For over 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 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.
2017-2018 Academic Year Programs
Dates: September 30, November 4, 2017, January 20, February 24, March 24, 2018
Time: 8:30 a.m. – 4:00 p.m.
Location: Stanford University CERAS Building
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 Content 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.
To Register go to: https://goo.gl/forms/R1J53DyuyusIcX442
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.
To Register go to: https://goo.gl/forms/AaQXD78zASBskFRA3
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
To Register go to: https://goo.gl/forms/aU74YBnl3CvGvDTm2
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. /*-->*/
To Register go to: https://goo.gl/forms/c30AyrpiBWoUxRUa2
Common Core and the Heritage Spanish Classroom
Co-sponsored by the Stanford Center to Support Excellence in Teaching (CSET) and 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 and will provide teachers with professional development specific to the pedagogical needs of the heritage language classroom. 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 Content Standards and the Advanced Placement (AP) themes is a main focus of the program.
To Register go to: https://goo.gl/forms/KhFjJ9RRam3i8gJI2
Strands A, B, C, Tech and Spanish
Fee: $400 (Includes 5-day registration, continental breakfast, and instructional materials).
Special Rates: 2 + teachers form the same school - $350 each
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