We focus on the strategic integration of STEAM and world language instruction with a project-based approach to maximize learners’ use of the target language in an authentic context.

• PL1 e. The teacher uses units that allow students to build, reinforce, and expand their knowledge of other disciplines.

• PL1 f. The teacher uses units that allow students to use previously acquired language and content in new contexts and other disciplines.

Because many Chinese and Korean teachers are native speakers of the language without prior background in linguistics, they usually have to undergo multiple rounds of trial and error to realize the specific linguistic challenges their native English-speaking students have. In light of this need, we focus on pedagogical contrastive linguistics by a) providing participants with a more systematic orientation of unique challenges in phonology, semantics, morphology syntax, and pragmatics faced by beginning learners of the target language; b) discussing how to design student-centered activities to address students’ specific linguistic challenges.

• PL3 d. The teacher plans lessons that include learning experiences that are interesting and relevant to students.

• PL3 e. The teacher plans lessons that include learning experiences within students’ range of abilities.

We focus on principles and strategies for teachers to maintain at least 90% of the instruction in the target language, which remains a major challenge for world language teachers at all levels.

• LE3 a. The teacher ensures that at least 90% of what is shared with students is in the target language.

• LE3 b. The teacher minimizes the use of English by carefully and deliberately determining when and if it is necessary.

LT2 c. The teacher leverages technology to support student production of language.