2016 p d impact survey report - startalk.umd.educhinese, hindi, portuguese, russian, turkish, and...
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2016 PROGRAM DIRECTOR
IMPACT SURVEY REPORT:
STUDENT PROGRAMS AND TEACHER PROGRAMS
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Contents
Introduction .................................................................................................................................................. 3
Executive Summary ....................................................................................................................................... 4
Questions Asked in the Survey of Directors of 2016 STARTALK Teacher Programs ..................................... 7
Questions Asked in the Survey of Directors of 2016 STARTALK Student Programs ..................................... 9
Section One: Impact on Critical Language Programs .................................................................................. 12
Section Two: Impact on the Institution ...................................................................................................... 21
2.1. Impact on the Institution: Teacher Programs .................................................................................. 21
2.2. Impact on the Institution: Student Programs .................................................................................. 23
Section Three: Impact on Study Abroad Programs ..................................................................................... 28
Section Four: Impact on Student and Teacher Participants ....................................................................... 32
4.1. Employment of Past STARTALK Participants .................................................................................... 32
4.2. 2016 STARTALK Impact on Teacher Program Participants .............................................................. 39
4.3. 2016 STARTALK Impact on Student Program Participants .............................................................. 45
Section Five: Impact on the Field ................................................................................................................ 50
Section Six: Impact on the Community ....................................................................................................... 55
Section Seven: About Your Program ........................................................................................................... 59
Appendix A: List of School-Based and University Language Programs Started as a Result of STARTALK
Programs (2010–2016)
Appendix B: List of After-School, Community, Heritage, or Online Language Programs Started as a Result
of STARTALK Programs (2010–2016)
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Introduction The summer of 2016 represented the tenth year that STARTALK supported critical language learning
programs for students and professional development programs for language teachers. In 2016,
STARTALK oversaw ninety-six student programs and forty-six teacher programs. This tenth anniversary
seemed an opportune time to highlight the impact of STARTALK programs as a group by combining two
reports that have previously been separate: the student program director impact report and the teacher
program director impact report. The present report documents survey responses from directors of both
types of programs, showing even more strongly the continuing and increasing impact that STARTALK is
having on participants, on institutions, on communities, and, in a variety of ways, on the field of
language education as a whole.
In February and March 2017, STARTALK administered its annual program director impact survey to the
directors of STARTALK student programs and teacher programs held in the summer of 2016. We
received a 100% response rate to the surveys, with responses from all ninety-six student programs and
forty-six teacher programs (including combination programs).1 Most respondents answered all
questions; this is clarified in the reporting on each question.
Once all responses were received, STARTALK researchers reviewed the data to determine whether any
additional information was needed. The researchers attempted to verify some information in the survey
through Internet searches and by contacting new school language programs or past STARTALK
participants; however, we are not able to verify all the information reported in these large-scale surveys,
and we present the findings here as information reported by program directors, rather than as
information we have independently verified. Despite this limitation, we believe the information
reported here is important because it comes from sources so central to the STARTALK programs and the
communities they serve. Much of the information provided by the program directors was based on
information they gathered during and after their summer programs through surveys, interviews, or
conversations with students, parents, instructors, and other community members.
For this report, STARTALK researchers synthesized and analyzed these data to determine general trends,
themes, and ideas expressed by the program directors. If a response to one question included
information more applicable to another question, this information was reassigned as a response to the
more relevant question. We have organized the report to highlight the holistic impact of STARTALK
programs, in many cases combining results of the teacher and student surveys in the same section,
though other sections contain questions asked in only one of the two surveys.
1 Janice Dowd completed one survey for two teacher programs: Glastonbury Public Schools Russian and
Glastonbury Public Schools Chinese. Theresa Minick completed one survey for two teacher programs: Kent State
University Russian and Kent State University Chinese. Thus, the total response from all forty-six teacher programs
is forty-four. Similarly, James Wildman completed one survey for two student programs: Glastonbury Public
Schools Russian and Glastonbury Public Schools Chinese. Thus, the total response from all ninety-six student
programs is ninety-five.
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Executive Summary The ninety-six STARTALK student program directors and forty-four teacher program directors were
asked to respond to questions in seven areas. Some sets of questions were presented to student
program directors only, others to teacher program directors only, and many to all program directors.
This report is organized according to these seven areas: (1) impact on critical language programs
(student and teacher programs), (2) impact on the institution hosting the STARTALK program (student
and teacher programs), (3) impact on study abroad programs (student programs only), (4) impact on
students and teachers participating in the STARTALK program (student and teacher programs), (5)
impact on the field of language teaching and learning as a whole (student and teacher programs), (6)
impact on the community in which the STARTALK program operates (student programs only), and (7)
about your program (teacher programs only).
The questions asked in the surveys can be found on pages 7–11, and a detailed discussion of the
responses comprises the bulk of this report, beginning on page 12. The present section provides a brief
overview of the results from each section.
In the opening section of the survey, the program directors were asked to identify themselves and their
programs. This enabled the researchers to determine who had participated in the survey and provided
sufficient information to allow the researchers to attempt to verify responses and to ask follow-up
questions of the respondents.
Section One: Impact on Critical Language Programs
STARTALK s impact on critical language programs is seen in two overarching areas: First, new language
programs continue to emerge as a result of participant interest generated in STARTALK summer
programs. These programs include both classes during the school day and after-school, community,
heritage, or online language programs. Eighteen new school-day programs and twenty-five after-school,
community, heritage, or online language programs were reported to have started in 2016. These new
programs range from preschool through undergraduate level and represent seven languages (Arabic,
Chinese, Hindi, Portuguese, Russian, Turkish, and Urdu). The formats of these new programs include
both traditional face-to-face programs and online or hybrid language programs. Second, STARTALK s
impact is demonstrated in the continuation and increased enrollment of existing language programs.
Section Two: Impact on the Institution
STARTALK s impact on institutions is demonstrated primarily by enrollment increases in academic year
world language programs and teacher training programs in institutions that hosted STARTALK student
and teacher programs, respectively, in 2016. More specifically, the institutions that hosted STARTALK
student programs in 2016 had between 357 and 690 more students enrolled in world language
programs, compared with 2015, while the institutions that hosted STARTALK teacher programs in 2016
had 11 to 110 more participants enrolled in teacher training programs, compared with 2015.
Section Three: Impact on Study Abroad Programs
In the survey to student program directors only, respondents were asked to answer questions about
student participation in study abroad programs and Language Flagship programs. More STARTALK
students were reported to participate in study abroad programs in their STARTALK language in 2016,
compared with 2015. Despite the fact that a large portion of student program participants were too
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young to participate in Flagship or NSLI-Y programs, increasing interest in these study abroad programs
was observed by student program directors.
Section Four: Impact on Student and Teacher Participants
Both teacher and student program directors were asked about whether they had hired past participants
in their STARTALK programs or academic year programs, and many had, with higher proportions of
program directors reporting hiring past participants than in 2015.
Thirty program directors (68%) reported that their 2016 teacher training program offered credit to their
participants; in total, 270 teacher program attendees participated in 2016 STARTALK teacher training
programs for credit, which accounts for 31% of all participants in 2016 STARTALK summer teacher
programs. Teacher program directors supported thei pa ti ipa ts o e e t to a d e tifi atio in a
variety of ways, including course credits applied to certification, licensure, or a relevant degree, or by
providing financial resources. Teacher success stories further illustrate how STARTALK impacts teacher
trainees in areas such as career and professional opportunities, skill implementation, and networking.
A higher percentage of student program directors indicated that thei stude t pa ti ipa ts edu atio al and/or career plans were impacted by STARTALK, compared with 2015. Finally, student success stories
show in detail the impact that STARTALK has on students continued study of STARTALK languages,
academic accomplishment, educational choices, and career plans.
Section Five: Impact on the Field
STARTALK s impact on the field is shown through an overall increasing trend in conference
presentations, a strong publication record by STARTALK program staff, and the wide publicity that
STARTALK programs attracted in 2016. Additionally, teacher programs in 2016 witnessed an increase in
graduate student research projects about STARTALK compared with the past four years.
Section Six: Impact on the Community
In the survey to student program directors only, questions were asked about recruiting methods and
recruiting outcomes relating to the diversity of participants in STARTALK programs. The majority of
STARTALK student programs did make serious efforts, using a variety of methods, to recruit a diverse
student population, and nearly all STARTALK programs succeeded in doing this in 2016. About half of
student program directors reported they had students needing special support, and in many cases
accommodation was provided to these students.
Section Seven: About Your Program
In the survey to teacher program directors only, they were asked two questions about their programs:
What areas of focus did their program have in 2016, and among those, which one area did they credit as
bei g thei p og a s g eatest st e gth? The top-ranking options selected by at least 50% of program
directors were the following:
Culture-integrated language instruction (75%)
Assessment and evaluation (64%)
Performance-based instruction (61%)
Proficiency-based instruction (57%)
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Secondary language instruction (55%)
Content-based language instruction (50%)
Finally, the top-ranking options selected by at least 10% of teacher program directors as g eatest st e gth a eas e e the following:
Culture-integrated language instruction (16%)
Content-based language instruction (14%)
(Dual-)immersion language instruction (11%)
Language-specific pedagogy (11%)
Proficiency-based instruction (11%)
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Questions Asked in the Survey of Directors of 2016 STARTALK Teacher
Programs Identifying Information
1. Please type your name.
2. Please enter your e-mail address. (This is so that we can send you an automatic confirmation of
your responses to this survey.)
3. If your program has another director, please enter their e-mail address so that we can send
them a copy of the e-mail confirmation.
4. Identify your program and director name from the list below.
I. Impact on Critical Language Programs
5. Were any academic year programs during the school day or university language programs
started in your community (your school, district, university, or city/region) in 2016 as a result of
your STARTALK program (please refer to the attached list to review what your program reported
in past years)?2
6. Please indicate the name of the school or schools and its/their location (city and state). For each
program, please provide the name and contact information of someone at the school or
program who we can contact if we have questions about the program.
7. Please tell us how the programs were established.
8. Were any after-school, community, or heritage language programs started in your community in
2015 as a result of your STARTALK program? (Please refer to the attached list to review what
your program reported in past years.)
9. Please indicate the name of the after-school, community, or heritage language program(s) and
its/their location (city and state). For each program, please provide the name and contact
information of someone at the school or program whom we can contact if we have questions
about the program.
10. Please tell us how the programs were established.
II. Impact on the Institution
11. Does the institution that hosted your STARTALK teacher training program have its own teacher
training program?
12. Has academic year enrollment in your institutio s tea he t ai i g p og a s i eased i 2016
as a result of your STARTALK program?
13. By how many students have enrollments increased in 2016?
III. Impact on Teacher Participants
14. Did your 2016 STARTALK teacher training program offer participants credit?
15. Which institution awards the credit?
2 For help determining which programs to report in questions 5–10, respondents were provided with lists of
previously reported programs (Appendix A and B).
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16. To which of the following does the credit apply (Language teaching methods, Curriculum design
or planning, Practicum, Assessment)?
17. For what purpose(s) is the credit awarded (Check all that apply: Initial certification or licensing,
‘e e tifi atio o li e si g, E do se e t o additio al ede tial, Maste s deg ee i la guage teaching or related field, Unspecified professional development, None of the above)?
18. In 2016, how many of your teacher program attendees participated for credit?
19. Ho did ou tea he t ai i g p og a suppo t pa ti ipa ts o e ent toward certification in
2016?
20. In 2016, did you hire any past STARTALK teacher development program participants to work in
your STARTALK program?
21. Check any of the following roles that past STARTALK teacher program participants have
performed in your program in 2016 (Instructor, Lead instructor, Curriculum developer, Materials
developer, Tutor, Teaching assistant, Office staff, Other).
22. In 2016, did you hire any past STARTALK teacher program participants to work in your academic
year program or courses?
23. Check any of the following roles that past STARTALK teacher program participants have
performed in your academic year program or courses in 2016 (Instructor, Department chair,
Curriculum developer, Materials developer, Tutor, Teaching assistant, Office staff, Other).
IV. Impact on the Field
24. Did ou o ou p og a s staff e e s p ese t at ACTFL in November 2016?
25. Did you or you p og a s staff e e s ake any other conference presentations about
STARTALK in 2016?
26. Did ou o ou p og a s staff members publish any articles related to STARTALK in 2016?
27. Are there any graduate students in your institution who are conducting research about
STARTALK or using STARTALK data in their research?
V. Success Stories and Other Areas of Impact
28. Please enter any success stories or testimonials from or about participants that you may have.
29. What other STARTALK impact did you witness in 2016 that was not mentioned in this survey?
VI. About Your Program
30. Which of the following were areas of focus of your program in 2016? Please choose all that
apply (Assessment and evaluation, Elementary language instruction, Secondary language
instruction, Postsecondary language instruction, Content-based language instruction, Culture-
integrated language instruction, (Dual-)Immersion language instruction, Heritage language
instruction, Proficiency-based instruction, Performance-based instruction, Language-specific
pedagogy (as opposed to general world language methods).
31. Of the a eas of fo us ou hose a o e, hi h o e a ea do ou thi k as ou p og a s greatest strength? Why?
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Questions Asked in the Survey of Directors of 2016 STARTALK Student
Programs Identifying Information
1. Please type your name.
2. Please enter your e-mail address. (This is so that we can send you an automatic confirmation of
your responses to this survey.)
3. If your program has another director, please enter their e-mail address so that we can send
them a copy of the e-mail confirmation.
4. Identify your program and director name from the list below.
I. Impact on Critical Language Programs
5. Were any academic year programs (during the school day) or university language programs
started in your community (your school, district, university, or city/region) in 2016 as a result of
your STARTALK program (please refer to the attached list to review what your program reported
in past years)?3
6. Please indicate the name of the school or schools and its/their location (city and state). For each
program, please provide the name and contact information of someone at the school or
program who we can contact if we have questions about the program.
7. Please tell us how the program was established.
8. Were any after-school, community, heritage, or online language programs started in your
community in 2016 as a result of your STARTALK program (please refer to Appendix B to review
what your program reported in past years)?
9. Please indicate the name of the school or schools and its/their location (city and state). For each
program, please provide the name and contact information of someone at the school or
program who we can contact if we have questions about the program.
10. Please tell us how the program was established.
11. Have any student participants enrolled in academic year courses (during the school day) in the
STARTALK target language in 2016 because of interest generated during your STARTALK
program?
12. Have any student participants enrolled in after-school, community, heritage, or online language
learning programs in a STARTALK language in 2016 because of interest generated during your
STARTALK programs?
II. Impact on the Institution
13. Did a ade i ea e oll e t i ge e al i ou i stitutio s o ld language program increase
in 2016 as a result of a STARTALK program?
14. By how many students have the enrollments increased?
3 For help determining which programs to report in questions 5–10, respondents were provided with lists of
previously reported programs.
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15. We e a ad a ed le el ou ses added to ou i stitutio s o ld la guage p og a i 6 as
a result of a STARTALK program? If yes, please explain.
16. What othe i pa ts has ou “TA‘TALK p og a had o a e isti g o ld la guage p og a s
continuation or success in 2016?
III. Impact on Study Abroad Programs
17. Did any of your STARTALK student participants take part in a study abroad opportunity in a
STARTALK language in 2016 because of interest generated during STARTALK programs?
18. Did any of your STARTALK student participants take part in a study abroad opportunity in
another language in 2016 because of interest generated during STARTALK programs?
19. Did any of your high school or university students continue to study the target language in
Flagship or NSLI-Y programs in 2016?
IV. Impact on Student Participants
20. In 2016, did you employ any past STARTALK student program participants as paid student
assistants, tutors, or teachers in your STARTALK program?
21. In 2016, did your institution employ any past STARTALK student program participants as paid
student assistants, tutors, or teachers in its academic year world language programs?
22. In 2016, did you offer any volunteer opportunities to past STARTALK student program
participants to work with your STARTALK program?
23. Were you able to find volunteers to fill the positions you offered?
24. In 2016, did any student participants indicate that their educational and/or career plans were
impacted by their world language study?
25. Please enter any success stories or testimonials from or about students you may have.
V. Impact on the Field
26. Did you or your program s staff members present at ACTFL in November 2016?
27. Did you or your program s staff members make any other conference presentations about
STARTALK in 2016?
28. Did you or your p og a s staff e e s pu lish any articles related to STARTALK in 2016?
29. Are there any graduate students in your institution who are conducting research about
STARTALK or using STARTALK data in their research?
30. Did your program receive any local, national, or international publicity in 2016, for example,
newspaper or magazine articles, web articles, or TV coverage?
VI. Impact on the Community
In your STARTALK proposal, you were asked to describe your targeted population and note if your
program would serve a diverse population.
31. What recruiting techniques or methods did you use in 2016 that helped ensure you would
recruit a diverse population of participants?
32. Were you able to recruit students from various socioeconomic groups in 2016?
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33. Were you able to recruit students from various ethnic groups in 2016?
34. Were any of your students identified as needing special education support (due to a learning
disability, for example) in 2016?
VII. Other Impact
35. What other STARTALK impact have you witnessed in 2016 that was not covered by this survey?
36. Please enter any other success stories or testimonials from or about participants that you may
have.
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Section One: Impact on Critical Language Programs One area of impact of STARTALK on critical language programs is demonstrated in the continued
reporting of new academic year language programs and after-school, community, heritage, and online
language programs in 2016. Specifically, in 2016, twenty-four programs reported that new academic
year (school-day) programs had been started in seven languages as a result of their STARTALK programs,
and twenty-six program directors reported that new after-school, community, heritage, or online
programs had been started in six languages as a result of their STARTALK programs. Sixty-three percent
of respondents indicated that they knew of students who had enrolled in academic year courses in the
STARTALK language due to interest generated by the STARTALK program.
In this section we first present student and teacher p og a di e to s espo ses to uestio s a out new language programs in 2016, followed by detailed information on these new programs as well as
how these programs were started. Next, we summarize the information on student enrollment in
academic year programs.
In the reports on the 2015 program director impact surveys, we indicated that STARTALK researchers
were planning a project to gather more information about all the in-school academic year programs
reported in program director impact surveys over the years. A survey of reported programs has been
administered, with responses received from 135 language programs around the country. The survey
i luded uestio s a out the p og a s o igi s, tea he s, stude ts, lass oo i st u tio , a d p og a evolution. We have compiled a database of these programs, and we have reported on some of the
findings of this survey at NECTFL and NCOLCTL. We are currently in the process of preparing an article
about the survey for publication and distribution to the world languages and especially critical languages
community.
Table 1. Rate of responses indicating that new language programs were started as a result of STARTALK,
2013–20164
Question5
Program
Type
2013 2014 2015 2016
Were any academic year
programs (during the school
day) or university language
programs started in your
community (your school,
district, university, or
city/region) in 2016 as a result
of your STARTALK program?6
Teacher
Program
37%
(N=65)
25%
(N=59)
15%
(N=54)
16%
(N=44)
Student
Program
40%
(N=100)
23%
(N=95)
23%
(N=97)
18%
(N=95)
4 For all tables in this report that compare responses from 2016 to previous years, the percentage listed is the
percentage of espo de ts to that uestio ho espo ded es to the uestio , he eas the N u e is the total number of responses to that question, for reference. 5 All questions are presented as presented in the Impact Survey for 2016 Program Directors. Parallel questions in
previous years asked about the relevant year. 6 Note that i this uestio did ot ask spe ifi all a out that ea ut athe asked, Ha e s hool-based or
university language programs been started in your community (your school, district, university, or city/region) as a
esult of ou “TA‘TALK p og a ?
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Were any after-school,
community, heritage, or online
language programs started in
your community in 2016 as a
result of your STARTALK
program?7
Teacher
Program
N/A
16%
10%
16%
Student
Program
41%
15%
26%
28%
Were any academic year language programs (during the school day) or university language
programs started in your community (your school, district, university, or city/region) in 2016 as a
result of your STARTALK program? (Please refer to the attached list to review what your program
reported in past years.)
As indicated in Table 1, ninety-five student program directors and forty-four teacher program directors
responded to this question. Among their responses, seventeen student program directors (18%) and
seven teacher program directors (16%) indicated that new academic year language programs were
started in 2016 as a result of STARTALK programs. The detailed information on these new academic year
programs is presented in Table 2 and is also included in Appendix A.
Compared with 2015, teacher programs witnessed a slight increase in the number of academic year
programs started in 2016 (16% in 2016 vs. 15% in 2015), whereas student programs saw a decrease
(18% in 2016 vs. 23% in 2015). Despite the decline in percentage, large numbers of students have been
impacted by some of these academic year programs, including at Westside Elementary School in West
Fargo, ND, where 537 students are learning Chinese.
In the comment section, the program director of American Councils for International Education
ACTR/ACCELS Inc. offered her insight into the impact of STARTALK programs on in-school language
programs, even when numbers of new programs do not tell the whole story (emphasis added):
“o eti es, e do ot see g o th i u e s i ou la guage p og a s du i g the academic
year through an increased number from previous years. But sometimes, we have to remember
that maintaining less commonly taught language programs is a major achievement. I am
certain that my program remains active and full time at my school because of STARTALK. Our
STARTALK program continues to impress the principal of my school, and he has become a strong
supporter of the Russian Language Program—all due to STARTALK. So, even if the numbers do
not increase in our classrooms, success can be claimed because the program is still there, still
thriving! We offer 7 languages at our school, and Russian is the only one not offered prior to
high school. Before STARTALK, there was talk of reducing it to a part-time program. Since
STARTALK, there is no more talk of decreasing the program. This success is hard to capture if we
o l look at the u e s of e olled stude ts.
7 Note that in 2013 this question did not ask specifically about that year or about online programs but rather
asked, Ha e afte -school, community, or heritage programs been started in your community as a result of your
“TA‘TALK p og a ?
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Please indicate the name of the school or schools and its/their location (city and state). For each
program, please provide the name and contact information of someone at the school or
program who we can contact if we have questions about the program.
Table 2 shows the eighteen new academic year programs reported to be offering classes during the
school day due to interest generated from a STARTALK program. Thirteen of these are reported to have
started in 2016, while five (noted in Table 2) are reported to be in development and due to start in the
2017-2018 school year or soon thereafter. These new academic year programs range from kindergarten
through undergraduate level and are offered in seven languages (i.e., Arabic, Chinese, Hindi,
Portuguese, Russian, Turkish and Urdu). These programs include both traditional face-to-face programs
and online language programs, which provide flexible scheduling for students.
Table 2. Academic year programs reported to have started in 20168
Language New Academic
Year Program
Location Grade Level Reporting
STARTALK
Program
STARTALK
Program Type
Arabic
Redlands Unified
School District
Redlands, CA High school California State
University, San
Bernardino
Student
Arabic Online 101
Columbia, MD Undergraduate Howard
Community
College (online)
Student
Elizabeth Learning
Center Arabic
Immersion
Program
Los Angeles, CA Kindergarten Los Angeles
Unified School
District
Student
First Presbyterian
Church of El Paso
El Paso, TX Not reported Occidental
College
Teacher
Chinese
Daniel Boone
Area School
District
Reading, PA Middle school Berks County
Intermediate
Unit
Student
Westside
Elementary
West Fargo, ND Elementary
school
Fargo Public
Schools
Student
Sacajawea Middle
School
Spokane, WA Middle school Gonzaga
University
Student
Pike Road Schools
Pike Road, AL Not reported Troy University Combination
City High School
Iowa City, IA High school University of
Iowa
Student
West High School
Iowa City, IA High school University of
Iowa
Student
Oyster River
School District
Durham, NH Not reported University of
New Hampshire
Student
8 Information in this table is presented as reported by program directors. Some entries may not include correct
information about the program.
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Carnegie
Elementary
School
Tulsa, OK Elementary University of
Oklahoma East
Asia Institute
Student
George Stevens
Academy
(not yet started)
Blue Hill, ME High school Bangor Chinese
School
Combination
Hindi Name not
reported
(not yet started)
Minnesota, MN Not Reported Balvihar Hindi
School Atlanta
(VHPA)
Student
Portuguese Rose Springs
Elementary
Immersion
Program
Stansbury Park,
UT
Elementary
school
Utah State
Office of
Education
Student
Russian Overlake
Elementary
School
(not yet started)
Tooele, UT Elementary
school
Utah State
Office of
Education
Teacher
Turkish Fauquier County
Public Schools
(not yet started)
Warrenton, VA Not reported Fauquier
County Public
Schools
Student
Urdu
PS 217
(not yet started)
Brooklyn, NY
Not reported Allama Iqbal
Community
Center
Student
Please tell us how the programs were established.
Responses to this question emphasized, as in previous years, the influence that STARTALK programs
have on local communities: enhanced interest in world language programs, expansion of language
programs to more grade levels and more students, partnership between school districts and
colleges/universities, and strong community and parental support.
STARTALK programs increased student interest in world language learning, as reflected in the response
of the program director of Berks County Intermediate Unit:
We had Da iel Boo e [Middle School] students attend STARTALK. It was also advertised at the
school. . . . As a result, the interest generated allowed the school to offer one section of a
Chinese one to middle school students. We have 20 enrolled in this program. For next year, they
have one definite section of Chinese and if the budget allows, will offer a second at the high
s hool.
Similarly, the program director of the Utah State Office of Education reported the following:
The Portuguese STARTALK and immersion program at Sterling Elementary was such a success
and helped generate interest in starting another Portuguese program in the Tooele County
School District.
In some cases, parents requested the continuation of a STARTALK program, as in the following example
from the program director of Allama Iqbal Community Center:
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We sta ted U du la guage p og a ith STARTALK, and parents were so happy and
participated in it very enthusiastically and requested to continue it for futu e.
In other cases, STARTALK contributed to the establishment of new academic year programs by providing
these programs with qualified teachers, as reported by the program director of Gonzaga University:
I think it is fair to draw a line between this program (Sacajawea Middle School Chinese
program) and STARTALK because without STARTALK, Chinese would not have achieved the
visibility to become a choice in Spokane schools, nor would our community have the teachers to
staff these programs.
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Were any after-school, community, heritage, or online language programs started in your
community in 2016 as a result of your STARTALK program? (Please refer to Appendix B to review
what your program reported in past years.)
Figure 1. After-school, community, heritage, or online language programs reported to have started in
2016 as a result of STARTALK
As shown in Figure 1, twenty-six student program directors (28%) and seven teacher program directors
(16%) reported that after-school, community, heritage, or online language programs were started in
2016 as a result of their STARTALK programs. A higher proportion of program directors in 2016 reported
new after-school, community, heritage, or online language programs than in 2015.
Detailed information on these academic year programs reported to have started in 2016 is presented in
Appendix B.
Please indicate the name of the school or schools and its/their location (city and state). For each
program, please provide the name and contact information of someone at the school or
program who we can contact if we have questions about the program.
Twenty-five after-school, community, heritage, or online language programs were reported to have
started in 2016 as a result of STARTALK programs. Detailed information on these programs is presented
in Appendix B.
More specifically, the twenty-five new programs include six languages (i.e., Arabic, Chinese, Hindi,
Portuguese, Russian, and Urdu) and range from preschool through undergraduate level. The formats of
these new programs include both traditional face-to-face programs and online or hybrid language
programs.
I don't
know
16 (17%)
No
51 (55%)
Yes
26 (28%)
2016 Student Program Directors
I don't
know
16 (36%)
No
21 (48%)
Yes
7 (16%)
2016 Teacher Program Directors
18
Please tell us how the programs were established.
As in previous years, responses to this question emphasized the impact that STARTALK programs have
on local communities: increased interest in world language programs, providing qualified teachers to
after-school and community language programs, adoption of STARTALK-Endorsed Principles in these
after-school language classrooms, expansion of language programs to more grade levels and more
students, collaboration between STARTALK programs and school districts as well as universities, and
strong community and parental support.
First and foremost, local communities witnessed increased interest in language programs. In some
cases, after-school programs were established as an extension of STARTALK summer programs, as
reported by the program director of Kanti Hindi Kendra:
As a result of our successful STARTALK Hindi summer programs in 2015 and 2016, our local
heritage children are interested in continuing to engage in Hindi learning and culture beyond
summer. Kanti Hindi Kendra offers Hindi classes to STARTALK alumni throughout the academic
year. Additionally, it offers classes to heritage preschool children and adult foreign language
learners.
In other cases, after-school programs received strong community support, as reported by the program
director of the University of Central Florida:
The after-school program in Russian American community was established as a result of the
help of the STARTALK summer program. The community wants to support the continuation of
the program for the immigrants from Russia and former Soviet republics.
Importantly for the success of these programs, STARTALK programs provided qualified teachers for
these after-school language programs, as reported by the program director of Gonzaga University:
A pa e t at Wilso Elementary wanted to start an after-school program in Chinese. She was
able to do so because of the availability of one of our summer instructors.
An encouraging finding about the teaching practice in these language programs was that STARTALK-
Endorsed Principles were adopted in a number of these language classrooms, including this one
reported by the program director of American Chinese Academy:
Afte ou “TA‘TALK p og a e ded, e e e e ou aged the stude t a hie e e t resulted from the adoption of STARTALK-Endorsed Principles for Effective Teaching and
Learning. Therefore, we decided to apply these principles to the language classrooms for
heritage learners. In August 2016, we started an after-school Chinese program at Wilson Wims
Elementary School in Clarksburg, MD. Our students are heritage learners from grade 2 to grade
, a d the eet o e a eek o Tuesda s.
In short, the eighteen new school-day programs and twenty-five after-school, community, heritage, or
online language programs reported to have sta ted i de o st ate “TA‘TALK s o ti ued i pa t on critical language programs in the United States.
19
Table 3. Rate of responses indicating student enrollment in language courses and programs, 2013–2016
Question
2013
(N=100)
2014
(N=95)
2015
(N=97)
2016
(N=92)
Have any student participants
enrolled in academic year
courses (during the school
day) in the STARTALK target
language in 2016 because of
interest generated during your
STARTALK program?9
82%
79%
73%
63%
Have any student participants
enrolled in after-school,
community, heritage, or online
language learning programs in
a STARTALK language in 2016
because of interest generated
during STARTALK programs?10
70%
66%
77%
63%
Have any student participants enrolled in academic year courses (during the school day) in the
STARTALK target language in 2016 because of interest generated during your STARTALK
program?
Figure 2. Student participants enrolled in academic year courses
9 Note that in 2013 and 2014 this question did not ask spe ifi all a out that ea ut athe asked, Ha e a student participants enrolled in academic year courses (during the school day) in the STARTALK target language
e ause of i te est ge e ated du i g ou “TA‘TALK p og a ? 10 Note that in 2013 and 20 this uestio did ot ask spe ifi all a out that ea ut athe asked, Ha e a student participants enrolled in after-school, community, heritage, or online learning programs in a STARTALK
target language because of interest generated during your STA‘TALK p og a ?
I don't know
24 (26%)
No
10 (11%)
Yes
58 (63%)
20
Have any student participants enrolled in after-school, community, heritage, or online language
learning programs in a STARTALK language in 2016 because of interest generated during your
STARTALK program?
Figure 3. Student participants enrolled in after-school, community, heritage, or online language
programs
In the survey to student program directors only, respondents were asked about student enrollment in
existing language programs. As shown in Table 3, out of the ninety-two student program directors who
responded, fifty-eight (63%) indicated that they were aware of student participants who had enrolled in
academic year courses in their STARTALK language as a result of interest generated by their STARTALK
program. Fifty-eight (63%) also reported that their student participants enrolled in after-school,
community, heritage, or online language programs in their STARTALK language. Despite a decline in
percentage from the previous year, this is still a substantial portion of respondents and indicates the
considerable impact of STARTALK on its student participants. In addition, responses reported in Section
Two below further attest to the impact of STARTALK programs on students and world language
teachers. Stories of individual participants and the impact of STARTALK on their academic and career
choices can be found in the responses in Section Four below on page 44.
In summary, STARTALK s impact on critical language programs is demonstrated in two overarching
areas: First, in continued reports of new school-day, after-school, and other sorts of programs in
STARTALK languages. This year, new programs were reported to have emerged in Arabic, Chinese, Hindi,
Portuguese, Russian, and Urdu, for grade levels ranging from preschool through undergraduate. Second,
in the continuation and increased enrollment of existing school-day, after-school, and other sorts of
programs in STARTALK languages.
I don't know
32 (35%)
No
2 (2%)
Yes
58 (63%)
21
Section Two: Impact on the Institution STARTALK s impact on the institutions hosting STARTALK programs is demonstrated in enrollment
increases in both teacher training programs and world language programs during the academic year in
institutions that hosted STARTALK programs in the summer of 2016. More specifically, the institutions
that hosted STARTALK teacher programs in 2016 had between 11 and 110 more participants enrolled in
teacher training programs, compared with the previous year. The institutions that hosted STARTALK
student programs in 2016 had 357 to 690 more students enrolled in world language programs during
the 2016–2017 academic year, compared with the previous year. Additionally, nineteen institutions
hosting student programs added advanced level courses to their academic year programs.
In this section we first summarize teacher p og a di e to s espo ses to uestio s a out academic
year enrollment in 2016. Next, we summarize stude t p og a di e to s espo ses to uestions about
academic year enrollment in 2016.
2.1. Impact on the Institution: Teacher Programs
Table 4. Rate of responses reporting presence of academic year teacher training programs and
enrollment increases in those programs, 2013–2016
Question
Program
Type
2013
(N=65)
2014
(N=59)
2015
(N=54)
2016
(N=44)
Does the institution that hosted
your STARTALK teacher training
program have its own teacher
training program?
Teacher 55% 56% 49% 45%
Has academic year enrollment in
ou i stitutio s tea he t ai i g program(s) increased in 2016 as a
result of your STARTALK program?
Teacher 38% 35% 36% 60%
Does the institution that hosted your STARTALK teacher training program have its own teacher
training program?
As shown in Table 4, out of the forty-four teacher program directors who responded to the survey,
twenty of them (45%) indicated that the institutions that hosted their STARTALK teacher training
programs have their own teacher training program.
22
Has a ade i ear e roll e t i our i stitutio ’s tea her trai i g progra s i reased i 6 as a result of your STARTALK program?
Figure 4. Academic year enrollment increase in 2016 teacher program
Figure 4 indicates that among the twenty institutions that have their own teacher training program,
twelve respondents (60%) reported that academic year enrollment in these institutions tea he t ai i g programs increased in 2016 as a result of STARTALK programs. This was a substantial increase in
program directors reporting growth in academic year teacher training programs compared with the past
few years, demonstrating the increasing impact of STARTALK on the preparation of qualified world
language teachers.
By how many students have enrollments increased in 2016?
According to Figure 5, out of the twelve teacher program directors who reported increases in their
academic year enrollment as a result of a STARTALK program, eleven (92%) reported enrollment
increases of one to ten students, with one program director unsure about the size of enrollment
increase.
In light of this information, we can estimate the scope of enrollment increases in these teacher training
programs in 2016. On the one hand, assuming that each of these eleven teacher training programs had
only one additional student in 2016, this means the lower end of enrollment increase across these
eleven programs was eleven more students compared with 2015. On the other hand, assuming each of
these eleven teacher training programs had ten additional students in 2016, this means the upper end
of enrollment increase across these eleven programs was 110 students above student enrollment in the
previous year.
I don't know
5 (25%)
No
3 (15%)
Yes
12 (60%)
23
Figure 5. Size of enrollment increase in 2016 teacher program
Therefore, these responses indicate that because of the influence of STARTALK teacher programs,
enrollment in academic year teacher training programs has increased by between 11 and 110 students
in the most recent academic year.
2.2. Impact on the Institution: Student Programs
Table 5. Rate of responses indicating enrollment increase and advanced courses, 2013–2016
Question Program
Type
2013
(N=100)
2014
(N=95)
2015
(N=97)
2016
(N=92)
Did academic year enrollment in
general in your i stitutio s o ld language program increase in 2016
as a result of a STARTALK
program?11
Student 55% 54% 55% 66%
Were any advanced level courses
added to ou i stitutio s world
language program in 2016 as a
result of a STARTALK program?12
Student N/A 21% 18% 19%
11 Note that i a d this uestio did ot ask spe ifi all a out the ea ut athe asked, Has a ade i
ea e oll e t i ge e al i ou i stitutio s o ld la guage p og a i eased as a esult of a “TA‘TALK p og a ? 12 Note that i this uestio did ot ask spe ifi all a out that ea ut athe asked, Ha e a ad a ed le el ou ses ee added to ou i stitutio s o ld la guage p og a as a esult of a “TA‘TALK p og a ?
11
1
0
2
4
6
8
10
12
1-10 Not sure
24
Did a ade i ear e roll e t i ge eral i our i stitutio ’s orld language program increase in
2016 as a result of a STARTALK program?
Figure 6. Academic year enrollment increase reported by 2016 student programs
A sizable portion of respondents % hose ot appli a le to this uestio , likely indicating that
their institutions did not have academic year world language programs. Out of the remaining sixty-four
responses, forty-two (66%) indicated that there was an increase in academic year enrollment in their
i stitutio s o ld la guage p og a s as a result of STARTALK. This was a big increase in reports of
growth in enrollment compared with the past few years, demonstrating the increasing impact of
STARTALK on institutions and students enrolled in these world language programs.
By how many students have the enrollments increased?
Figure 7. Increase in student enrollment numbers
Yes
42 (66%)
No
22 (34%)
21
(50%)
7
(17%)
2
(5%)
7
(17%) 5
(12%)
0
5
10
15
20
25
1-10 students 11-20 students 21-30 students 31 or more
students
Not Sure
25
As shown in Figure 7, twenty-one program directors (50%) reported that world language programs in
their institution had an increase of one to ten students, seven program directors (17%) indicated an
enrollment increase of eleven to twenty students, two program directors (5%) indicated an enrollment
increase of twenty-one to thirty students, and seven program directors (17%) indicated an enrollment
increase of thirty-one or more students.
In light of the information above, we can estimate the size of enrollment increases across these world
language programs in 2016. On the one hand, we can assume that each of these forty-one institutions
had enrollment increases on the lower end; that is, twenty-one institutions had an enrollment increase
of 1 student, seven institutions had an enrollment increase of 11 students, two institutions had an
enrollment increase of 21 students, and seven institutions had an enrollment increase of 31 students.
Adding up these numbers, we get a conservative estimate of 357 more students enrolled in these world
language programs in 2016, compared with 2015.
On the other hand, we can take the upper end of each category, assuming (relatively conservatively)
fo t stude ts as the uppe e d of the atego o o e. That is, twenty-one institutions had an
enrollment increase of 10 students, seven institutions had an enrollment increase of 20 students, two
institutions had an enrollment increase of 30 students, and seven institutions had an enrollment
increase of 40 students. This scenario provides an estimated 690 more students enrolled in 2016,
compared with 2015.
Therefore, it is safe to conclude that the overall enrollment increase in world language programs in
these forty-two institutions this past year is somewhere between 357 and 690.
Were a ad a ed le el ourses added to our i stitutio ’s orld language program in 2016 as
a result of a STARTALK program?
Figure 8. Advanced level courses added to institutions because of STARTALK
A large portion of the respondents (33%) indicated that this question was not applicable to their
institutions. Out of the remaining sixty-two responses, twelve (19%) indicated that their institutions had
No
50 (81%)
Yes
12 (19%)
26
added advanced level courses to their world language program in 2016 as a result of a STARTALK
program. Among those programs that did report that advanced level courses were added to their world
language program, most provided an explanation or clarification in the comment section. Respondents
reported new advanced courses in five languages:
Arabic: two advanced level courses, one in Fauquier County Public Schools and the other in Los
Angeles Unified School District
Chinese: four new advanced level courses, including face-to-face and online courses
Hindi: one aste s level course offered by Kean University
Russian: two new advanced level courses, including Russian Business and Travel offered by
California State University, Northridge, and one advanced level course offered at the University
of Central Florida
Urdu: two new advanced level courses, including one offered by Allama Iqbal Community Center
and the other offered by Kean University
What other i pa ts has our STARTALK progra had o a e isti g orld la guage progra ’s continuation or success in 2016?
Figure 9. Other impacts that STARTALK programs have on an existing world language program
Student program directors were also asked about additional impacts of their STARTALK program on
existing world language programs; eight options were provided. Similar to the results from the 2015
survey, most of the options were selected by at least half of all the respondents, indicating that
STARTALK programs continue to affect existing world language programs in a variety of ways. A large
76 (80%)
65 (68%) 65 (68%)62 (65%)
57 (60%)51 (54%)
43 (45%)
20 (21%)
0
10
20
30
40
50
60
70
80
Increased
student
motivation
and
participation
in world
language
programs
Increased
parental
support for
world
language
classes
Increased
community
support for
world
language
classes
Adopted
STARTALK
curricular
materials,
training,
and/or
resources in
world
language
classes
Promoted
educational
collaboration
Ensured that
students are
well-prepared
to join their
s hool s existing
language
program
Enhanced
institutional
support for
world
language
classes
Facilitated
study abroad
opportunities
for students
27
ajo it of espo de ts epo ted that thei “TA‘TALK p og a s i eased stude t oti atio a d participation in world language p og a s % , i eased pa e tal suppo t fo o ld la guage lasses % , or i eased o u it suppo t fo o ld la guage lasses (68%), all of which are
crucial factors for students to attain proficiency in critical languages.
In summary, STARTALK s impact on hosting institutions is demonstrated in five domains: First, a much
higher percentage of teacher programs reported that enrollment in teacher training programs in their
institution increased in 2016 as a result of STARTALK programs. Second, a higher percentage of student
programs reported that enrollment in world language programs in their institution increased in 2016 as
a result of a STARTALK program. Third, STARTALK s impact is also reflected in the size of enrollment
increases in these world language programs and teacher training programs. Specifically, the institutions
that hosted STARTALK student programs in 2016 had 357 to 690 more students enrolled in world
language programs, compared with 2015. The institutions that hosted STARTALK teacher programs in
2016 had 11 to 110 more students enrolled in teacher training programs, compared with 2015. Fourth,
19% of student program directors to whom the question was applicable reported the addition of
advanced level courses in their institutio s world language programs in 2016, including advanced
courses in Arabic, Chinese, Hindi, Russian, and Urdu. Finally, STARTALK programs increased student
motivation and participation in world language programs and increased parental and community
support for world language classes.
28
Section Three: Impact on Study Abroad Programs In the survey to student program directors only, respondents were asked to answer questions about
student participation in study abroad programs. The increasing contribution of STARTALK programs to
the growth of study abroad programs is demonstrated by the fact that more STARTALK students
participated in study abroad programs in STARTALK languages in 2016, compared with 2015. Despite the
fact that a large portion of student program participants were again too young to participate in Flagship
or NSLI-Y programs, increasing interest in these study abroad programs was observed by student
program directors.
Table 6. Rate of responses indicating student participation in study abroad programs, 2013–2016
Question 2013
(N=100)
2014
(N=95)
2015
(N=97)
2016
(N=92)
Did any of your STARTALK student
participants take part in a study
abroad opportunity in a STARTALK
language in 2016 because of
interest generated during
STARTALK programs?13
48% 37% 30% 40%
Did any of your STARTALK student
participants take part in a study
abroad opportunity in another
language in 2016 because of
interest generated during
STARTALK programs?14
N/A 9% 9% 9%
Did any of your high school or
university students continue to
study the target language in
Flagship or NSLI-Y programs in
2016?15
47% 27% 26% 25%
13 Note that in 2013 and 2014 this question did ot ask spe ifi all a out the ea ut athe asked, Ha e a of your STARTALK student participants taken part in a study abroad opportunity in a STARTALK language because of
i te est ge e ated du i g “TA‘TALK p og a s? 14 Note that in 2014 this questio did ot ask spe ifi all a out that ea ut athe asked, Ha e a of ou STARTALK student participants taken part in a study abroad opportunity in another language because of interest
ge e ated du i g “TA‘TALK p og a s? 15 Note that in 2013 and 201 this uestio did ot ask spe ifi all a out that ea ut athe asked, Ha e a of your high school or university students continued to study your target language in Flagship or NSLI-Y p og a s?
29
Did any of your STARTALK student participants take part in a study abroad opportunity in a
STARTALK language in 2016 because of interest generated during STARTALK programs?
Figure 10. Student participation in study abroad opportunities in STARTALK languages
As in previous years, a sizable portion of the program directors (14%) indicated that their students were
too young to participate in study abroad, and they opted out of answering the question. Of the
remaining seventy-nine responses, thirty-two program directors (40% of all responses with age-eligible
students) indicated that their student participants took part in a study abroad opportunity in the
STARTALK language in 2016 because of interest generated during a STARTALK program. This was a
higher percentage than in 2015 (30%) or 2014 (37%).
In the comment section, some program directors provided more information about their students
experience in study abroad opportunities. One program director stated the following:
Many of our former STARTALK program participants have participated in our high school
exchange programs.
Another program director reported:
One former STARTALK student studied abroad in Korea in fall 2016, and another one is in
France in spring 2017.
Yes
32 (40%)
No
22 (28%)
I don't know
25 (32%)
30
Did any of your STARTALK student participants take part in a study abroad opportunity in
another language in 2016 because of interest generated during STARTALK programs?
Figure 11. Student participation in study abroad opportunities in other languages
Ninety-two student program directors responded to this question, and twelve of those (13%) indicated
that their students were too young to participate in study abroad programs. Among the remaining
eighty responses, seven (9%) indicated that their STARTALK student participants took part in a study
abroad opportunity in another language in 2016 because of interest generated during STARTALK
programs. This result is consistent with the result in 2014 (9%) and 2015 (9%).
Did any of your high school or university students continue to study the target language in
Flagship or NSLI-Y programs in 2016?
Figure 12. Student participation in Flagship or NSLI-Y programs
Yes
7 (9%)
No
21 (26%)
I don't know
52 (65%)
I don't know
31 (45%)
Yes
17 (25%)
No
21 (30%)
31
As in previous years, a sizable portion of student program directors (25%) indicated that their students
were too young to participate in Flagship or NSLI-Y programs in 2016. Among the remaining sixty-nine
responses, seventeen (25%) reported that they had students who had participated in at least one of
these two programs.
Several program directors indicated that every year they have students participating in NSLI-Y programs.
For instance, the program director at the University of Wisconsin reported that four students from their
2015 STARTALK summer programs participated in the 2016 NSLI-Y programs and that five students from
their 2016 STARTALK summer programs will participate in the 2017 NSLI-Y program. Another program
director reported the following:
Local knowledge of and interest in NSLI-Y is up. Interest by students at recent high-school
language fair was very high. Individual instructors and parents have been contacting us in
espo se to o u it i te est.
In short, the impact of STARTALK programs on study abroad programs is shown in more STARTALK
students participating in study abroad programs in STARTALK languages in 2016, compared with 2015.
Despite the fact that a large portion of student program participants were too young to participate in
Flagship or NSLI-Y programs, student program directors observed increased interest in these other
government initiatives.
32
Section Four: Impact on Student and Teacher Participants The next section of the survey asked questions about the impact of student and teacher STARTALK
programs on the participants in these programs themselves.
Section 4.1 presents results of survey items asking both teacher program directors and student program
directors about their employment of past participants in their STARTALK programs and in their academic
year programs. Thirty-six teacher program directors and forty-nine student program directors reported
hiring past STARTALK participants in their STARTALK summer programs. Twenty teacher program
directors and twenty student program directors reported hiring past STARTALK participants in their
i stitutio s a ade i ea p og a s. Fifty-eight student program directors reported offering volunteer
opportunities to past STARTALK participants, fifty-five of whom reported finding volunteers to fill the
positions.
Section 4.2 summarizes tea he p og a di e to s espo ses to uestio s a out “TA‘TALK s impact on
their participants. “TA‘TALK s impact on teacher participants is shown in several areas related to
certification. First, thirty program directors (68%) reported that their 2016 teacher training program
offered credit to their participants in 2016, and overall, 270 teacher program attendees participated in
these programs for credit. This number accounts for 31% of the total enrollment of 874 teachers in 2016
STARTALK summer teacher programs. Teacher program directors supported thei pa ti ipa ts movement toward certification in a variety of ways, including course credits applied to certification,
licensure, or a relevant degree, or by providing financial resources. Teacher success stories on pages 43–44 further illustrate how STARTALK has impacted teacher trainees in areas such as career and
professional opportunities, skill implementation, and networking and community building.
Section 4.3 presents stude t p og a di e to s espo ses to uestio s a out i pa t o thei participants. “TA‘TALK s impact on student participants is documented mainly in the following aspects:
First, there has been a steady increase in hiring past participants in both STARTALK programs and
academic year programs over the past several years. Second, a higher percentage of student program
directors indicated that thei pa ti ipa ts edu atio al a d/o a ee pla s e e i pa ted “TA‘TALK, compared with 2015. Finally, student success stories further illustrate the impact that STARTALK has on
students continued study of STARTALK languages, academic accomplishment, educational choices, and
career plans.
4.1. Employment of Past STARTALK Participants
Table 7. Rate of responses indicating that past participants have been hired in STARTALK and academic
year programs, 2013–2016
Question Program
Type 2013 2014 2015 2016
In 2016, did you hire any past
STARTALK teacher development Teacher
80%
(N=65)
82%
(N=59)
71%
(N=54)
82%
(N=44)
33
program participants to work in
your STARTALK program?16 In 2016, did you hire any past
STARTALK teacher program
participants to work in your
academic year program or
courses?17
Teacher 62% 53% 37% 45%
In 2016, did you employ any
past STARTALK student program
participants as paid student
assistants, tutors, or teachers in
your STARTALK program?18
Student 47%
(N=100)
51%
(N=95)
52%
(N=97)
66%
(N=92)
In 2016, did your institution
employ any past STARTALK
student program participants as
paid student assistants, tutors,
or teachers in its academic year
world language programs?19
Student 26% 30% 25% 28%
16 Note that the question was worded differently in 2013 a d su e s: Ha e ou hi ed a past “TA‘TALK tea he de elop e t p og a pa ti ipa ts to o k i ou “TA‘TALK p og a ? 17 Note that the uestio as o ded diffe e tl i a d su e s: Ha e ou hi ed a past “TA‘TALK teacher development p og a pa ti ipa ts to o k i ou a ade i ea p og a o ou ses? 18 Note that i a d this uestio did ot ask spe ifi all a out the ea ut athe asked, Ha e ou hired/employed any past STARTALK student program participants as paid student assistants, tutors, or teachers in
ou “TA‘TALK p og a ? 19 Note that i a d this uestio did ot ask spe ifi all a out the ea ut athe asked, Has ou institution hired/employed any past STARTALK student program participants as (paid) student assistants, tutors, or
tea he s i its a ade i ea o ld la guage p og a s?
34
In 2016, did you hire any past STARTALK teacher development program participants to work in
your STARTALK program?
Figure 13. Hiring past STARTALK participants in a STARTALK program
Figure 13 shows that of the forty-four teacher program directors who responded to this question, thirty-
six (82%) said yes, showing a big increase over 2015 (71%), the same level as 2014 (82%), and a higher
level than 2013 (80%).
Check any of the following roles that past STARTALK teacher program participants performed in
your program in 2016.
Figure 14. Roles of past STARTALK participants in STARTALK programs
The roles that these past teacher program participants played in STARTALK programs are displayed in
Figure 14. Twenty-seven program directors (61%) indicated that past STARTALK teacher participants
No
8 (18%)
Yes
36 (82%)
27
18
15
13 13
43
0
5
10
15
20
25
30
Instructor Teaching
assistant
Lead
instructor
Curriculum
developer
Materials
developer
Office staff Tutor
35
served as instructors. Eighteen responses (41%) stated that past participants served as teaching
assistants, while fifteen (34%) reported that their past participants served as lead instructors. Thirteen
(30%) indicated the role of curriculum developer and material developer, four responses (9%) reported
the role of office staff, and three responses (7%) indicated the role of tutor. These past participants
contributed to the continuation and success of STARTALK programs. We can speculate that this is due to
a continued interest in the STARTALK target language and/or a commitment to the goals of STARTALK.
In 2016, did you hire any past STARTALK teacher development program participants to work in
your academic year program or courses?
Figure 15. Hiring past STARTALK participants in academic year programs
Figure 15 shows that of the forty-four program directors who responded to this question, twenty (45%)
reported they did hire past STARTALK participants in their academic year program in 2016, showing a big
increase over 2015 (37%), yet a lower level than 2014 (53%) and 2013 (62%). Again, the apparent
decrease from 2013 and 2014 in respondents answering affirmatively to this question could be
explained by the change of wording; 2015 was the first year the impact survey asked specifically about
hiring in that year rather than over time. It is possible that the large proportion of negative responses in
2016 (55%) is explained by STARTALK programs that do not have their own academic year programs.
Check any of the following roles that past STARTALK teacher program participants have
performed in your academic year program or courses in 2016.
The roles that these past STARTALK participants played in academic year programs are displayed in
Figure 16. Fourteen program directors (32%) indicated that past STARTALK participants served as
instructors. Seven responses (16%) stated that past STARTALK participants served as teaching assistants,
while six (14%) reported that their past participants served as curriculum developers. Five (11%)
indicated the role of material developer, three responses (7%) reported the role of tutor, and two
responses (5%) indicated the role of office staff.
No
24 (55%)
Yes
20 (45%)
36
Figure 16. Roles of past STARTALK participants in academic year programs
The survey for student program directors also contained questions about the hiring of past participants.
In 2016, did you employ any past STARTALK student program participants as paid student
assistants, tutors, or teachers in your STARTALK program?
Figure 17. Hiring past STARTALK participants in STARTALK programs
Of the ninety-two student program directors who responded to this question, eighteen respondents
(20%) indicated that their participants were too young to employ, and they were excluded from further
analysis. Figure 17 shows that among the remaining seventy-four responses, forty-nine (66%) reported
that they had hired past participants in paid positions in their STARTALK programs. Twenty-five program
directors (34%) said they did not employ past STARTALK participants in their STARTALK programs.
14
7
6
5
3
2
0
2
4
6
8
10
12
14
16
Instructor Teaching
assistant
Curriculum
developer
Materials
developer
Tutor Office staff
Yes
49 (66%)
No
25 (34%)
37
A comparison across the past four years indicates a steady increase in student program directors
reporting hiring past STARTALK participants in their STARTALK program.
In 2016, did your institution employ any past STARTALK student program participants as paid
student assistants, tutors, or teachers in its academic year world language programs?
Figure 18. Hiring past STARTALK participants in academic year programs
As in previous years, a large portion of the respondents (23%) indicated that their participants were too
young to employ. Figure 18 shows that among the remaining seventy-one responses, twenty (28% of
those with eligible students) reported that they had employed past participants in paid positions in their
academic year world language programs, which is higher than in 2015 (25%) and 2013 (26%).
Table 8. Rate of responses reporting volunteer opportunities for past STARTALK participants, 2013–2016
Question Program
Type 2013 2014 2015
2016
In 2016, did you offer any
volunteer opportunities to past
STARTALK student program
participants to work in your
STARTALK program?20
Student 68% 72% 61% 75%
20 Note that i this uestio did ot ask a out a pa ti ula ea ut athe asked, Ha e ou offe ed a volunteer opportunities to past STARTALK student program participants to work with STARTALK programs in later
ea s?
I don't know
3 (4%)
No
48 (68%)
Yes
20 (28%)
38
Were you able to find
volunteers to fill the positions
you offered? Student 91% 91% 97% 95%
In 2016, did you offer any volunteer opportunities to past STARTALK student program
participants to work with your STARTALK program?
Figure 19. Volunteer opportunities for past participants in STARTALK programs
Student program directors were also asked whether they had provided volunteer opportunities to past
STARTALK participants. Of the ninety-two respondents to this question, fifteen (16%) stated that their
participants were too young to serve as volunteers. Figure 19 indicates that of the remaining seventy-
seven responses, fifty-eight (75%) reported that they offered volunteer opportunities to past STARTALK
participants. Nineteen (25%) responded negatively. As shown in Table 8, a comparison across the past
four years indicates a big increase in 2016 in the percentage of student program directors providing
volunteer opportunities to past participants in their STARTALK program. This may be due to a
combination of increased staffing needs and increased interest from past participants in continued
participation in STARTALK programs.
Were you able to find volunteers to fill the positions you offered?
Figure 20 shows that of the fifty-eight student program directors who responded to this question, fifty-
five (95%) reported that they were able to find volunteers to fill the positions in their STARTALK
programs. It is encouraging that nearly all those who provided volunteer opportunities were able to find
volunteers to fill the positions, in 2016 and in previous years. Once again, large numbers of past
STARTALK student participants (at least fifty-five in 2016, according to the response to this question)
donated a portion of their summer time to unpaid work in a STARTALK program. We can speculate that
this is due to a continued interest in the STARTALK target language and/or a commitment to the goals of
STARTALK.
Yes
58 (75%)
No
19 (25%)
39
Figure 20. Volunteer positions filled in STARTALK programs
4.2. 2016 STARTALK Impact on Teacher Program Participants
In this part we first present tea he p og a di e to s espo ses to uestio s o e tifi atio . We conclude this section with other impacts that STARTALK has on teacher program participants and with
participant success stories.
Did your 2016 STARTALK teacher training program offer participants credit?
Figure 21 shows that among the forty-four respondents, thirty (68%) reported that their 2016 teacher
training program offered credit to their participants in 2016, indicating an increase over 2013 (63%) and
2014 (61%) but a slight decrease from 2015 (71%). One possible explanation for the increase over 2013
and 2014 is an increased focus on pathways to certification in the STARTALK proposal process starting in
2015. Offering credit for participation is one of the strategies programs are using to facilitate their
pa ti ipa ts e tifi atio .
Figure 21. STARTALK programs offering credit for participants
Which institution awards the credit?
The institutions that awarded credit to STARTALK programs are listed in Table 9. In total, twenty-eight
institutions awarded credit to 2016 STARTALK teacher programs.
No
3 (5%)
Yes
55 (95%)
No
14 (32%)
Yes
30 (68%)
40
Table 9. Institutions awarding credit for STARTALK programs
STARTALK program Name of institution awarding credit
American Councils for International Education:
ACTR/ACCELS–Russian
Elms College
Bangor Chinese School–Chinese Husson University
Bryant University–Chinese Bryant University
Concordia Language Villages–All Languages Concordia College
George Mason University–Korean George Mason University
Glastonbury Public Schools–Russian Elms College
Hilmar Unified School District–Portuguese Stanford University Extended Education
Human Assistance & Development International,
CLASSRoad–Arabic, Chinese
California State University, San Bernardino
Hunter College/Research Foundation of City University
of New York–Chinese
Hunter College
Kean University–Hindi, Urdu Kean University
Kent State University–Russian Kent State University
Loyola Marymount University, Los Angeles–Chinese Loyola Marymount University School of
Education
Middlebury College Language Schools–Russian Middlebury College
New York University–Hindi, Urdu Kean University
Occidental College–Arabic California State University, Bakersfield
Pennsylvania State University–Arabic Pennsylvania State University
Rutgers, The State University of New Jersey–Chinese Rutgers, The State University of New Jersey
San Diego State University Research Foundation–
Arabic, Chinese, Dari, Persian
San Diego State University College of
Extended Studies
Seattle Public Schools–Arabic, Chinese, Korean Pacific Lutheran University
Stanford University/California World Language Project–All Languages
Stanford University
Troy University Continuing education
University of California, Berkeley–Chinese UC Berkeley Extension
University of Colorado, Boulder–Chinese University of Colorado, Boulder
U i e sit of Ha ai i–Chinese U i e sit of Ha ai i University of Massachusetts, Boston–Chinese University of Massachusetts, Boston
University of Minnesota–Arabic, Chinese, Dari, Hindi,
Korean, Persian, Portuguese, Russian, Swahili, Turkish,
Urdu
University of Minnesota
University of Minnesota–Chinese University of Minnesota, College of
Education and Human Development
University of Virginia–Chinese University of Virginia
University of Washington–Arabic, Chinese, Korean,
Persian, Portuguese, Russian
University of Washington
Utah State Office of Education–Portuguese Utah State Board of Education
41
To which of the following does the credit apply (check all that apply)?
Figure 22. Area to which credit applies
Figure 22 shows that among the thirty program directors who reported that their teacher participants
could receive credit for their participation in the STARTALK teacher development program, twenty-eight
(93%) indicated that the credit applied to language teaching methods, fourteen (47%) chose curriculum
design or planning—a new option in 2016, nine (30%) reported practicum, and nine (30%) indicated
assessment. Since many program directors selected more than one option, the total percentage across
the four options added up to more than 100%.
In the open-ended response section, several participants clarified their responses or offered alternative
answers. For instance, one response stated, The credits provided by UMass contribute to the
advancement of teachers moving from Initial to Professional licensure. MA teachers have a few
pathways to licensure to which we contribute. T o espondents reported that the credit applied to
technology, and two responses indicated that the credit applied to professional development.
As in 2015, language teaching methods was the top category selected by most program directors. What
was different in 2016 was that more teacher program directors selected assessment and practicum in
2016, compared with 2015. Specifically, in 2015, no program director selected assessment, as opposed
to nine responses of assessment in 2016. In 2015, only three programs selected practicum, compared
with nine responses in 2016. This change may reflect the shifting of focus among these teacher
programs more toward assessment and practicum. Curriculum design or planning, a new option in 2016,
was selected by nearly half of the teacher program directors, indicating curriculum design or planning as
an important topic in these teacher training programs.
28 (93%)
14 (47%)
9 (30%) 9 (30%)
0
5
10
15
20
25
30
Language teaching
methods
Curriculum design or
planning
Practicum Assessment
42
For what purpose(s) is the credit awarded (check all that apply)?
Figure 23. Purpose of credit
As shown in Figure 23, out of the thirty program directors who reported that their teacher participants
could receive credit for their participation in the STARTALK teacher program, eighteen (60%) reported
that the credit was awarded for the purpose of professional development. Seventeen (57%) indicated
recertification or licensing. Sixteen (53%) selected initial certification or licensing. Fifteen (50%) chose
aste s deg ee i la guage tea hi g o elated field. Fou tee % i di ated e do se e t o additional credential. All the options except one were chosen by half or more than half of the thirty
program directors who reported that their teacher participants could receive credit for their
participation in the STARTALK teacher development program.
In 2016, how many of your teacher program attendees participated for credit?
All the respondents who indicated that their 2016 STARTALK program offered teachers credit responded
to this question. Among the thirty responses, four program directors reported that all their 2016 teacher
program attendees participated for credit, including Concordia Language Villages, Kent State University,
Loyola Marymount University, and Middlebury College Language Schools. In total, 270 teacher program
attendees participated in 2016 STARTALK teacher training programs for credit, which amounts to 31% of
the total enrollment of 874 teachers in 2016 STARTALK summer teacher programs.
Ho did our tea her trai i g progra support parti ipa ts’ o e ent toward certification in
2016?
All forty-four teacher program directors responded to this question. They reported a variety of ways
they had supported thei pa ti ipa ts movement toward certification, including course credits applied
to certification, licensure, a relevant degree, or continuing education, as one program director observed:
Our graduate credit is used by different participants in different ways, depending on
schools /school districts requirements and policies. One participant transferred the credit to her
MEd program; others put the credit toward professional development requirements,
e e tifi atio , a d/o pa s ale.
18 (60%)17 (57%)
16 (53%)15 (50%)
14 (47%)
0
2
4
6
8
10
12
14
16
18
20
Unspecified
professional
development
Recertification or
licensing
Initial
certification or
licensing
Maste s deg ee in language
teaching or
related field
Endorsement or
additional
credential
43
Some program directors discussed the certification process with their teacher program participants, as
reported by the program director of George Mason University:
We host a o ki g lu h o kshop that i ludes ou licensure specialist and program academic
adviser, who works with our participants explaining all of the state s requirements for
e tifi atio .
Other program directors provided financial or practical resources to help participants pursue
certification. For instance, Global Language Project offered scholarships to its teacher participants,
whereas Hilmar Unified School District offered to pay its participants for the Language Other Than
English (LOTE) exam and methodology classes.
What other STARTALK impact did you witness in 2016 that was not mentioned in this survey?
Figure 24. Other STARTALK impact
Figure 24 indicates that six out of the eight answer options were selected by at least 50% of the forty-
four teacher program directors. Since many of the respondents selected more than one option, the
percentages of each option selected add up to more than 100%.
Of the forty-four teacher program respondents, thirty-se e % sele ted i p o i g pedagog a d teacher effectiveness, thirty-th ee % i di ated de elopi g a se se of o u it a ou d STARTALK, thirty-t o % hose fa ilitati g edu atio al olla o atio s, thi t % hose spa ki g teacher interest and engagement, thi t % sele ted de elop e t of e tea hi g esou es,
twenty-fi e % sele ted ge e ati g atte tio a d/o suppo t i the o u it , eighteen (41%)
i di ated oade i g stude ts u de sta di g of fo eig la guages a d ultures, and three (7%)
sele ted I did ot it ess a othe “TA‘TALK i pa t i that as ot e tio ed i this su e .
37 (84%)
33 (75%) 32 (73%)30 (68%) 30 (68%)
25 (57%)
18 (41%)
3 (7%)
0
5
10
15
20
25
30
35
40
Improving
pedagogy and
teacher
effectiveness
Developing a
sense of
community
around
STARTALK
Facilitating
educational
collaborations
Sparking
teacher
interest and
engagement
Development
of new
teaching
resources
Generating
attention
and/or
support in the
community
Broadening
stude ts understanding
of foreign
languages and
cultures
I did not
witness any
other
STARTALK
impact in
2016 that was
not
mentioned in
this survey.
44
In short, STARTALK programs not only improved pedagogy and teacher effectiveness but also developed
a sense of community and facilitated educational collaborations among teachers of critical languages.
Several of these areas of impact are also mentioned in success stories from teacher programs.
Teacher program success stories
Some of the areas of success most frequently reported by directors of teacher programs in 2016 were
the i pa t of “TA‘TALK o pa ti ipa ts a ee paths a d p ofessio al oppo tunities, including
certification or li e su e; pa ti ipa ts i ple e tatio of skills lea ed i thei “TA‘TALK p og a s; a d networking opportunities for participants. Stories in each of these areas are featured below. Additional
topics related in the survey included continued involvement of program alumni in STARTALK programs,
development of materials, technology use, and teacher participa ts general appreciation of their
STARTALK programs.
Careers and professional opportunities
Respondents reported many stories of participants hired into full-time teaching jobs at the end of their
STARTALK programs, including some who were new to the field. One program director reported that
two STARTALK participants who are doctoral students have switched their concentration to teacher
education.
Several respondents reported stories of participants who have gained certification or licensure after
participating in STARTALK, including these two quotations from participants:
The STARTALK program has given me an opportunity to advance my teaching career. I am now
a certified teacher, and for that, I am grateful to [the STARTALK program team]. Their dedication
has made all this possible.
I as a le to o tai tea hi g ede tial a d e do se e t i a elati el sho t pe iod of time and greatly appreciate the financial support given through the STARTALK grant. Secondly, I
have been able to establish friendships with language teachers across Washington State,
expanding my professional knowledge and support network.
Skill implementation
Program directors reported a number of specific stories of participants using STARTALK-developed skills
in their subsequent teaching, including the following stories reported by program directors:
I ran into a training program participant at NCLC 2016, and she told me that was one of the
best training she has received and has been using lots of the skills developed from the sessions.
She is considering attendi g the t ai i g agai this ea .
Some of our teachers return each year and comment that they love being able to upgrade their
skills in the summer because they are free from other academic concerns (grades, parent
conferences, daily lesson plans). They also comment on how they love the ability to be able to
try out new ideas at STARTALK because they can directly ask students if they liked what they did
or not. Students are refreshingly honest because they are not worried about grades. They even
provide suggestions to teachers as to how to improve a task or activity. One teacher learned
how to give a pre- and posttest for learning and used it in his classes in the fall. He wrote me
later that his students LOVED the idea; it helped them figure out what to focus on. Each year this
45
teacher learns new ideas and uses them in his yearlong classes and comments that his students
ill sa that the lo e these e te h i ues.
O e pa ti ipa t sha ed ith us that the st ategies she lea ed du i g the GLP “TA‘TALK program help her effectively connect students with learning, and make students aware of
what they are learning and what they can do, and that it s e o ious stude ts a e o e motivated and show higher levels of participation. Another teacher shared with us that as a
result of her participation in the program, she is able to use Chinese over 90% of the time,
e sus p io he she had t ou le ai tai i g ta get la guage use.
Networking
Connections among teachers were among the most frequent themes in survey responses, including
these stories:
F o a pa ti ipa t: STARTALK provided me a great chance to learn how to teach systematically.
It also helped me connect with other teachers who have a high level of passion towards foreign
language teaching. I really appreciate the STARTALK p og a .
F o a p og a di e to : O e tea he p og a pa ti ipa t, ho is i a aste s degree
program which does not offer many applied or practical opportunities, has been able to enter a
new community of practice. As a result of participating in the STARTALK program, she has begun
to take classes at the Rutgers Graduate School of Education. She has volunteered to be a
conversation facilitator in the Mandarin Conversation Café Program. She has participated in our
weekend academic-year Chinese Round Table sessions. She is volunteering in a local school
district on their Diversity Day to expose the students to Mandarin. In sum, her opportunity to
participate in our STARTALK teacher program has transformed her professional opportunities,
et o k a d skill set.
4.3. 2016 STARTALK Impact on Student Program Participants
In 2016, a higher percentage of student program directors indicated that thei stude t pa ti ipa ts educational and/or career plans were impacted by STARTALK, compared with 2015. Student success
stories further illustrate how STARTALK impacts students in areas such as academic achievement,
educational choices, and career plans.
In 2016, did any student participants indicate that their educational and/or career plans were
impacted by their world language study?
Of the ninety-two program directors who responded to this question, sixty-eight (74%) indicated that
their student parti ipa ts edu atio al a d a ee pla s e e i pa ted thei o ld la guage stud . Compared with affirmative responses in 2015 (72%), this represented a slight increase in 2016.
46
Figure 25. Student educational and career plans impacted by world language study
Student program success stories
A eas of su ess epo ted di e to s of stude t p og a s e e di e se a d i luded pa ti ipa ts continued study of their STARTALK languages; student achievements; student plans, educational
choices, and careers; continued involvement by alumni; and impact on the community. Stories in each
of these areas are featured below. In addition to these stories, some respondents provided examples of
students reporting gaining confidence through studying a difficult language, and many program
directors reported on student and parent testimonials of their great appreciation of STARTALK.
Continued study
We received many reports of students who have continued studying their STARTALK language or have
plans to continue studying it. In some cases, parents asked program directors about ways their students
can continue studying the language, either during school or after school. In other cases, nonheritage
Chinese learners were reported to enroll in weekend Chinese schools with heritage students to continue
their study of Chinese. Here are some stories of students continuing their language study:
Several of our STARTALK students entered the Mandarin Institute/SFUSD/City College/SFSU
Chinese Flagship Dual Enrollment Chinese pathway. High school students as young as freshman
enrolled in college sophomore level Chinese classes.
One of our students reported that she has decided to apply to the Peace Corps in East Africa
after participating in our STARTALK program. She also decided to enroll in another Swahili
course during the academic year and is planning to apply for Intermediate Swahili during
STARTALK in summer 2017.
We recently learned that eight of our students from last summer s Persian class have been
taking private lessons with the Persian instructor since summer.
Student achievement
Several program directors reported on specific language-related or academic achievements their
participants had accomplished:
One student participated in the ACTR National Russian Essay Contest and received a gold medal
for the essay that he wrote. He plans to continue his stud of ‘ussia i ollege.
No
24 (26%)
Yes
68 (74%)
47
Some of the high school students who took the STARTALK program transferred their university-
earned credit to their home high school. The classes (22 units) were coded as honors class (5
points instead of 4 points), which raised their GPA substantially.
Three of my STARTALK students received a Fulbright scholarship for teaching English in Russia.
This year two of the STARTALK students have passed the first stage for the Fulbright to go and
teach in Russia as Fulbright scholars again. Five of my students are doing research on Russian
language and culture, and three of them have received the research awards: RAMP, LEAD, and
Research Incentive Award. The main accomplishment was in August 2016 when Dr. Kourova has
published the book Picturing Russia: A Research Guide to Russian Culture, and three of the
STARTALK students from the first year were her research assistants for this book.
A student was able to receive a scholarship due to his multilingual skills (English, Spanish,
Portuguese, and Arabic).
Some of these achievements were community related rather than academic:
Two young Chinese heritage girls now speak Chinese at home with their families when they did
not before.
Another success story was a heritage learner and high school student took the course in
summer 2016, and her parents reported a great increase in her communication skills throughout
the program. . . . She gained confidence to speak in Swahili with her parents and other native
speakers. She also started teaching her younger siblings to speak Swahili, and they look forward
to enrolling in the program when they reach high school.
Student education and career choices
Many responses from program directors addressed students edu atio al a d a ee hoi es o pla s.
“e e al stude ts e e oti ated to appl fo YE“ A oad o N“LI-Y as a result of the STARTALK
program. Se e al also e tio ed that the a e o side i g stud i g A a i as a ollege ajo .
I the past years, every year we had at least one STARTALK student participant (normally 2–3
students) choose to major in Chinese at Furman because of their STARTALK e pe ie e.
As a result of our program, one of the students has enrolled into the Russian program in
Amherst College. Another student is taking Russian for Heritage Students classes at Brandeis
University. I have already mentioned earlier that one student is going to Estonia on NSLI-Y
p og a to stud ‘ussia this su e .
We ha e o e stude t ho pa ti ipated in STARTALK in 2012 and 2013 and embarked on the
following American high school China trip with Bryant University. With the experiences and
learning she s earned from STARTALK and the following China trip, the student applied and was
awarded the NSLI-Y grant to study in a Beijing high school for one semester. Afterwards that she
also took another semester to learning Chinese in Beijing. Upon return, she has participated in
the regional Chinese Bridge Competition and won the 3rd place. In 2016, she returned to Bryant
STARTALK and worked as a teacher assistant to help other students. Her STARTALK experience
inspires and motivates younger students to learn Chinese. She took one year break to continue
48
to study Chinese in China before going to college. And she has decided to pursuit a Chinese-
elated a ee path.
O e stude t epo ted, I a u e tl o ki g o e ei i g a ba helo s degree in business and
Russian. My goal is to graduate from the University of Wisconsin, in Madison. I plan to enroll in
the Russian Flagship program and continue my education in Russia. I became interested in
Russian through my studies in college, through the help of my passionate and dedicated
teachers, through my travels, and my new Russian friends. As I continue to learn about the
Russian language and culture, my appreciation and love for them increases. After the Flagship
program, I would like to work as an international businessman with well-established Russian
businesses. Through working with these businesses, I wish to better the US-Russian relationship
and continue to use and develop my knowledge of Russia, the people, culture, language, and
histo .
Alumni involvement
Now that STARTALK is ten years old, we are receiving more and more stories of continued alumni
involvement in STARTALK programs, including these examples:
We ha e o ti ued to grow ou o . Students who participated in our student programs
have returned as interns and classroom teachers alike, with teacher participants now returning
as program teachers and instructional leads. We are fortunate to be able to have such a
dedicated group of professionals who are interested in continuing to provide high-quality
language instruction to our students.
“i e our program is ten years old, we are now seeing alumni that have graduated from college
and Flagship programs and are now working in China or with US companies and organizations
with China ties. Alumni are also returning to work for our program. They are great role models
for u e t stude ts.
One of our STARTALK teachers was a participant of our previous program. As the result of
learning Chinese language and culture through STARTALK, he became a student in University of
Louisville, major in Asian study. After studying in China for a year through the university, he was
recruited as a STARTALK teacher in 2016.
A 2014 STARTALK participant, who in 2015 took part in an NSLI-Y program, presented about her
experience to the STARTALK 2016 participants. Another 2014 STARTALK participant has been
hired to assist with the launching of a new STARTALK program at the Virginia Military Academy
[Institute]. A 2016 STARTALK participant received a summer 2017 FLAS (Foreign Language and
Area Studies) fellowship to continue taking the next two levels of Arabic at the Summer
Intensive La guage I stitute.
Community impact
Several program directors reported on the impact of their programs in their communities. Some
reported progress with local school districts toward the development of school-day or after-school
programs in STARTALK languages, including Hindi and Chinese.
49
One program director wrote, A fe lo al Chi ese immersion programs are specifically sending their
stude ts to ou su e p og a fo la guage ete tio .
Another program director reported on a student who participated in STARTALK, then studied abroad in
Morocco twice and this summer will be helping launch another STARTALK program at a new site.
50
Section Five: Impact on the Field “TA‘TALK s impact on the field is demonstrated mainly in an overall increasing trend in presentations at
ACTFL and other conferences, continued representation of STARTALK programs in publications, and the
wide publicity that STARTALK programs attracted in 2016. Additionally, program directors continue to
report graduate student research projects about STARTALK.
Table 10. Rate of reporting of conference presentations, publications, and graduate student research,
2013–2016
Question Program
Type 2013 2014 2015
2016
Did you or your program s staff
members present (about
STARTALK) at the ACTFL
conference in November 2016?
Student 21%
(N=100)
16%
(N=95)
16%
(N=97)
22%
(N=92)
Teacher 25%
(N=60)
25%
(N=65)
37%
(N=59)
57%
(N=44)
Did you or you p og a s staff members make any other
conference presentations about
STARTALK in 2016?21
Student 55% 32% 30% 32%
Teacher 49% 44% 57% 57%
Did you or your p og a s staff members publish any articles
related to STARTALK in 2016?
Student 12% 11% 16% 14%
Teacher 9% 16% 22% 21%
Are there any graduate
students in your institution who
are conducting research about
STARTALK or using STARTALK
data in their research?
Student 9% 10% 11% 7%
Teacher 11% 11% 10% 14%
Did you or your program’s staff members present at the ACTFL conference in November 2016?
As indicated in Table 10, a cross year comparison reveals strong representation of STARTALK programs
at ACTFL conferences. More specifically, Figure 26 shows that twenty student program directors (22%)
indicated that their program presented about STARTALK at the ACTFL conference in 2016, which was an
increase over 2013 (21%), 2014 (16%), and 2015 (16%). Similarly, twenty-five teacher program directors
(57%) reported that their program presented about STARTALK at the ACTFL conference in 2016, which is
a substantial increase over 2013 (25%), 2014 (25%), and 2015 (37%).
21 Note that the uestio as o ded diffe e tl i : Ha e ou o ou p og a s staff e e s ade a othe o fe e e p ese tatio s a out “TA‘TALK?
51
It should be noted that, due to an error in the 2016 survey, in contrast to previous years in which the
survey asked about presentations about STARTALK at ACTFL, in the 2016 Program Director impact
surveys the question simply asked whether program staff members had presented at ACTFL (not
specifically about STARTALK). This question will be restored to its previous, intended form for the next
set of surveys.
Figure 26. “TA‘TALK p og a s p ese tatio s at ACTFL in 2016
Did you or your program’s staff members make any other conference presentations about
STARTALK in 2016?
This increasing trend is also reflected in “TA‘TALK p og a s presence as presenters at other
conferences. Figure 27 shows that out of ninety-two student program directors who responded, twenty-
nine (32%) reported that their program presented about STARTALK at conferences other than ACTFL,
which is higher than 2015 (30%), the same level as 2014 (32%), yet lower than 2013 (55%). Part of the
reason why there was a higher percentage of conference presentation in 2013 than in subsequent years
can be attributed to the wording of the question. In 2013, the question was framed as follows: Ha e ou o ou p og a s staff e e s ade a othe o fe e e p ese tatio s a out “TA‘TALK? That
is, the question in 2013 was not asked specifically about conference presentations in a particular year.
Similarly, there was an increasing trend among teacher programs as well. More specifically, of the forty-
four teacher program respondents, twenty-five programs (57%) presented about STARTALK at
conferences other than ACTFL, which was higher than 2013 (49%) and 2014 (44%) and at the same level
as 2015 (57%).
I don't
know
1 (1%)
No
71 (77%)
Yes
20 (22%)
2016 Student Programs
I don't
know
2 (4%)
No
17 (39%)
Yes
25 (57%)
2016 Teacher Programs
52
Figure 27. “TA‘TALK p og a s p ese tatio s at other conferences
Did ou or our progra ’s staff e ers pu lish any articles related to STARTALK in 2016?
The o ti ued st e gth of “TA‘TALK p og a s ep ese tatio i the field of la guage lea i g was
reflected in publications as well.
Figure 28. STARTALK programs publishing in 2016
Figure 28 indicates that of the ninety-two student respondents, thirteen (14%) reported that someone
in their STARTALK program had published an article or articles related to STARTALK in 2016, with
information provided about fourteen publications. This was an increase over 2013 (12%) and 2014 (11%)
and a slight decrease from 2015 (16%). Similarly, among the forty-four teacher program respondents,
nine (21%) indicated that someone in their STARTALK program had published an article or articles
related to STARTALK in 2016, with information provided about nine publications. This was an increase
over 2013 (9%) and 2014 (16%) and just under the level reported in 2015 (22%).
I don't
know
2 (2%)
No
61 (66%)
Yes
29 (32%)
2016 Student Programs
I don't
know
5 (11%)
No
14 (32%)
Yes
25 (57%)
2016 Teacher Programs
I don't
know
3 (3%)
No
76 (83%)
Yes
13
(14%)
2016 Student Programs
I don't know
8 (18%)
No
27 (61%)
Yes
9 (21%)
2016 Teacher Programs
53
Are there any graduate students in your institution who are conducting research about
STARTALK or using STARTALK data in their research?
Figure 29. Graduate student research in 2016 STARTALK programs
Figure 29 shows that of the ninety-two student program respondents, six (7%) reported there were
some graduate students conducting research about STARTALK. (Some respondents indicated that they
only have undergraduate students and opted out of this question.) In the open-ended section, these six
respondents provided more information on their research about STARTALK. The program director of
Ohio University, for example, stated that their lead instructor, Peter Mwangi, completed his dissertation
about STARTALK as a model for the internationalization of higher education in the United States, and he
defended his dissertation in 2016. Other research topics covered early literacy assessment,
comprehensible input, student motivation, and student attitudinal change toward other languages and
cultures.
Of the forty-four teacher program respondents, six (14%) reported on graduate students conducting
research about STARTALK in 2016, which was an increase over 2013 (11%), 2014 (11%), and 2015 (10%).
In the open-ended section, these six respondents provided more information on their stude ts research
about STARTALK. Research topics covered teacher belief, comprehensible input and student progress,
Persian language learning, comparing the effectiveness of face-to-face and online tutoring, the impact of
professional development on world language teachers, and how STARTALK teachers develop
professional competencies.
I don't
know
12 (13%)
No
74 (80%)
Yes
6 (7%)
2016 Student Programs
I don't
know
9 (20%)
No
29 (66%)
Yes
6 (14%)
2016 Teacher Programs
54
Did your program receive any local, national, or international publicity in 2016—for example,
newspaper or magazine articles, web articles, or TV coverage?
Figure 30. Local, national, and international publicity of STARTALK programs
For the first time in a STARTALK survey to 2016 student program directors, respondents were asked this
question about news coverage of their STARTALK program. Among the ninety-two responses, forty-
three (47%) reported that their STARTALK program received local, national, or international publicity in
2016. Specifically, these STARTALK programs were covered in prominent newspapers (e.g., the Los
Angeles Times), bilingual newspapers (e.g., the Portuguese Tribune), radio (e.g., Voice of America), local
TV (e.g., BYU TV), local blogs (e.g., Charlotte on the Cheap), international TV (e.g., TV Asia, the Japanese
public broadcaster NHK), and magazines (e.g., the Russian FACT Magazine).
For example, the program director of Bangor Chinese School stated:
We e ei e TV o e age e e ea , e ause the t o “TA‘TALK p og a s a e t easu es a o g all esou es of la guage lea i g i Mai e.
The wide publicity that these programs attracted in 2016 demonstrates the visibility that STARTALK
programs have been achieving locally, nationally, and internationally, which in turn may have
contributed to enrollment increase in STARTALK programs, as speculated by the program director of
Queens University of Charlotte:
The program was featured in Charlotte on the Cheap, a local blog with a very high readership. I
suspect that this article is responsible for the significant increase in inquiries I have received
about the program since then.
I don't know
13 (14%)
No
36 (39%)
Yes
43 (47%)
2016 Student Programs
55
Section Six: Impact on the Community In the survey to student program directors only, questions were asked about approaches to recruit a
diverse population of participants. The impact of STARTALK on the community is documented as
follows: The majority of STARTALK student programs made serious efforts to recruit a diverse student
population, and nearly all STARTALK programs succeeded in recruiting a diverse population of
participants in 2016.
Table 11. Rate of responses reporting recruiting diverse student population, 2013–2016
Question 2013
(N=100)
2014
(N=95)
2015
(N=97)
2016
(N=92)
Were you able to recruit students
from various socioeconomic groups in
2016?22 N/A 97% 96% 91%
Were you able to recruit students
from various ethnic groups in 2016?23 N/A 95% 94% 91%
Were any of your students identified
as needing special education support
(due to a learning disability, for
example) in 2016?24
N/A 43% 44% 43%
22 Note that i this uestio did ot spe ifi all e tio the ea ut athe asked, We e ou a le to e uit stude ts f o a ious so ioe o o i g oups? 23 Note that i this uestio did ot spe ifi all e tio the ea ut athe asked, We e you able to recruit
stude ts f o a ious eth i g oups? 24 Note that i this uestio did ot spe ifi all e tio the ea ut athe asked, We e a of ou students identified as needing special education support (due to a learning disability, fo e a ple ?
56
What recruiting techniques or methods did you use in 2016 that helped ensure you would
recruit a diverse population of participants?
Figure 31. Techniques to recruit a diverse population
Overall, all but one of the options were selected by more than 60% of all student program respondents,
suggesting that the majority of programs do make a variety of serious efforts to recruit a diverse student
population. Specifically, out of the ninety-five student program respondents, seventy-six (80%) chose
ta geti g p o otio al ate ials to a eas ith di e se populations, sixty-seven (71%) selected
pa t e i g ith othe o ga izatio s su h as lo al o u it g oups, sixty-one (64%) chose
atte pti g to e su e di e sit th ough the a epta e p ocess, and nineteen (20%) indicated
t a slati g appli atio s or promotional materials into other languages.
Were you able to recruit students from various socioeconomic groups in 2016?
Figure 32. Recruiting students from various socioeconomic groups
Consistent with the results from previous years, nearly all STARTALK programs succeeded in recruiting a
diverse population of participants in 2016. Of the ninety-two student program respondents, eighty-four
(91%) reported yes to this question. Only one program director responded that her program had not
succeeded in recruiting students from a socioeconomically diverse population.
76 (80%)
67 (71%)61 (64%)
19 (20%)
0
10
20
30
40
50
60
70
80
Targeting
promotional
materials to areas
with diverse
populations
Partnering with other
organizations such as
local community
groups
Attempting to ensure
diversity through the
acceptance process
Translating
applications or
promotional
materials into other
languages
I do t k o7 (8%)
No
1 (1%)
Yes
84 (91%)
57
In the open-ended section, some program directors clarified their responses. The program director of
California State University, San Bernardino (CSUSB), for example, stated as follows:
A solutely yes. We had students who were on free and reduced lunch programs (80%) studying
alo gside stude ts ho a e hild e of e edu atio all a d e o o i all afflue t pa e ts.
The priority of recruiting students from various socioeconomic backgrounds was reported by the
program director of DC9 Metropolitan Urdu Center:
Springfield is basically an area of various socioeconomic groups; also we are very particular
about putting some children with limited resource on priority.
Were you able to recruit students from various ethnic groups in 2016?
Figure 33. Recruiting students from various ethnic groups
As in previous years, a large majority of programs succeeded in recruiting students from various ethnic
groups in 2016. Of the ninety-two student program respondents, eighty-four (91%) reported yes to this
question, suggesting an ethnically diverse student population in 2016. For instance, one program
di e to epo ted the de og aphi akeup of thei “TA‘TALK p og a as 10% African Americans, 30%
Latinos/Latinas, 30% Whites, 10% Asians, 20% others (mix).
I don't know
1 (1%)
No
7 (8%)
Yes
84 (91%)
58
Were any of your students identified as needing special education support (due to a learning
disability, for example) in 2016?
Figure 34. Students needing special education support
Of the ninety-two student program respondents, forty (43%) indicated that they had students identified
as needing special education support in 2016, which is consistent with the result in 2015 (44%). The
following are some of the specific challenges mentioned in the survey and, in some cases, the
accommodation provided to these students:
Autisti
One had cancer, and the other one had moving difficulty. We provided the person with physical
disability a golf cart to transport between classes and dorms, and educational support for the
one who was undergoing chemotherapy treatment.
One of our students had a learning disability. He was fully integrated in the program with
accommodations such as extra time to complete assignments as well as one-on-one tutoring
and guidance.
A partially deaf student needed extra support.
We had a few students who required accommodations and/or monitoring for health issues,
such as diabetes, a heart issue, food allergies, etc.
ADHD and another with diagnosed dyslexia.
In short, the majority of STARTALK student programs did make serious efforts to recruit a diverse
student population, and nearly all STARTALK programs succeeded in recruiting a diverse population of
participants in 2016. About half of student program directors reported they had students needing
special support, and in most cases accommodation was provided to these students.
I do t k o9 (10%)
No
43 (47%)
Yes
40 (43%)
59
Section Seven: About Your Program In the survey to teacher program directors only, questions were asked about the area of focus and the
greatest strength of their program. Presented below are the findings.
Which of the following were areas of focus of your program in 2016? Please choose all that
apply.
Figure 35. Teacher program areas of focus
The full list of options for this question is as follows:
Culture-integrated language instruction
Assessment and evaluation
Performance-based instruction
Proficiency-based instruction
Secondary language instruction
Content-based language instruction
Language-specific pedagogy (as opposed to general foreign language methods)
Elementary language instruction
Postsecondary language instruction
(Dual-)immersion language instruction
Heritage language instruction
33
(75%)
28
(64%) 27
(61%) 25
(57%) 24
(55%) 22
(50%)
18
(41%)
14
(32%)
11
(25%) 10
(23%) 9
(21%)
0
5
10
15
20
25
30
35
60
All forty-four teacher program directors responded to this question. Many program directors selected
more than one option, so the percentages of each option selected add up to more than 100%. All the
options were selected by more than 20% of the forty-four program directors. The top-ranking options
selected by at least 50% of program directors were culture-i teg ated la guage i st u tio (75%),
assessment and evaluation % , performance- ased i st u tio ( % , proficiency-based
i st u tio ( % , secondary la guage i st u tio % , a d content- ased la guage i st u tio
(50%). Therefore, the majority of teacher programs do focus on STARTALK-Endorsed Principles for
Effective Teaching and Lea i g, su h as i teg ati g ultu e, o te t, a d la guage i a o ld la guage lass oo a d o du ti g pe fo a e-based assessment.
Of the areas of fo us ou hose a o e, hi h o e area do ou thi k as our progra ’s greatest
strength? Why?
Figure 36. Teacher program areas of greatest strength
Of these, the top-ranking options selected by at least 10% of teacher program directors as areas of
g eatest st e gth e e the following:
Culture-integrated language instruction (16%)
Content-based language instruction (14%)
(Dual-)immersion language instruction (11%)
Language-specific pedagogy (11%)
Proficiency-based instruction (11%)
7
(16%)
7
(16%) 6
(14%)5
(11%)
5
(11%)
5
(11%)
3
(7%)2
(5%)
2
(5%)1
(2%)
1
(2%)
0
1
2
3
4
5
6
7
8
61
A o g the espo de ts ho hose Othe , the g eatest st e gths that e e p o ided i luded the
following (emphasis added):
How to teach in the online environment—that is our focus! We give teachers the experience
of being an online student first and then examine how things are different when compared to
F2F classroom teaching. They also experience and create online language activities with a
variety of online tools.
Because we focused a great deal on how to work with students in understanding text. Each
year we have a different focus, and since 2016 was literacy, we feel it is one of our greatest
strengths. We have two courses, both different, so the other focus that we find to be strong is
the focus on assessment and evaluation. All of our teacher training go through MOPI training,
and it opens their eyes.
Certification is critical to language teaching in the public schools. We have taken state
requirements and tailored instruction to meet state teacher standards as well as STARTALK
principles and STELLA. The greatest strength of our program is personalization of advisement
and workshop offerings to meet teacher candidate needs through constant monitoring and
feedback.
Leadership Development—Designed to equip a cadre of experienced STARTALK teacher
leaders to support local schools, districts, and state organizations to design and implement
programs in all of the STARTALK languages that are faithful to the STARTALK-Endorsed Principles
for Effective Teaching and Learning.
2016 Program Director Impact Survey Report
APPENDIX A: SCHOOL-BASED AND UNIVERSITY LANGUAGE PROGRAMS STARTED AS A RESULT OF STARTALK PROGRAMS (2010–2016)
Key:
Programs in bold were reported for the first time in 2016 by student program directors.
Programs in italics were reported for the first time in 2016 by teacher program directors.
Programs in bold italics were reported for the first time in 2016 by student and teacher program directors.
*Information in this appendix was reported by program directors. Some entries may not include complete details about the program.
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
ACTFL Chinese/Glastonbury Public Schools J. Dowd
GEMS-Glastonbury-East Hartford Magnet School X Glastonbury, CT Chinese
Smith Middle School X Glastonbury, CT Chinese
Aldeen Foundation L. Kholaki Pasadena ISD X X X Pasadena, CA Arabic
Allama Iqbal Community Center F. Khan PS 217 of Brooklyn X Brooklyn, NY Urdu
Anne Arundel Community College C. Burt
Key School X X X Annapolis, MD Arabic
Marley Middle School X Glen Burnie, MD Arabic
Meade Middle School X Fort Meade, MD Arabic
Anne Arundel County Public Schools L. Swenson unknown Fort Meade, MD Arabic, Chinese
Arabic Language and Culture Institute J. Purcell
Atherton High School X Louisville, KY Arabic
Seneca High School X Louisville, KY Arabic
DuPont Manual High School X Louisville, KY Arabic
Arlington Independent School District S. Deering
South Davis Elementary X Arlington, TX Portuguese
Bebensee Elementary X Arlington, TX Portuguese
Atherton Elementary X Arlington, TX Portuguese
Arlington Public Schools Virtual@APS X X Arlington, VA Arabic, Chinese
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Asia Institute Crane House
H. Pan unknown Louisville, KY Chinese
C. Fisher Kammerer Middle School X Louisville, KY Chinese
Balvihar Hindi School M. Tiwari
Georgia Institute of Technology X Atlanta, GA Hindi
unknown Minnesota, MN Hindi
Bangor Chinese School Jing Zhang
Husson University X Bangor, ME Chinese
Old Town High School X Old Town, ME Chinese
Lee Academy X Lee, ME Chinese
Asa Adams Elementary X Orono, ME Chinese
North Yarmouth Academy X X X Yarmouth, ME Chinese
George Stevens Academy Blue Hill, ME Chinese
Lincoln Academy X Newcastle, ME Chinese
Washington Academy East Machias, ME Chinese
Berks County Intermediate Unit S. Calvin
Blue Mountain High School X Schuylkill Haven,
PA Chinese
Alvernia University X Reading, PA Chinese
Berwick School District X X X Berwick, PA Chinese
Milton Area School District X X X Milton, PA Chinese
Wilson School District X X X West Lawn, PA Chinese
Southern Lehigh School District X X X Center Valley, PA Chinese
Pen Argyl Area School District X X X Pen Argyl, PA Chinese
Brandywine Heights Area School District X X X Topton, PA Chinese
Schuylkill Valley School District X X X Leesport, PA Chinese
Twin Valley School District X X X Elverson, PA Chinese
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Crawford Central School District X X X Meadville, PA Chinese
Great Valley School District X X X Malvern, PA Chinese
Berks Catholic High School X Reading, PA Chinese
Daniel Boone Area School District x Douglassville, PA Chinese
Boston Public Schools R. Cozzens
Charlestown High School X Charlestown, MA Arabic
Boston Arts Academy X Boston, MA Arabic
Boston Latin Academy X Boston, MA Arabic
Brigham Young University
K. Belnap Oakridge Elementary X Salt Lake City, UT Arabic
M. Christensen
Lehi High School X Lehi, UT Chinese
Bear River High School X Garland, UT Chinese
Bryant University H. Yang Medway High School X Medway, MA Chinese
California State University, San
Bernardino/University Enterprises
Corporation at CSUSB
D. Doueiri
Grove High School X Redlands, CA Arabic
Crafton Hills College X Yucaipa, CA Arabic
San Bernardino High School X San Bernardino,
CA Arabic
Hillside Elementary School X San Bernardino,
CA Arabic
New Dimensions Pomona, CA Arabic
Redlands USD x Redlands, CA Arabic
Cape Henlopen School District L. Roe
Downes Elementary School X Newark, DE Chinese
Wilbur Elementary School X Bear, DE Chinese
New Castle Elementary School X New Castle, DE Chinese
J. R. McIlvaine Early Childhood Center X Magnolia, DE Chinese
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Allen Frear Elementary School X Dover, DE Chinese
W. B. Simpson Elementary School X Camden, DE Chinese
Center for Human Services/McDaniel
College R. Costea unknown Westminster, MD Arabic, Chinese
Chicago Public Schools F. Hasan, E.
Cardenas-Lopez
Agassiz Elementary School X Chicago, IL Arabic
Belding Elementary School X Chicago, IL Arabic
Durkin Park Elementary School X Chicago, IL Arabic
LaSalle II Magnet Elementary School X Chicago, IL Arabic
Marquette Elementary School X Chicago, IL Arabic
Peck Elementary School X Chicago, IL Arabic
Volta Elementary School X Chicago, IL Arabic
Lane Tech College Prep High School X Chicago, IL Arabic
Lincoln Park High School X Chicago, IL Arabic
Lindblom Math and Science Academy X Chicago, IL Arabic
Roosevelt High School X Chicago, IL Arabic
Taft High School X Chicago, IL Arabic
China Institute in America P. Zeng Dalton School X X X New York, NY Chinese
College Board S. Cantor unknown Los Angeles, CA Chinese
DC9 Metropolitan Urdu Center S. Aziz X X X Washington, D.C.
DePaul University Y. Lau, M.
Johnston unknown Chicago, IL Chinese
Des Moines Public Schools M. Stimmel
Drake University X Des Moines, IA Arabic
Simpson College X Indianola, IA Arabic
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Lincoln High School X Des Moines, IA Arabic
Fargo Public Schools M. Thrond
West Fargo Elementary School X Fargo, ND Chinese
Westside Elementary x West Fargo, ND Chinese
Fauquier County Public Schools M. Sutton
Kettle Run High School X Nokesville, VA Arabic
Fauquier High School X Warrenton, VA Arabic
Liberty High School X Bealeton, VA Arabic
Fauquier County Public Schools x x x Warrenton, VA Arabic, Turkish
Fresno Unified School District E. Yen California State University, Fresno X Fresno, CA Chinese
Friends of Global Renaissance
Perspectives, Inc. M. Sharkey G.L.O.B.E. School X
Saratoga Springs,
NY Chinese
Furman University K. Kaup, D. Zhang
Furman University X Greenville, SC Chinese
Christ Church Episcopal School X X X Greenville, SC Chinese
Georgia Department of Education J. Valentine Henry County Schools X X X McDonough, GA Chinese
Glastonbury Public Schools R. Oleksak Gideon Welles School X Glastonbury, CT Chinese
Global Village Charter Collaborative C. Howe
GVA – Colorado Springs X Colorado Springs,
CO Chinese
GVA – Fort Collins X Fort Collins, CO Chinese
GVA – Aurora X X Aurora, CO Chinese
GVA – Northglenn X X Northglenn, CO Chinese, Russian
GVA – Douglas County X Douglas County,
CO Chinese
Gonzaga University B. Semple
Mary Walker High School/Spokane Virtual Learning
Site
X Springdale, WA Chinese
Lewis and Clark High School X Spokane, WA Chinese
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Sacajawea Middle School x Spokane, WA Chinese
Granite and Weber School Districts C. Schubach
Calvin Smith Elementary X Salt Lake City, UT Chinese
Bates Elementary X North Ogden, UT Chinese
Uintah Elementary X Ogden, UT Chinese
Spring Lane Elementary X Salt Lake City, UT Chinese
Hilmar Unified School District I. Cabral-Johnson Hilmar Middle School X Hilmar, CA Portuguese
Howard Community College C. Berman
Howard County Public Schools X X X Ellicott City, MD Arabic, Chinese,
Hindi, Persian
Howard Community College Arabic online x Columbia, MD Arabic
Huayuan Chinese Academy A. Cheung Gaithersburg Elementary School X Gaithersburg, MD Chinese
Hunter College–City University of New
York D. Chao Hunter College High School X New York, NY Chinese
Hurst-Euless-Bedford Independent School
District B. Parpia
Central Junior High School X Euless, TX Arabic, Chinese,
Hindi
L. D. Bell High School X Hurst, TX Arabic, Chinese,
Hindi
Trinity High School X Euless, TX Arabic, Chinese,
Hindi
Viridian Elementary School X Fort Worth, TX Arabic, Chinese,
Hindi
Indiana University
M. Nyikos
Jackson Creek Middle School X Bloomington, IN Chinese
Tri-North Middle School X Bloomington, IN Chinese
Batchelor Middle School X Bloomington, IN Chinese
A. Omar Harmony School Bloomington, IN Swahili
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Kean University J. Jensen Kean University X Union, NJ Hindi, Urdu
Kennesaw State University A. Bernardy Kennesaw State University X Kennesaw, GA Chinese
Kent State University B. Baer Kent State University X Kent, OH Arabic, Chinese
Lexington County School District One D. Samples
Meadow Glen Elementary School X Lexington, SC Chinese
White Knoll Middle School X Lexington, SC Chinese
Meadow Glen Middle School X Lexington, SC Chinese
River Bluff High School X Lexington, SC Chinese
White Knoll High School X Lexington, SC Chinese
Center for World Languages and International Business
at Lexington High School
X Lexington, SC Chinese
Lexington Middle School X Lexington, SC Chinese
L.I.F.E & Discovery E. Chung
St. John Regional Catholic School X X Frederick, MD Chinese
Visitation Academy X X Frederick, MD Chinese
Los Angeles Unified School District D. Coaloa
Bell High School X Bell, CA Arabic
Granada Hills Charter High School X Los Angeles, CA Arabic
New Tech Academy at Jefferson High School X Los Angeles, CA Arabic
Roybal High School X Los Angeles, CA Arabic
Student Empowerment Academy X Los Angeles, CA Arabic
Hamilton High School X Los Angeles, CA Arabic
Elizabeth Learning Center x Los Angeles, CA Arabic
Loyola Marymount University M. Lavadenz
Broadway Elementary X Los Angeles, CA Chinese
Walnut Elementary X Walnut, CA Chinese
Los Angeles USD X X X Los Angeles, CA Chinese
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Palos Verdes Peninsula USD X X X Palos Verdes, CA Chinese
Oakland Charter Schools X X X Oakland, CA Chinese
Archdiocese of Los Angeles Catholic Schools X X X Los Angeles, CA Chinese
Pasadena USD Pasadena, CA Chinese
Oxnard Union High School X Oxnard, CA Chinese
Mandarin Institute and SFUSD-Chinese Yalan King
Collaborative formed by Mandarin Institute between
City College of San Francisco, San Francisco USD, and
San Francisco State University Flagship
X San Francisco, CA Chinese
Michigan State University
W. Hassan
King High School X Detroit, MI Arabic
North Farmington High School X Farmington
Heights, MI Arabic
W. Wang
Lansing Public Schools X X X Lansing, MI Chinese
Grand Rapids Public Schools X X X Grand Rapids, MI Chinese
Greater Detroit Area Public Schools X X X Detroit, MI Chinese
A school district in Arizona Chinese
National Council of Less Commonly Taught
Languages A. Schleicher Monroe County Community School Corporation X X Bloomington, IN Swahili
National University A. Mokhtari unknown San Diego, CA Persian
Natrona County School District A. Tollefson
Fort Caspar Academy X Casper, WY Chinese
Park Elementary School X Casper, WY Chinese
Paradise Valley Elementary School X Casper, WY Chinese
New York University M. Savova Mercer County Community College X West Windsor
Township, NJ Hindi, Urdu
North Carolina State University A. Lamm
Heritage High School X Wake Forest, NC Chinese
A. B. Combs Magnet Elementary School X Raleigh, NC Chinese
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Northern Virginia Community College L. Franklin unknown Arlington, VA Multiple
Occidental College B. Zaslow
FAME Charter Schools X X X Santa Clara, CA Arabic
Granada Hills Charter High School X Granada Hills, CA Arabic
California State University, Long Beach X Long Beach, CA Arabic
First Presbyterian Church of El Paso El Paso, TX Arabic
OneWorld Now! J. Tanaka OneWorld Now! After-School Global Leadership
Program
X Seattle, WA Arabic, Chinese
Pennsylvania State University C. Eckhardt unknown University Park,
PA Arabic
Portland State University Confucius
Institute M. Liu unknown Portland, OR Chinese
Prince George s County Public Schools M. Flores Laurel High School X Laurel, MD Portuguese
Queens University of Charlotte E. DeBell
Queens University of Charlotte X Charlotte, NC Chinese
unknown
Rice University R. Sanchez
Woodlands College Park High School X Conroe, TX Chinese
Mandarin Immersion Magnet School X Houston, TX Chinese
Pin Oak Middle School X Bellaire, TX Chinese
Rutgers University M. Curran Highland Park School District X X Highland Park, NJ Chinese
San Diego State University Research
Foundation F. Saydee
San Diego State University X San Diego, CA Dari
unknown
San Francisco State University M. Ara unknown San Francisco, CA Dari, Persian
Southern California Council of Chinese
Schools R. Yee, T. Cheng unknown Cerritos, CA Chinese
Stanford University D. Silva Ohlone Elementary School X Palo Alto, CA Chinese
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Jordan Middle School X Palo Alto, CA Chinese
Henry M. Gunn High School X Palo Alto, CA Chinese
East Side Union High School X San Jose, CA Chinese
Menlo Park Elementary School X Menlo Park, CA Chinese
Columbia Middle School X Sunnyvale, CA Chinese
Sunnyvale Middle School X Sunnyvale, CA Chinese
San Francisco USD X X X San Francisco, CA Chinese
Palo Alto USD X X X Palo Alto, CA Chinese
San Mateo-Foster City School District X X X San Mateo, CA Chinese
Fremont USD X X X Cupertino, CA Chinese
Evergreen Valley High School X San Jose, CA Chinese
Piedmont Hills High School X San Jose, CA Chinese
Independence High School X San Jose, CA Chinese
Saint Francis High School X Mountain View,
CA Chinese
Stony Brook University S. Jourdain Stony Brook University X Stony Brook, NY Arabic
Teaching Chinese Resources D. Wu
Beardslee Elementary School X Duarte, CA Chinese
Duarte USD X X X Duarte, CA Chinese
Basic High School X Las Vegas, NV Chinese
Spring Valley High School X Las Vegas, NV Chinese
Fletcher Elementary School X Orange, CA Chinese
Troy University I. Xu, R. Feng
Baldwin Arts and Academics Magnet Academy X Montgomery, AL Chinese
Charles Hendersen Middle School X Troy, Alabama Chinese
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
unknown Chinese
Loveless Academic Magnet Program High School X Montgomery, AL Chinese
R. Feng Pike Road Schools Pike Road, AL Chinese
University of California-Berkeley S. Kwoh unknown Berkeley, CA Chinese
University of California, Los Angeles
Heritage Teacher Workshop O. Kagan unknown Los Angeles, CA Multiple
University of Florida P. Jacobs P. K. Yonge Developmental Research School X X X Gainesville, FL Chinese
University of Hawai i C. Ning “t. Andrew s Priory X X X Honolulu, HI Chinese
University of Iowa
I. Kostina University of North Carolina, Greensboro X Greensboro, NC Russian
H. Shen
City High School x Iowa City, IA Chinese
West High School x Iowa City, IA Chinese
University of Kansas Center for Research,
Inc. S. Willis
Chanute High School X Chanute, KS Chinese
Free State High School X Lawrence, KS Chinese
University of Kentucky B. Goldstein unknown Lexington, KY Chinese
University of Massachusetts, Boston W. Hu
Cushing Academy X Ashburnham, MA Chinese
Modern Languages Dept. of UMass, Boston X Boston, MA Chinese
College of Advancing and Professional Studies at
UMass, Boston
Teacher
training
Boston, MA
Chinese
University of Mississippi D. Dyer
Oxford High School X Oxford, MS Chinese
Lafayette High School X Oxford, MS Chinese
Holly Springs High School X Holly Springs, MS Chinese
University of Montana Hellgate High School X Missoula, MT Arabic
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
S. Bitar, K.
Huthaily (2013–on)
Sentinel High School X Missoula, MT Arabic
Big Sky High School X Missoula, MT Arabic
University of New Hampshire
M. Dorffsman, L.
Lee (2013–on)
Portsmouth Middle School X Portsmouth, NH Chinese
University of New Hampshire X Durham, NH Chinese
L. Lee Oyster River School District Durham, NH Chinese
University of New Mexico W. Putnam University of New Mexico X Albuquerque, NM Arabic, Chinese
University of Oklahoma East Asia Institute
R. Burnett, C.
Forehand Discovery School of Tulsa X X Tulsa, OK Chinese
R. Burnett Carnegie Elementary School x Tulsa, OK Chinese
University of South Florida E. Shepherd
Partnership between USF and Clearwater High School X Clearwater, FL Chinese
Partnership between USF and the Out-of-Door
Academy Sarasota, FL Chinese
University of Texas, Arlington S. Liang
Carroll ISD X X X Carroll, TX Chinese
Irving High School X Irving, TX Chinese
MacArthur High School X Irving, TX Chinese
Nimitz High School X Irving, TX Chinese
Singley Academy X Irving, TX Chinese
Cardwell Career Preparatory Center X Irving, TX Chinese
University of Washington A. Klots University of Washington Slavic Department (new
Russian STEM course) X Seattle, WA Russian
University of Wisconsin, Madison D. Bethea PSI-Abroad X Daugavpils, Latvia Russian
University of Wyoming S. Bunning unknown Laramie, WY Chinese
Utah State Office of Education G. Roberts, J.
Leite
Lake View Elementary School X Provo, UT Portuguese
Rocky Mountain Elementary School X Lindon, UT Portuguese
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Bluffdale Elementary School X Bluffdale, UT Portuguese
Hillcrest Elementary School X Logan, UT Portuguese
Sunrise Elementary School X Smithfield, UT Portuguese
Harris Elementary School X Tooele, UT Portuguese
J. Leite
Overlake Elementary x Tooele, UT Russian
Rose Springs Elementary x Stansbury Park,
UT
Portuguese
Virginia Beach City Public Schools J. Carson
Corporate Landing Middle School X Virginia Beach, VA Chinese
Salem Middle School X Virginia Beach, VA Chinese
Princess Anne Middle School X Virginia Beach, VA Chinese
West Virginia Department of Education D. Nicholson
Cheat Lake Elementary School X Morgantown, WV Chinese
Mountainview Elementary School X Morgantown, WV Chinese
Ridgedale Elementary School X Morgantown, WV Chinese
Suncrest Elementary School X Morgantown, WV Chinese
North Elementary School X Morgantown, WV Chinese
West Windsor-Plainsboro Regional School N. Sohail West Windsor-Plainsboro Regional Schools X X X West Windsor
Township, NJ Hindi, Urdu
Western Michigan University W. Hassan
Ann Arbor Public Schools Ann Arbor, MI Arabic
Renaissance High School X Detroit, MI Arabic
Detroit Public Schools Detroit, MI Arabic
Macomb Intermediate School District Macomb, MI Arabic
Yinghua Academy L. Lien Yinghua Academy
MNOHS Online Course X X Minneapolis, MN Chinese
STARTALK Program Program Director New Program
Grade Level
Location Language K-12
K-
5
6-
8
9-
12 13-16
Minnesota Online High School X Saint Paul, MN Chinese
Yuva Hindi Sansthan, Inc. A. Ojha
Middlesex County College X Edison, NJ Hindi
Bensalem High School X Bensalem, PA Hindi
Aggregate Totals: 2010–2016
Year Number of academic programs started, according to impact survey
2010 54
2011 30
2012 19*
2013 89
2014 28
2015 25
2016 18
Total 263
* In 2012, the question of whether their STARTALK program had led to the development of an academic program was asked only of directors of student
programs. All other years, it was asked of both student program directors and teacher program directors.
APPENDIX B: AFTER-SCHOOL, COMMUNITY, HERITAGE, OR ONLINE LANGUAGE PROGRAMS STARTED AS A RESULT OF STARTALK PROGRAMS
(2010–2016)
Key:
Programs in bold were reported for the first time in 2016 by student program directors.
Programs in italics were reported for the first time in 2016 by teacher program directors.
Programs in bold italics were reported for the first time in 2016 by student and teacher program directors.
*Information in this appendix was reported by program directors. Some entries may not include complete details about the program.
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
ACTFL Discover Russian/Glastonbury
Public Schools B. Sandstrom
Thomas Jefferson High School
for Science and Technology
X A Alexandria, VA Russian
Holmes Middle School After-
School Program Russian Club
X A Alexandria, VA Russian
Aldeen Foundation L. Kholaki Aldeen Foundation X X H A Pasadena, CA Arabic
Allama Iqbal S. Khan Lahore Education Community
School X X X C Brooklyn, NY Urdu
American Chinese Academy J. Chen Wilson Wims Elementary
School x Clarksburg, MD Chinese
Anchorage School District J. Schmitz Scenic Park Elementary School X A Anchorage, AK Chinese
Anne Arundel Community College C. Burt
Anne Arundel Mosque X X X X Annapolis, MD Arabic
Van Bokkelen Elementary
School
X A Severn, MD Arabic
Brock Bridge Elementary
School
X A Laurel, MD Arabic
Anne Arundel County Public Schools unknown X X Fort Meade, MD Arabic,
Chinese
Arabic Language and Culture Institute J. Purcell Arabic Language and Culture
Institute
X X C A Louisville, KY Arabic
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
Arlington Public Schools M. Perdomo unknown X Arlington, VA Arabic,
Chinese
Arlington Unified School
District/Arlington Independent
School District
S. Deering
South Davis Elementary X A Arlington, TX Portuguese
Bebensee Elementary X A Arlington, TX Portuguese
Atherton Elementary X A Arlington, TX Portuguese
Asia Institute Crane House
H. Pan, L. Zeng unknown Louisville, KY Chinese
C. Fisher WKU Confucius Institute Online
learning X X Louisville, KY Chinese
Asian American Center of Frederick E. Chung
New Market Elementary School X New Market, MD Chinese
Hillcrest Elementary School X Frederick, MD Chinese
unknown elementary school X Frederick County,
MD Chinese
unknown elementary school X Frederick County,
MD Chinese
unknown middle school X Frederick County,
MD Chinese
Association of Chinese Schools J. Liu unknown X X Chatham, NJ Chinese
Balvihar Hindi School M. Tiwari Balvihar Cobb Hindi School
VHPA, Heritage School
X X X H A Atlanta, GA Hindi
Bangor Chinese School J. Zhang
Abraham Lincoln School X A Bangor, ME Chinese
Mary Snow School X A Bangor, ME Chinese
Asa Adams School X A Orono, ME Chinese
Orono Middle School X A Orono, ME Chinese
Bangor Chinese School Bangor, ME Chinese
Fruit Street School X Bangor, ME Chinese
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
Berks County Intermediate Unit S. Calvin
Brandywine Heights High
School Chinese Club
X A Mertztown, PA Chinese
Wilson School District X X X A West Lawn, PA Chinese
Reading Chinese Association X X X A Reading, PA Chinese
Berks County Intermediate Unit
Evening Academy A Reading, PA Chinese
Boston University R. Micallef unknown Boston, MA Turkish
Bridge Academy S. Badwan unknown Hamtramck, MI Arabic
Brigham Young University K. Belnap Oakridge Elementary X A Salt Lake City, UT Arabic
Bryant University
Hong Yang
Chinese Culture Club at Bishop
Feehan High School
X A Attleboro, MA Chinese
unknown Chinese
church group Fall River, MA Chinese
Ralph Wheelock School X A Medfield, MA Chinese
Bishop Feehan High School X A Attleboro, MA Chinese
K. Xie Medway Elementary School
After-school Program x A Medway, MA Chinese
California State University, San
Bernardino D. Doueiri California State University X San Bernardino, CA Arabic
California State University, San
Bernardino/University Enterprises
Corporation at CSUSB
D. Doueiri, R. Burke
California State University, San
Bernardino
X W San Bernardino, CA Arabic
San Bernardino High School X A San Bernardino, CA Arabic
D. Doueiri Islamic Community Center of
Redlands X X Loma Linda, CA Arabic
Cape Henlopen School District L. Roe, M. Kelley Lewes School X A Lewes, DE Chinese
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
Cape Carousel Program X A Lewes, DE Chinese
Chicago Public Schools
F. Hasan, E.
Cardenas-Lopez, F.
Fadda-Ginski
Turath Institute X X C A Chicago, IL Arabic
Artist-in-Residence Program
Kenwood Academy
X X A Chicago, IL Chinese
Artist-in-Residence Program
Lindblom Math and Science
Academy
X A Chicago, IL Chinese
F. Fadda-Ginski
Lincoln Park High School After-
school Program x A Chicago, IL Arabic
Lane Tech College Prep High
School After-school Program x A Chicago, IL Arabic
F. Hasan, E.
Cardenas-Lopez, F.
Fadda-Ginski
Artist-in-Residence Program
Lane Tech College Prep High
School
X A Chicago, IL Chinese
Artist-in-Residence Program
Lindblom Math and Science
Academy
X A Chicago, IL Arabic
Artist-in-Residence Program
Lane Tech College Prep High
School
X A Chicago, IL Arabic
Artist-in-Residence Program
Lincoln Park High School X A Chicago, IL Arabic
China Institute in America P. Zeng Saturday Language Academy X C W New York, NY Chinese
College Board S. Cantor
UCLA Chinese Language
Summer Mini-Institute K-12,
University High School
X Los Angeles, CA Chinese
Chinese Summer Camp
Program by University High
School
x Los Angeles, CA Chinese
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
Concordia Language Villages D. Clementi unknown X A/W Bemidji, MN Portuguese
Consortium of Illinois Language
Schools F. Lu
Christian Heritage Academy X X X A/W Northfield, IL Chinese
after-school program in the
local library A DeKalb & Joliet, IL Chinese
Consortium of Texas Chinese
Language Institutes F. Shih unknown H W Houston, TX Chinese
DC9 Metropolitan Urdu Center S. Aziz community program C West Springfield,
VA Urdu
DePaul University Y. Lau, M. Johnston unknown C Chicago, IL Chinese
Educators Society for Heritage of
India V. Chaudhary Marlboro Hindi School X X X C/H W Marlboro, NJ Hindi
Fargo Public Schools M. Thrond Westside Elementary x West Fargo, ND Chinese
Fauquier County Public Schools L. Hoover, M. Sutton
Greenville Elementary School X A Nokesville, VA Arabic,
Turkish
Ritchie Elementary School X A Warrenton, VA Arabic
Grace Miller Elementary School X A Bealeton, VA Arabic
Florida State University W. Wang J. Michael Conley Elementary
School X A Tallahassee, FL Chinese
Fresno Unified School District E. Yen Fresno Chinese School X X X W Fresno, CA Chinese
Furman University K. Kaup
Greenville Middle Academy X A Greenville, SC Chinese
unknown H Greenville, SC Hindi,
Russian
unknown Greenville, SC Arabic
George Washington University P. Minuchehr Rosestan Persian Language
School
X X X River Hill, MD Persian
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
Global Village Charter Collaborative C. Howe
Global Village Charter
Collaborative
X X A Aurora, CO Chinese
Global Village Charter
Collaborative
X X A Northglenn, CO Russian
Global Village Intl. Preschool X A Aurora, CO Chinese
Global Village Intl. Preschool X A Colorado Springs,
CO Chinese
Global Village Intl. Preschool X A Fort Collins, CO Chinese
Gonzaga University B. Semple Wilson Elementary School
After-school Program x A Spokane, WA Chinese
Hamilton College H. G. Jin Oneida-Herkimer-Madison
BOCES
X A New Hartford, NY Chinese
Hilmar Unified School District I. Cabral-Johnson
Community Portuguese
Program
X X X C A Hilmar, CA Portuguese
Elim Elementary School x Hilmar, CA Portuguese
Hindi Sangam Foundation A. Ojha YHS-BSS Hindi Weekend
Program W Kendall Park, NJ Hindi
Howard Community College C. Berman Howard Community College X Columbia, MD Hindi
Huayuan Chinese Academy A. Cheung
Gaithersburg Elementary
School
X A Gaithersburg, MD Chinese
Garrett Park Elementary School X Kensington, MD Chinese
Travilah Elementary School X North Potomac, MD Chinese
Hunter College–City University of
New York D. Chao Hunter College High School X A New York, NY Chinese
Indiana University (Bridges) J. Liu, M. Nyikos unknown C A Bloomington, IN Chinese
Indiana University (Hindi) S. Hong Indian Arts Institute X C Bloomington, IN Hindi
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
Indiana University (Swahili) A. Omar
Academy of Science and
Entrepreneurship New Tech
High School
X A Bloomington, IN Swahili
Harmony School X X X Bloomington, IN Swahili
Indus Arts Council S. Iqbal
Indus Arts Council Houston, TX Urdu
unknown C W
Houston, TX
(Champions
neighborhood)
Urdu
unknown C W Sugar Land, TX Urdu
ILM Academy Houston, TX Urdu
International Hindi Association K. Khaitan Old Trail School Bath, OH Hindi
Kanti Hindi Kendra, LLC S. Kumar weekend Hindi classes at India
Center of Westchester W Elmsford, NY Hindi
Kean University A. Ojha, J. Jensen
unknown X A/W Union, NJ Hindi, Urdu
India Center of Westchester X X Westchester, NY Hindi
L.I.F.E. & Discovery E. Chung
Asian American Center of
Frederick
X X X X A Frederick, MD Chinese
Frederick Chinese School X X X A Frederick, MD Chinese
Huayuan Chinese Academy X A Rockville, MD Chinese
Los Angeles Unified School District B. Pensamiento, D.
Coaloa Bell High School X A Bell, CA Arabic
Loyola Marymount University M. Lavadenz Star After-School Programs at
Broadway Elementary School
X A Los Angeles, CA Chinese
Michigan State University W. Hassan unknown A Detroit, MI Arabic
Mudra Arts Center C. Vanjani Mudra Arts Center X X X X A Ashburn & Sterling,
VA Hindi
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
National University A. Mokhtari unknown San Diego, CA Persian
Natrona County School District A. Tollefson Paradise Valley Elementary
School
X A Casper, WY Chinese
New Century School Z. Anderson New Century School X Baltimore, MD Chinese
New York University
M. Savova PS 217 of Brooklyn X A Brooklyn, NY Urdu
G. Scharnwebe Westchester Urdu Saturday
Community School C W Valhalla, NY Urdu
North Carolina State University A. Lamm
Heritage High School X A Wake Forest, NC Chinese
A. B. Combs Magnet
Elementary School
X A Raleigh, NC Chinese
Office/Department of English
Language Learners, NYC Department
of Education
S. Malhotra
Gregorio Luperon High School
for Science and Mathematics
X A/W New York, NY Hindi
Thomas A. Edison High School X W Jamaica, NY Hindi
OneWorld Now! K. Hayden, J. Tanaka
OneWorld Now! Global
Leadership Program at Global
Connections High School
X A SeaTac, WA Arabic,
Chinese
Cleveland High School X Seattle, WA Arabic,
Chinese
Franklin High School X Seattle, WA Arabic,
Chinese
Chief Sealth International High
School
X Seattle, WA Arabic,
Chinese
Pak American Community Center M. Rashad Khan community program C Edison, NJ Urdu
Portland State University Confucius
Institute M. Liu unknown A/W Portland, OR Chinese
Prince George’s Arts and Humanities
Council (PGAHC) R. Costea
Paint Branch Elementary
School after-school clubs x A College Park, MD Chinese
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
Rice University R. Sanchez
River Oaks Elementary School X A Houston, TX Chinese
Rice Continuing Education X Houston, TX Chinese
Rutgers University M. Curran
Bartle Elementary School X A Highland Park, NJ Chinese
Highland Park School District X Highland Park, NJ Chinese
San Diego State University S. Fard Iranian School of San Diego X X X X San Diego, CA Persian
School District of Philadelphia T. Montgomery unknown Philadelphia, PA Chinese
Southern California Council of
Chinese Schools R. Yee unknown H Cerritos, CA Chinese
Springfield Public Schools A. Ferriter Springfield Public Schools W Springfield, MA
Stanford University D. Silva unknown A Palo Alto, CA Chinese
Teaching Chinese Resources D. Wu
La Costa Meadows Elementary
School
X A Carlsbad, CA Chinese
San Elijo Elementary School X A San Marcos, CA Chinese
Chiao Hsin Chinese Language
School
X X A Monterey Park, CA Chinese
Clark County Parks and
Recreation Center
X A Las Vegas, NV Chinese
Winchester Cultural Center X A Las Vegas, NV Chinese
Montebello Unified School
District
X A Montebello, CA Chinese
San Elijo Middle School X A San Marcos, CA Chinese
Fletcher Elementary School X Orange, CA Chinese
Texas A&M University Li-Jen Kuo Pebble Creek Elementary
School X online College Station, TX
Chinese,
Korean
Troy University I. Hong Xu, R. Feng unknown W Troy, MS Chinese
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
Troy University Montgomery
After-School Chinese Program
X Montgomery, AL Chinese
Forest Avenue School After-
School Chinese Program
Montgomery, AL Chinese
Troy University Dothan After-
School Chinese Program
X Dothan, AL Chinese
Troy University After-School
Chinese Program
Troy, AL Chinese
Charles Henderson Middle
School
X Troy, AL Chinese
Saint Bernard Prep School X Cullman, AL Chinese
R. Feng
Kelly Springs Elementary
School x Dothan, AL Chinese
Highlands Elementary School x Dothan, AL Chinese
University of Central Florida A. Kourova
Russian Club at the University
of Central Florida Orlando, FL Russian
University of Central Florida
after-school program Orlando, FL Russian
University Corporation (California
State University, Northridge) D. Mokhnatkin
Russian Club, California State
University, Northridge
X A Northridge, CA Russian
University of California, Los Angeles O. Kagan
Garden Grove Unified School
District
Heritage
language
teacher training
Garden Grove, CA
Los Angeles Unified School
District
Heritage
language
teacher training
Los Angeles, CA
University of Florida P. Bartlett, P. Jacobs unknown Gainesville, FL Chinese
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
P. K. Yonge Developmental
Research School
Gainesville, FL Chinese
University of Hawai i
C. Ning
Myron B. Thompson Academy
Honolulu, HI
Chinese
University of Iowa H. Shen
a hybrid course via University
Distance Education Division
University of Iowa
Iowa City, IA Chinese
University of Mississippi D. Dyer
Forest Avenue Academic
Magnet
X A Montgomery, AL Chinese
Montgomery Academy X X X A Montgomery, AL Chinese
Charles Henderson High School X A Troy, AL Chinese
Charles Henderson Middle
School
X A Troy, AL Chinese
Highlands School X X A Birmingham, AL Chinese
ACCESS Home Schooling
Chinese Program
X X X Alabama Chinese
University of Montana S. Bitar, K. Huthaily
unknown A Missoula, MT Arabic
Big Sky High School X Missoula, MT Arabic
Hellgate High School X Missoula, MT Arabic
Sentinel High School X Missoula, MT Arabic
University of Montana X Missoula, MT Arabic
University of New Hampshire P. Garofalo, M.
Dorffsman, L. Lee
unknown X C Durham, NH Chinese
Mast Way School X Lee, NH
Oyster River Cooperative
School District
Durham, NH Chinese
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
L. Lee Oyster River School District
After-school Program x x x A Durham, NH Chinese
University of North Carolina,
Wilmington R. Starodubtseva
Volga to Cape Fear Project X X A Wilmington, NC Russian
Russian Club at UNCW X A Wilmington, NC Russian
University of Oklahoma East Asia
Institute
R. Burnett, C.
Forehand
Discovery School X X A Tulsa, OK Chinese
3 after-school programs in
Jenks School District 3X 3X 3X 3A Norman, OK Chinese
Carnegie Elementary School X A Tulsa, OK Chinese
Hoover Elementary School X A Tulsa, OK Chinese
University of Pennsylvania R. Kureishy, M.
Chiang
Pakistan-American Society of
South Jersey
X X X X C/H A Voorhees, NJ Urdu
Twelve Gates Art School X X X X C/H A Philadelphia, PA Urdu
unknown X H A Philadelphia, PA Chinese
University of South Florida E. Shepherd Tampa Bay Chinese School X X X A Tampa, FL Chinese
University of Texas at El Paso L. Kuo
Free Arabic classes offered by
the Arab Student Association
(MSA) El Paso, TX Arabic
University of Washington
L. Doubivko, V.
Egorova
LEGO–Robotics workshops X X A Silverdale, WA Russian
ASK School of Knowledge X X X C Issaquah, WA Russian
A. Klots School of Russian Language X X H Bothell, WA Russian
Utah State Office of Education S. Talbot University of Utah Continuing
Education
X A Salt Lake City, UT Chinese
Virginia Beach City Public Schools J. Carson
Corporate Landing Middle
School
X A Virginia Beach, VA Chinese
Princess Anne Middle School X A Virginia Beach, VA Chinese
STARTALK Program Program Director New Program
Grade Level Institution Type
Location Language K-12
13-
16
Community or
Heritage
After-
school
or
Weekend
K-
5
6-
8
9-
12
Washington-Saratoga-Warren-
Hamilton-Essex Board of Cooperative
Educational Services
P. Sharkey unknown Saratoga Springs, NY Chinese
West Virginia Department of
Education Chinese Sunday school Morgantown, WV Chinese
West Windsor-Plainsboro Regional
Schools N. Sohail
West Windsor-Plainsboro
Regional Schools
X X X A West Windsor, NJ Hindi, Urdu
Yinghua Academy L. Lien
Yinghua Academy (before- and
after-school care programs)
X X A Minneapolis, MN Chinese
Minnesota Online High School X St. Paul, MN Chinese
Yuva Hindi Sansthan, Inc. A. Ojha unknown A/W Edison, NJ Hindi
Aggregate Totals: 2010–2016
Year Number of after-school, heritage, community,
and online programs started, according to impact
survey
2010 35
2011 21
2012 9*
2013 63
2014 29
2015 24
2016 25
Total 206
* In 2012, the question of whether their STARTALK program had led to the development of an after-school, heritage, community, or online program was asked only of directors
of student programs. All other years, it was asked of both student program directors and teacher program directors.