For more than 25 years the Stanford World Language Project (SWLP), formerly known as The Bay Area Foreign Language Program (BAFLP), has been dedicated to promoting quality language teaching and learning with year-round programs for all language teachers of any level. SWLP is led by practicing world language teachers. The proficiency-oriented strategies presented in the seminars and workshops are the ones that they use in their own classrooms. Our goals include:
- Promoting the learning and teaching of World Languages and Cultures
- Providing high-quality Standards-based professional development opportunities for language teachers in the Bay Area
- Supporting local schools and districts with professional learning and curriculum development for their World Language programs
- Assisting language teachers to integrate the California World Languages Standards and Framework, the California Common Core State Standards and 21st Century Skills into their instruction
- Developing teacher leaders with the dispositions, knowledge, and skills needed to assume the essential roles of planning, implementation, assessment, and promotion of effective language and culture programs
- Creating a professional learning community of World Language educators for mutual support and collaboration.
- SWLP is a site of the California World Language Project, affiliated with the California Subject Matter Projects, a network of nine discipline-based statewide projects that support on-going quality professional development.
2021-2022 SEMINARS FOR WORLD LANGUAGE TEACHERS
Lesson Design- Bilingüismo para el cambio: Transforming Dual Language Immersion practices for justice and equity
Team Leaders: Eduardo Munoz-Munoz,Dr. Anna Ramirez
No prerequisite: all experiences welcome
Strand DLI focuses on the most recent developments in ideas and applications in Dual Language Immersion. In this strand, we will explore current issues such as translanguaging, the power of different language groups, or social justice from the foundation of our identity as bilingual educators. We ask: Who are we as bilinguals? What can we do to support emerging bilinguals? What works in DLI? Participants will engage in Spanish with a community of bilingual educators that come to both contribute their accumulated experiences and to interrogate the state of DLI today. Every day will count on new ideas, an invited speaker, and application of the learning, so teachers can advance critically with ready-to-implement approaches.Registration:
Dates: March 19th, April 16th, April 30th
The California World Language Standards & Framework
Join the Stanford World Language Project (SWLP) for our very special 2021-2022 series of seminars. Discover the fabulous new California World Language Standards and Framework and how to apply them to develop your students’ proficiency. Learn methods to integrate social justice and global competency into your lessons. All strands will include time and support as you develop activities, lessons, and units that will enrich your teaching and motivate your students.
Dates: March 12, 2022
Location: Online, blend of synchronous and asynchronous sessions
Time: Four hours per meeting day plus optional time for collaboration, coaching and support
Cost: Regular $300, Student Teachers $75
Stanford Continuing Studies Units Available
Lesson Design - Effective Strategies for the California Language Teacher
Team Leaders: Hélène Chan, Michelle DiBello, Jessica DeLeuw, Sally Mearns
Strand A is for new and returning teachers who want to develop and improve how they plan and teach effective lessons in their content area. Enliven your lessons with a multitude of ready-to-use strategies that promote student engagement and proficiency, as well as social emotional learning. Learn to design clear, goal-driven, 5-Step lesson plans that align with the California World Language Standards and Framework, and incorporate the three modes of communication. Collaborate with other teachers as we adapt to the new challenges and opportunities of returning to in-person learning. Connect with a community of dynamic world language professionals in a supportive, collegial environment.
Thematic Unit Design for the World Language Class
Team Leaders: Jenée Fawson, Zoey Liu, Mireille McNabb
Prerequisite: Strand A or equivalent
Whether you use a textbook as a central or secondary resource to the curriculum, or have already moved beyond the book, Strand B will support you in sustainably developing more purposeful proficiency-focused thematic units that tailor learning to your school's context and students. Explore the many examples of language-rich unit design in California's new World Language Standards & Framework; then experiment incorporating new high-leverage practices into your backward planning that push your instructional practices to grow. Expand upon what you acquired in Strand A by ensuring that each of your lessons aligns with your unit-level goals and integrates social justice themes, social emotional learning, UN sustainable development goals, and ACTFL's core practices for immersive and transformative student learning.
Best Practices in Assessment for the World Language Class
Team Leaders: Stefanie Fan, Jamin Lynch
Prerequisite: Strand B or equivalent
Strand C focuses on “What should the students know and be able to do?” and “What is the acceptable evidence that they know it?” Continuing the standards-aligned teaching strategies presented in Strands A and B, Strand C emphasizes accurate measurement of students’ knowledge based on World Language Standards and Framework and the Language Learning Continuum. Participants learn to analyze student data and refine their instruction in the three modes of communication so that they are constantly moving students into higher levels of linguistic and cultural proficiency and the critical thinking skills central in 21st Century learning. Participants will analyze and reflect upon their own assessment philosophies and how that impacts growth mindsets for teacher and learner.
Advanced Special Focus Sessions: The California World Languages Framework
Team Leaders: Ying Jin, Liz Matchett
Prerequisite: Minimum of 3 previous SWLP/BAFLP seminars or equivalent
Do you believe that ALL students can learn a language? Make the California WL Framework come alive in your classroom with a special emphasis on Social Justice, Authentic Resources, Integrating Culture with the curriculum, and Social Emotional Learning. Each seminar day will have a special focus topic with time built in to plan lessons, and activities that will enrich your classroom experience and incorporate the ideas found in the Framework. You will become part of an online language teacher’s community dedicated to updating your practice and flourishing in whatever context we find ourselves.
Success in the Heritage Spanish Classroom
Co-sponsored by the Stanford Center for Latin American Studies (CLAS)
Team Leaders: Eduardo Muñoz Muñoz, Antonio Tunzi
Prerequisite: Strand A or equivalent
Acquire and share concepts and strategies for creating culturally responsive pedagogy. Address issues of motivation, establishing learning outcomes that take into account heritage learners’ foundational strengths and knowledge and incorporating current and historical topics on Latin America into the curriculum. Design course materials and practices that promote literacy development and align with the CA World Languages Standards and Framework. As part of our collaboration with CLAS, a special feature of this strand is topical presentations for every session by Stanford-affiliated professors .
Technology Skills for the 21st Century World Language Teacher
Team Leaders: Marcelo Leal, Megumi Shibamiya, Heather Wells
Prerequisites: Basic computer knowledge, including Internet use. Strand A or equivalent is highly recommended.
Looking for new technology tools and strategies to use in person, online or in a blended classroom? Learn how to incorporate tech tools into lessons that are aligned with the new California World Language Standards and Framework. Participants will be guided through planning lessons and activities that strategically use tech tools to maximize student engagement and participation and allow for effective practice and assessment of the three modes of communication, whether online or in an in-person learning environment.
Other Programs offered as needed
Invitational Leadership Development Strand
Prerequisites: Demonstrated leadership potential from previous years’ programs based on an application, an evaluation of their teaching and leadership skills, and a letter of reference
This two-year program has as its goals for the participants to:
apply the theoretical principles related to teaching and learning a second language
learn how to teach their peers to implement communication-based lessons in their classrooms
use technology to support teaching, learning and leadership activities in foreign language education
promote proficiency-oriented language learning and policy and provide technical assistance to schools and districts in this area.
develop expertise on a topic of their choice related to the teaching and learning of a second language
manage time effectively and successfully cope with the stress inherent in a leadership position