Core Presenter: Donna Clementi, Ph.D.

Topics: Content-based Instruction in a learner-centered classroom

DonnaClementi Dr. Clementi, will present, model teaching practices, connect theories to practices by explaining the rationales behind effectiveness or ineffectiveness of certain methodologies, facilitate discussions, review online discussion board and comment, check teacher-participants’ lesson plans and provide feedback, observe afternoon and practicum sessions of the participants and provide feedback for improvement, review participants portfolio and assign grades. She will also hold regular meetings with the program directors and LGLs to discuss ways of improving participants’ learning outcomes and the effectiveness of the program.
Dr. Clementi, is a national consultant specializing in best practices in world language curriculum, instruction, and assessment. She is currently working on a team to support ACTFL’s Literacy and Languages Collaborative Center. In 2013, she co-authored The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design, an ACTFL publication. She taught French and was the World Languages Program Leader in the Appleton Area School District for 33 years. She also spent 38 summers working at Concordia Language Villages at the French Language Village and leading professional development seminars for world language instructors. In that capacity, Clementi taught a graduate course in World Language Methods for teachers of Arabic, Chinese, and Russian. She continues to lead ongoing professional development for teachers of Arabic, a collaborative program between the Qatar Foundation International and Concordia Language Villages.

Guest Presenter: Dr. Cristian R. Aquino-Sterling

Topics: Heritage and Non-Heritage Learners

CristianAquino-Sterling Dr. Cristian R. Aquino-Sterling is an educational linguist, teacher educator, and educational researcher in the School of Teacher Education at San Diego State University. He holds a BA in Philosophy (Fordham University); a MA in Hispanic Literatures & Cultural Studies (Columbia University), and an Interdisciplinary Ph.D. in Curriculum & Instruction – Language & Literacy (Arizona State University). His applied educational research addresses two interrelated areas where language and discourse are seen as central elements of K-12 teachers’ pedagogical practice: (a) language demands of educational standards (CCSS - CCSSenEspañol - NGSS - ELA - SLA - WIDA) and implications for teacher preparation and the education of K-12 students in multilingual school contexts; and (b) the assessment and development of Pedagogical Language Competencies in the preparation of K-12 bilingual teachers (Aquino- Sterling, 2016; Aquino-Sterling & Rodríguez-Valls, 2016). His works have been published in notable venues, such as the Bilingual Research Journal; International Journal of Language and Linguistics; International Multilingual Research Journal; International Journal of Bilingual Education and Bilingualism; Multicultural Perspectives; Reading in a Foreign Language, and Voices from the Middle. During Spring-Summer 2016, Dr. Aquino-Sterling served as Distinguished Research Fellow at the Advanced Research Collaborative (ARC) of the City University of New York (CUNY).

Guest Presenter: Cristina Alfaro, Ph.D.

Topics: Steps for Teacher Credentialing

CristinaAlfaro Dr. Cristina Alfaro speaks to STARTALK teachers about steps for credentialing using STARTALK training as initial intake to the credentialing process Dr. Alfaro is Chair of the Dual Language and English Learner Education Department in the College of Education at San Diego State University. She served on the 2012 Expert Panel for the California State Department of Education English Language Development (ELD) Standards where her work focused on the alignment of the New ELD Standards to the Common Core State Standards (CCSS). She is the principal investigator and project director of a major US Department of Education grant where her research and work focus on creating access to the rigor of the Common Core Standards for English Learners. Dr. Alfaro has over two decades of experience in directing both local and international teacher education programs. She is the recipient of the College of Education Excellence in Teaching Award, the San Diego County O ice of Education Biliteracy Leadership Award, and the Gomez Morin International Teacher Education Award. Her background as an English Learner, elementary biliteracy teacher and school administrator in ethno and linguistically diverse communities, has served her well in preparing teachers to teach students how to critically read the word and the world. As a teacher researcher she has examined and published on the role of teachers’ pedagogical and ideological clarity related to teaching practices for ethno and linguistically diverse students.

Previous years Presenters