What Surveys Tell Us About STARTALK Programs (1) · Instructor years teaching a language (teacher...
Transcript of What Surveys Tell Us About STARTALK Programs (1) · Instructor years teaching a language (teacher...
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What Surveys Tell Us About
STARTALK Programs
David Ellis, NFLCBetsy Hart, NFLCMeg Malone, CAL
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SESSION OVERVIEW
STARTALK 2015 2
1. Survey Types
1. Survey Findings w/Discussion
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SURVEY TYPES
STARTALK 2015 3
Impact • Program Director (2014)
• Longitudinal Participant (2007 – 2013)
Participant • Teacher (2015)
• Student (2015)
Stakeholder • Team Leaders (2015)
• Program Directors (2015)
• Program Instructors (2015)
• Site Visitors (2015)
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PROGRAM DIRECTOR IMPACT SURVEY:
5 AREAS
STARTALK 2015 4
1. Programs
2. Institutions
3. Participants
4. World Language Field
5. Communities
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STUDENT PROGRAMS (N=95)
STARTALK 2015 5
STARTALK-language programs started because of STARTALK
School-Based
• 28 new programs in 2014
• 223 AY programs cumulatively since 2010
Community/Heritage
• 25 new programs in 2014
• 156 programs cumulatively since 2010
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223 SCHOOL-BASED PROGRAMS:
WHERE ARE THEY?
STARTALK 2015 6
0 10 20 30 40 50
California
Texas
Pennsylvania
Illinois
Utah
Maryland
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WHAT LANGUAGES?
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148
61
11 113 3 3 2 1
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WHAT GRADE LEVELS?
STARTALK 2015 8
91
65
104
22
K-5th 6th-8th 9th-12th Postsecondary
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OTHER FORMS OF IMPACT
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Institutions• Increased language courses and enrollments
Students• Increased participation in NSLI-Y and Flagship
• Continued involvement in STARTALK
Community• Student recruitment from underserved groups (ethnic minorities,
socio-economically disadvantaged, individuals with special needs)
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TEACHER PROGRAMS (N=57)
STARTALK 2015 10
Institution level
• 12 report an increase in language teacher training program enrollments
Teacher participants
• 35 programs award credits toward professional development, certification, and endorsements
• 47 program directors hired participants in academic year and STARTALK programs
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IMPACT ON THE FIELD
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• 14 presentations about STARTALK at ACTFL
• 25 presentations about STARTALK at other conferences
• 9 scholarly articles related to STARTALK
• 6 doctoral students writing dissertations about STARTALK
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DISCUSSION:
IMPACT SURVEYS
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1. Is STARTALK Central collecting the right data?
2. What other questions should STARTALK Central be asking?
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2015 PARTICIPANT SURVEYS
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Total student participants =
Total survey respondents =
Response rate =
4,997
2,843
57%
STUDENT PARTICIPANT SURVEY
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2015 STUDENT SURVEY RESPONDENTS BY LANGUAGE
STARTALK 2015 15
Arabic8%
Chinese59%
Hindi12%
Korean2%
Dari0%
Persian1%Port.
4%
Russian7%
Swahili1%Turkish
1%Urdu5%
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STUDENT RESPONDENTS BY GRADE
LEVEL
STARTALK 2015 16
912
786
1003
113
0
200
400
600
800
1000
1200
K-5th grade 6th-8th grade 9th-12th grade Post secondary
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STUDENT RESPONDENTS BY STATE
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Total teacher participants =
Total survey respondents =
Response rate =
977
794
81%
TEACHER PARTICIPANT SURVEY
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2015 TEACHER PROGRAM RESPONDENTS BY LANGUAGE
STARTALK 2015 19
Arabic12%
Chinese 62%
Dari0%
Hindi3%
Korean6% Persian
1%
Portuguese3%
Russian7%
Swahili1%
Turkish1%Urdu
4%
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RESPONDENTS BY STATE
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RESPONDENTS BY TEACHING LEVEL
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114
385
282316
241
0
100
200
300
400
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EDUCATION LEVEL
STARTALK 2015 22
63.3% 32.5%
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CERTIFICATION
STARTALK 2015 23
14.8%
No
27.1%
Yes58.1%
Want to get certified
14.7%
Yes
45.1%
Want to get certified
40.2%
No
STARTALK
Languages
Other Languages
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TEACHER TRAINERS
STARTALK 2015 24
More than 95% of respondents agreed with the following
three statements:
1. The teacher trainers were knowledgeable about language education and were good resources for information about program implementation, materials, etc.
2. The instructors were able to prepare me for teaching my target language and culture.
3. After participating in this program, my confidence in teaching the target language has increased.
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EVALUATION OF TEACHER PROGRAM
STARTALK 2015 25
More than 95% of respondents agreed that they’d gained
useful knowledge/skills in the following areas:
1. The three modes of communication
2. Performance-based instruction and assessment
3. Implementing a standards-based and thematically organized
curriculum and/or lesson plans
4. Facilitating a learner-centered classroom
5. How to integrate language, culture, and content
6. How to stay in the target language and provide students with
comprehensible input
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EVALUATION OF TEACHER PROGRAM
STARTALK 2015 26
The rates of agreement for the following two statements
were slightly lower:
1. Adapting and using age-appropriate authentic materials (94.2%)
2. Sufficient opportunity to practice new skills (92.8%)
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DISCUSSION:
PARTICIPANT SURVEYS
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1. Is STARTALK Central collecting the right data?
2. What other questions should STARTALK Central be asking?
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What surveys tell us about STARTALKSTARTALK 2015
What surveys tell us about STARTALKSTARTALK 2015
Margaret E. Malone
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OutlineOutline
Native languages of student/teacher program instructors
Years in STARTALK program
Additional roles in STARTALK 2015
Language teaching experience
Training/majors related to language teaching
Grade levels taught
Compensation
29
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Native language/s of instructors (student program)Native language/s of instructors (student program)
N = 293
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Native language/s of instructors (teacher program)Native language/s of instructors (teacher program)
N = 139
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Languages of our instructorsLanguages of our instructors
Variety of first languages
Growing group of L1 English speakers teaching in STARTALK student programs
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Instructor years in STARTALK program (student program)Instructor years in STARTALK program (student program)
N = 289
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Years as Program Director in a STARTALK programYears as Program Director in a STARTALK program
N = 115
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Additional roles of instructors in STARTALK programs (student program)Additional roles of instructors in STARTALK programs (student program)
Additional role(s) % (N=262)
Student program: Program director 3.4%
Student program: Instructional lead 30.5%
Student program: Any other administrative or leadership
position
6.5%
Teacher program: Program director 0.8%
Teacher program: Instructional lead 8.0%
Teacher program: Any other administrative or leadership
position
2.7%
Instructor in a STARTALK teacher program 19.9%
Participant in a STARTALK teacher program 23.3%
STARTALK Central site visitor 0.8%
STARTALK Central team leader 0.0%
No additional roles 26.7%
Other: Web, multimedia, technology role, etc. 11.1%
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Additional roles of instructors in STARTALK programs(teacher program)Additional roles of instructors in STARTALK programs(teacher program)
Additional role(s) % (N=133)
Teacher program: Program director 9.8%
Teacher program: Instructional lead 41.4%
Teacher program: Any other administrative or leadership
position
14.3%
Student program: Program director 6.0%
Student program: Instructional lead 10.5%
Student program: Any other administrative or leadership
position
8.3%
Instructor in a STARTALK student program 12.0%
Participant (learner) in a STARTALK teacher program 4.5%
STARTALK Central site visitor 6.8%
STARTALK Central team leader 5.3%
No additional roles 19.5%
Other 9.0%
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Experience and roles of program leadersExperience and roles of program leaders
Over 1/3 new instructors in student programs
Almost 1/4 new Program Directors
Many instructors play multiple roles in STARTALK programs
STARTALK: new professional opportunities in language (instruction, program management…)
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Instructor years teaching target language
(student program)Instructor years teaching target language (student program)
N = 290
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Instructor years teaching a language
(teacher program)Instructor years teaching a language (teacher program)
N = 121
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Instructor background in language teaching (student program)Instructor background in language teaching (student program)
N = 291
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Instructor grade levels taught in STARTALK program vs. during academic year (student program)Instructor grade levels taught in STARTALK program vs. during academic year (student program)
More instructors teach at the elementary, middle, or high school grade
level during STARTALK than during academic year.
Fewer instructors teach at the university level during STARTALK than
during academic year.
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Instructor backgroundInstructor background
Strong base in language teaching and learning
Great experience at all levels of language teaching
STARTALK: provides opportunities for professional development and experience
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I felt I was paid adequately for my teaching load this
summer (N=251). (instructors in student program)I felt I was paid adequately for my teaching load this
summer (N=251). (instructors in student program)
2010 2011 2012 2013 2014 2015
Agree 75.5% 84.3% 84.8% 83.8% 82.8% 86.9%
Disagree 22.0% 15.7% 15.1% 15.5% 14.5% 12.4%
N/A 2.5% -- -- 0.7% 2.7% 0.8%
Note:
Agree = Strongly Agree & Agree
Disagree = Strongly Disagree & Disagree
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I felt I was paid adequately for my teaching load this
summer (N=123). (instructors in teacher program)I felt I was paid adequately for my teaching load this
summer (N=123). (instructors in teacher program)
2012 2013 2014 2015
Agree 88.2% 93.1% 78.9% 87.3%
Disagree 11.8% 6.9% 9.7% 9.5%
N/A -- -- 11.4% 3.2%
Note:
Agree = Strongly Agree & Agree
Disagree = Strongly Disagree & Disagree
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ConclusionsConclusions
Well-prepared instructors
Many instructors teaching STARTALK languages during academic year AND summer
Most instructors satisfied with compensation
Our program staff often play multiple roles during the program
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DiscussionDiscussion
1. Is CAL collecting the right data?
2. What other questions should CAL be asking?
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THANK YOU