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.
2020-2021 Academic Year Programs
Dates: October 3, October 31, 2020 and January 23, February 20, and March 20, 2021
Note: Because of the current situation with Covid-19, it is probable that our programs will be presented online this fall. We will be continuing to offer our same standard of high-quality profession learning.
Lesson Design - Effective Strategies for the California Language Teacher
Strand A is intended for new and returning teachers or those who need content-specific pedagogy proven to be effective with California’s student population. Emphasis is placed on sharing effective instructional strategies, addressing classroom management, lesson planning, and differentiated instruction to make language learning accessible to all students. The California World Language Standards and how they support the Common Core ELA Standards are introduced in a context that allows the participants to acquire the concepts and at the same time have the opportunity to apply them in their lesson planning process.
Thematic Unit Design for the World Language Class
Prerequisite: Strand A or equivalent
Strand B is an expansion of Strand A with more proficiency-oriented instructional strategies to enliven instruction. Participants are guided in the development of thematic units aligned to the WL Content Standards and the Common Core ELA Standards and designed to meet the needs of diverse learners. Emphasis is placed on having the participants deliberate on how their students may develop greater proficiency in the three communicative modes (interpretive, interpersonal and presentational). Included are techniques for incorporating technology into lessons, improving the literacy skills of students and assessing their progress.
Best Practices in Assessment for the World Language Class
Prerequisite: Strand B or equivalent
Strand C addresses the central questions of backward design: “What should the students know and be able to do?” and “What is the acceptable evidence that they know it?” As a continuation of the standards-aligned teaching strategies presented in Strands A and B, it emphasizes accurate measurement of students’ knowledge based on World Language Standards and the Language Learning Continuum. Participants learn to analyze student data and refine their instruction so that they are constantly moving students into higher levels of linguistic and cultural proficiency and the critical thinking skills central to the Common Core
Advanced Special Focus Sessions
Prerequisite: Minimum of 3 previous SWLP/BAFLP seminars
Strand D is a course designed for teachers who have taken everything we offer and are asking for more. Each seminar day will have a special focus topic with time built in to plan lessons, units, activities that will enrich your classroom experience. The 2020-2021 program will offer an advanced in depth examination of the new California World Languages Framework from a number of different perspectives.
Success in the Heritage Spanish Classroom
Co-sponsored by the Stanford Center for Latin American Studies.
Prerequisite: SWLP Strand A or equivalent is highly recommended
This institute is intended for new and experienced teachers of Heritage Spanish Language classes as well as teachers of advanced Spanish classes and will provide teachers with professional development specific to the pedagogical needs of these learners. Participants will acquire and share concepts and strategies for creating culturally responsive pedagogy. Issues of motivation are addressed, 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. Development of course materials and practices that promote literacy development and align with Common Core State Standards, the World Language Standards and the Advanced Placement (AP) themes is a main focus of the program. A special feature is special presentations from Stanford professors on a variety of topics aligned with these goals.
Technology Skills for the 21st Century World Language Teacher
Prerequisites: Basic computer knowledge, including Internet use. Strand A or equivalent is highly recommended.
The Technology Strand emphasizes the use of computer–based and web 2.0 tools to create lessons aligned to the World Language Content Standards that meet the needs and interests of the digital generation. Participants use these computer-based tools to plan and develop highly engaging unit plans containing a mixture of images, text, recorded audio narration, video clips and/or music to enhance the acquisition of communicative and literacy skills in the classroom while supporting the Common Core.
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