrollment, Goal, Outcomes, Rationale, Focus, Students, and Teacher Development.

The sections below contain descriptions taken directly from STARTALK program applications, without attribution, of course.

Mode
Summer sessions can be classroom-based, on-line, blended, or residential, or any combination thereof.

Length
The length of the programs varies:

For entering DLI students (“jumpstart”), K, and grades 1-3:

  • five days: 40 hours 
  • 2 weeks: 5-hours per day (grades 1-3)
  • 2 weeks: 3-hours per day (kindergarten)
  • 3 weeks: 3-hours per day

For continuing DLI students (“onward”), elementary to middle school:

  • 6 weeks: 11 day intensive camp (52-60 hrs) plus online component (30 hours during 2 weeks before and 3 weeks after residential program) 
  • 4 weeks: intensive program online and in chat rooms (6-7 hours per day)
  • 3 weeks: blended learning; classroom (60 hours/6 hours per day) and online (30 hours)
  • 3 weeks: 4 days Monday through Thursday in classroom (5 hours per day) and online (30 hours total)

Enrollment
For entering DLI students (“jumpstart”), K, and grades 1-3:

  • 40: pre-kindergarten
  • 105: rising K-3 students
  • 400: children ages 5-9

For continuing DLI students (“onward”), elementary to middle school:

  • 30: rising 7th graders
  • 40: rising 6th and 7th graders
  • 42: rising 6th grade students transitioning from elementary to middle school

Goal
For entering DLI students (“jumpstart”), K, and grades 1-3:

  • Prepare children for coming school year
  • Entering pre-kindergarten and kindergarten childrent as well as 5-7 year olds Focus on high-needs/high-risk/low SES children
  • Kindergartners being exposed to language instruction for the first time
  • Children new to immersion

“Jumpstart learning for kids (high-needs/high-risk/low SES), prepare them for school year and increase knowledge retention. Bridging from school year to school year to minimize language loss.”

“Extend the students’ (in Portuguese 50/50 DLI programs) language learning opportunities, kindergarteners being exposed to organized Portuguese language instruction for the first time.”

“Prepare an estimated 40 pre-kindergarten students to enter a Korean Dual Language Immersion kindergarten in September 2019.”

“Incoming first grade students for the 2019-2020 school year, who will be new to the immersion language and aged 5-7 years old.”

“Prepare pre-kindergarten students to enter a Mandarin Chinese Dual Language Immersion kindergarten in September 2018.” 


“Ideally, bridging from year to year.”


For continuing DLI students (“onward”), elementary to middle & secondary school:

Continuing immersion and language learning:

  • Bridge students from elementary to middle school
  • Encourage students to continue into the secondary level
  • Prepare students for university (intensive) courses in high school
  • Extend classroom immersion to “exciting and engaging digital, cultural and social expediencies.”

Outcomes
For entering DLI students (“jumpstart”), K and grade 1-3:

  • Novice Low to Novice High

For continuing DLI students (“onward”), elementary to middle and secondary school:

  • Intermediate, Intermediate Mid, Advanced Low (Heritage and non-Heritage

Rationale
For entering DLI students (“jumpstart”), K, and grade 1-3:

  • Encourage families to enroll children in immersion
  • Build interest in kindergarten immersion programs
  • Enroll second- and third-generation elementary-age heritage students

“Encourage participating families to enroll child in STARTALK as preparation (JUMPSTART) for September. If program not filled, build interest in Mandarin kindergarten Immersion program.”

“Utilize grade-level Massachusetts science standards through a Lusophone lens."

“Open to all students, but will be advertised to and will hope to enroll a large number of second- and third-generation elementary-aged students who are heritage speakers of Korean. Preparing to open the first public school dual language immersion (DLI) Korean program in Georgia. In fact, this will be the first public Korean DLI program in history in the Southeast US.” 

“These children are current and future immersion students in existing immersion programs in the district and will continue their language learning in strong programs during the normal school year.”


For continuing DLI students (“onward”), elementary to middle and secondary school:

  • Build “intrinsic desire” to continue language study
  • Provide “antidote” to attrition from elementary to middle school
  • Extend language literacy

“Provide blossoming, almost teenage 6th & 7th graders with opportunity to gain intrinsic desire to continue Chinese.”

“Provide antidote to student attrition in DLI, which commonly occurs as students move from elementary to secondary school.”

“Keep students excited about continuing their study of the Chinese language into middle school.”

“Extend and enrich their Chinese language literacy.”


Focus
For entering DLI students (“jumpstart”), K and Grade 1-3:

  • Daily life
  • STEM
  • Communication
  • State Core standards

"Communication and daily life: family summer vacation to the shore in Qingdao"

“STEM: Where in the Portuguese-speaking world?” -- Kindergarten: living things, basic needs, environment; grades 1-3: Science Exploration; grade 1: space and motion; grade 2: plants and animals; grade 3: matter, land forms, maps.

Kindergarten: Because these children are so young and most can be expected to be pre-literate, expectations will focus on communication and daily life. The students will explore Korean language through a family summer vacation to Korea.

Utah Core Standards for science for both 1st and 2nd grades. A major concept in the grade-level standards concerns Living and Non-Living things.


For continuing DLI students (“onward”), elementary to middle and secondary school:

  • Geographic focus, to include social economic diversity, cultural awareness, biodiversity, human rights, environmental protection
  • Health and the human body

“Beijing and Beyond: Students will explore major cities in China through the sub-themes of social economic diversity, cultural awareness, and environmental protection.”

“Amazon Rainforest, with sub-themes related to biodiversity, human rights, and environmental protection.”

“Health and the Human Body: healthy forms of living and eating in Chinese and American cultures, as well as the organs and functions of various human body systems”


Students
For entering DLI students (“jumpstart”), K, and grade 1-3:

  • Inclusive: African American, Hispanic, multiracial, white heritage students
  • Caucasian and English-speaking
  • Free and reduced-lunch students
  • Enrolled in traditional academic immersion programs and not-enrolled, if seats are available

“Students registered for the kindergarten immersion program for traditional academic year. Students not enrolled in immersion program offered opportunity if seats available.”

“58% African American, 15% Hispanic, 19% white, 5% multiracial”

“30% heritage or native speakers of Korean. The area surrounding the school hosts one of the largest populations of Korean speakers in the US. Students will be both pre-literate and have little to no previous knowledge of the language”

“Vast majority of students targeted are Caucasian and English-speaking, reflective of the rural community of these schools. We anticipate about 60-70% of the targeted student population qualify for Free and Reduced Lunch.”


For continuing DLI students (“onward”), elementary to middle and secondary school:

Variations

  • DLI and non-DLI primarily native English speakers
  • Primarily native or Spanish speakers
  • High percentage of Free and Reduced Lunch Program

“A-synchronized: kids not everywhere at the same times. Different sets of learner peers.”

“DLI and non-DLI students. Primarily native English speakers, with a very small percentage of native Chinese speakers (less than 10%).”

“Primarily native English or Spanish speakers; small percentage (approximately 10%) heritage Portuguese speakers with one or more native Brazilian parents.”


“Forty percent of the district ́s student body qualify for the Free and Reduced Lunch Program. Participants in the program will enter the program with a rich background in the Chinese language and culture due to their participation in the district ́s Chinese dual immersion program for the previous six years.”


Teacher Professional Development

For teachers of entering DLI students (“jumpstart”), K and grade 1-3:

  • [Awaiting exemplars]

For teachers of continuing DLI students (“onward”), elementary to middle and secondary school:

  • Standards and performance descriptors
  • Performance assessment
  • Can-do statements

“Stage 1: desired student outcomes program can-do statements be aligned to the ACTFL performance descriptors for language learners.

Stage 2: performance assessment student ́s ability to meet program. Can-do statements.

Stage 3: will create can-do statements for individual lessons that includes professional development prior to the beginning of the program to ensure that all staff are equipped to implement the units.”