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Touro University TESOL Candidate Carolyn Ciccarello’s Method Presentation for EDPN 673

EDPN 673 Methods and Materials for Teaching English as a Second Language

This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

The assignment for EDPN 673,was for Teacher candidates (TCs) will plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning found in the Richards and Rodgers text, i.e. Communicative Language Learning, Total Physical Response etc. Candidates will first introduce their assigned method including the general approach, syllabus and other aspects, they will then demonstrate their mini lesson they planned online through PPT, video and upload all the artifacts plus a paper submission of no more than 2 pages excluding references. 1.5 line spacing normal margins. New York times or similar font. Any content area can be selected to demonstrate the lesson such as PowerPoint, materials, and realia.

Part 1 – Video, Part 2 – PPT, Part 3 – paper explaining the mini lesson.

I am pleased to feature:

Touro University TESOL Candidate Carolyn Ciccarello received her Bachelor’s degree in Childhood/Special Education from Suny Old Westbury, Long Island. She is pursuing pursuing a Master’s degree in TESOL at Touro University. She lives in Brooklyn and currently works as a Special Education Consultant teacher on Long Island.


Carolyn Ciccarello’s Method Presentation Video

For my video presentation, I chose to focus on the practice/application section of the lesson using the direct method and the communicative language teaching approach (CLT). I believe that combining the direct method and CLT approach will be beneficial for students for several reasons. For the direct method, I incorporate vocabulary words in which I use pictures so students could make meaningful connections and I provide examples of how each word can be used in a sentence. Richards & Roger (2014) points out that through the direct method “Knowing words could be used to teach new vocabulary, using mime, demonstration, and pictures” (p. 9). Teaching new vocabulary to students increases their vocabulary and verbal skills so they can choose more precise words when communicating with others.

Carolyn Ciccarello, Touro University TESOL Candidate

Method Presentation Google Slides Link: Carolyn Ciccarello’s Slide Presentation for Method’s Presentation

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Touro University TESOL Candidates Victoriaann Irace and Cristina Talarico Mindmaps for Teaching to Multiple Intelligences for EDPN 671

For a EDPN 671 EDPN 671 Theory and Practice of Bilingual and Multicultural Education discussion board I wanted Touro University TESOL Candidates talk about multiple intelligences. “After reading and viewing the materials for this week, create a mindmap your own ideas and strategies using the framework of multiple intelligences. To think about when mapping: Where do you think you fall within the scheme of multiple intelligences? How can understanding these concepts improve your own teaching? How do these concepts apply to ELLs?Ensure that you are creating a thoughtful, significant mindmap.” Below two meaningful, well-designed mindmaps submitted by Touro University TESOL Candidates

Victoriaann Irace received her bachelors in child study from Saint Joseph’s University in Patchogue New York. She is currently certified in Early Childhood Education, Childhood Education and Students with Disabilities (Birth- Grade 2 & Grades 1-6). She is currently enrolled in a program at Touro for her Masters in TESOL. She will be entering her third year as a substitute elementary teacher for Longwood School District in September 2022. Vicky has spent her entire adult life working with children and possesses a passion regarding teaching our future generations.

Touro University TESOL Candidate Victoriaann Irace’s Mindmap

Touro University TESOL Candidate Cristina Talarico, Mind Map
Understanding the theory of multiple intelligences can improve my teaching because I can use this theory to determine the best ways that my students can learn in my classroom. Each student has one kind of intelligence that they perform the best at, so I can use their strengths and weaknesses to guide my lessons. I can include particular types of intelligence to help my students stay engaged and succeed in the classroom. Individualizing lessons and including the theory of multiple intelligences to guide your teaching will lead to success. These concepts can apply to ELLs because not every ELL will learn the same way, it is good to include a variety of factors from multiple intelligences to understand how the student works best.

References

Edutopia. (2010, July 9). Howard Gardner on multiple intelligences. YouTube. Retrieved July 19, 2022, from https://www.youtube.com/watch?v=iYgO8jZTFuQ

Nieto, S., & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural education. Pearson.

Understanding the theory of multiple intelligences can improve my teaching because I can use this theory to determine the best ways that my students can learn in my classroom.

Touro University TESOL Candidate Cristina Talarico
Touro University TESOL Candidate Cristina Talarico
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Touro University TESOL candidate Victoriaann Irace’s Method Presentation for EDPN 673 Methods and Materials for Teaching English as a Second Language

EDPN 673 Methods and Materials for Teaching English as a Second Language

This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

Teacher candidates (TCs) will plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning found in the Richards and Rodgers text, i.e. Communicative Language Learning, Total Physical Response etc. Candidates will first introduce their assigned method including the general approach, syllabus and other aspects, they will then demonstrate their mini lesson they planned online through PPT, video and upload all the artifacts plus a paper submission.

Vicky Irace received her bachelors in child study from Saint Joseph’s University in Patchogue New York. She is currently certified in Early Childhood Education, Childhood Education and Students with Disabilities (Birth- Grade 2 & Grades 1-6). She is currently enrolled in a program at Touro for her Masters in TESOL. She will be entering her third year as a substitute elementary teacher for Longwood School District in September 2022. Vicky has spent her entire adult life working with children and possesses a passion regarding teaching our future generations.

The words being introduced in this lesson relate to the children’s every day in two parts. One is social conversations with peers, pertaining to the weather for example. The other is that in the preceding science units several of these terms will come up with regularity and building the ELLs knowledge of these words enhances their ability to comprehend the language and the content in the classroom.

Victoriaann Irace, Touro University TESOL candidate

Victoriaann Irace Method Presentation Video

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Touro University TESOL Teacher Candidate Kate Yanovich’s Method Presentation for Methods and Materials for Teaching English as a Second Language (EDPN-673) Summer 2022

The assignment was for teacher candidates (TCs) for Methods and Materials for Teaching English as a Second Language (EDPN-673) Summer 2022 to plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning found in the Richards and Rodgers text, i.e. Communicative Language Learning, Total Physical Response etc. Candidates will first introduce their assigned method including the general approach, syllabus and other aspects, they will then demonstrate their mini lesson they planned online through PPT, video and upload all the artifacts plus a paper submission of no more than 2 pages excluding references. 1.5 line spacing normal margins. New York times or similar font. Any content area can be selected to demonstrate the lesson such as PowerPoint, materials, and realia. Part 1 – Video, Part 2 – PPT, Part 3 – paper explaining the mini lesson.

Below the infographic I designed for the methods presentation:

Kate Yanovich works as a New Yok city public school elementary teacher. She was born and raised in Kishinev, Moldova in Eastern Europe. Her native language is Russian and she has lived in Brooklyn, New York, for the past 28 years. She earned her Bachelor’s degree in English with a minor in Journalism from Brooklyn College. After some time tutoring writing, math, and conflict resolution skills to students in after-school programs, she realized her passion for teaching and returned to Brooklyn College where she obtained her Master’s degree in Early Childhood and Childhood Education. Kate Yanovich shares that she has “…taught students of different ages, ranging from Pre-K to middle school, and having a background in special education. I also worked with students and young adults with special needs. I have a great love for children and a passion for enabling their abilities and potential for a bright future. Currently, I am pursuing the TESOL Graduate degree at Touro College and look forward to working more closely with second language and multilingual learners in their educational journeys. “

Kate Yanovich’s Method Presentation Video

https://drive.google.com/file/d/1hJRtOmq1kOCJfNnhF47AD74LqyyJQaZD/view

I believe in the kind of teaching that promotes children’s curiosity for learning and develops creativity, independence, and new discoveries. I enjoy working with parents as they are an equal partner and play an integral part in supporting their children’s education and social-emotional development.

Kate Yanovich, Touro University TESOL teacher candidate

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Touro University TESOL Candidates Kelly Broshears and Joanna Liriano ‘s Mindmaps on Comprehensible Input

For a Discussion Board in EDDN 637 EDDN 637 Second Language Learners and the Content Areas the weekly contribution was constructing a mindmap of comprehensible input strategies and connecting the input strategies to teaching strategies. As their Professor, there is much pride to see such excellent work by my candidates.

Touro University TESOL Candidate Joanna Liriano

Joanna Liriano is a math teacher and track & field coach in South Bronx. She served the Peace Corps in Mozambique and Teach for America in NYC. Currently, she is working on her bilingual certification in Spanish, Portuguese, and French to meet the needs of her students.

Touro University TESOL Candidate Kristi Mattina

Kristi Mattina holds a Bachelor’s degree in Childhood Education and a Master’s in Special Education. In June, she completes her 11th year of employment with the NYCDOE. She is a Special Education teacher and taught in ICT and 12:1+1 settings in District 31. She also enjoys spending time with her family and two young children.

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Dr. Jasmin Cowin publishes ‘A Chain of Worlds: Education in the Age of Metaverses’ with the virtual 26th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2022, July 12 – 15, 2022

Introducing AI and intelligent systems into education will have profound effects on not only assessment and administrative functions but also on faculty and learner motivation, engagement, and overall academic performance. Other areas affected will be organizational strategic planning, student acquisition, and retention, curriculum design and Personal Learning Networks.

Dr. Jasmin (Bey) Cowin, A Chain of Worlds: Education in the Age of Metaverses. The 26th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2022, July 12 – 15, 2022 IMSCI 2022, vol. 3, 25-30. https://doi.org/10.54808/WMSCI2022.03 ISBN: 978-1-950492-66-4 (Volume III)

Cowin, J. (2022). A Chain of Worlds: Education in the Age of Metaverses. The 26th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2022, July 12 – 15, 2022  IMSCI 2022, vol. 3, 25-30. https://doi.org/10.54808/WMSCI2022.03  ISBN: 978-1-950492-66-4 (Volume III)

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Touro University TESOL Candidate Adah Hirschfeld’s Infographic on the Dewey Decimal System in English, Spanish, Ukrainian and Haitian Creole

The opportunity to do this assignment and try out the Canva program was truly invaluable. I will be making many more and also introducing the app to my students as a possible research end product.

Adah Hirschfeld, Touro University TESOL Candidate

For EDPN 673 Methods and Materials for Teaching English as a Second Language TESOL candidates create an infographic.

Assignment Description: For this assignment, you will create an infographic for a specific group of learners (your audience). It is highly recommended that you create your infographic for the learners that you are currently teaching, or typically teach. You will know more about this group than other groups of learners, and are likely to have an easier time designing instruction for them. Integrating the infographic into one of the SIOP lessons is recommended.

Your project will be assessed on the following: Content: content is specifically tailored to ENL/ESL students for a specific grade level.
Focus: All content (visual and textual) concisely complements the purpose of the infographic.
Visual Appeal: Fonts, colors, layouts, & visual elements meaningfully contribute to the infographic’s ability to convey the overall message.
Argument: The infographic effectively informs and convinces the reader of its intended purpose.
Organization: Information is systematically organized and supports readers’ comprehension of the main message.
Citation: Full bibliographic citations are included for all sources referenced
Mechanics: The infographic is free of spelling or grammatical errors.

Adah Hirschfeld is a New York City Public School librarian who currently works at IS 240 in Midwood, Brooklyn.  She holds a Master of Library and Information Science degree from Pratt Institute and a Master’s degree in School Administration from Touro College.  She is pursuing certification in TESOL to better meet the language and literacy needs of her students.

The Dewey Decimal System in English, Spanish, Ukrainian and Haitian Creole.

  1. WHY are you designing this infographic?

I wanted to make this to post in the library so students will be able to find the categories of non-fiction books easily.  I give an orientation to all the new 6th grade classes in the fall and try to encourage and foster skill and provide materials that will make my students independent library users.

  • HOW will this infographic serve MLs?

English, Spanish and Haitian Creole are the dominant languages in my middle school in Flatbush / Midwood, Brooklyn.  I added Ukrainian because we had an influx of students when the conflict started and will have more Ukrainian speaking students in September.

  • WHAT are you trying to point out, teach, focus on, or reinforce?

Non-fiction books in the library are organized and shelved according to categories or subjects. Students need to know where to find books to help them with their research or reading interests.  The dewey decimal system also reinforces math skills and helps students become aware that many academic terms such as decimal can be used across subjects.

  • WHICH language production is this infographic focusing on?

This infographic is focused on reading, but may lead to speaking discussion when explaining the system or sending students to find specific dewey numbers on the shelves.

  • WHERE in your lesson plan will YOU be able to use this infographic?

This infographic can be used in the mini lesson.  It can also be used for independent practice with a worksheet matching Dewey call numbers to subject headings / categories.

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Touro University TESOL Candidate Melissa Greenfield on Tools and Techniques for Effective Second Language/Foreign Language Teaching for EDPN 673

EDPN 673 Methods and Materials for Teaching English as a Second Language

This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

Touro University TESOL Candidate Melissa Greenfield is a first grade teacher on Long Island and committed  “to making my classroom a place where students feel safe, confident and excited to learn.” She holds an initial certification in Elementary ed. (1-6) from SUNY Old Westbury and is working towards a MS in TESOL at Touro. 

Ms. Greenfield wrote an exceptional DB 3 contribution, featuring strong analysis and a reflection on her classroom activity sequencing.

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Dr. Cowin presents on “Simulation Training, Teacher Performance, Assessment and Artificial Intelligence” at the English Language Centre, International English Language Teaching Symposium (IELTS-2022), “Pathways, Paradigms and Possibilities (PPP) in ELT,” Oman

Abstract

Teacher education programs require pathways for teacher performance assessment supporting ELT candidates completing practicum and fieldwork hours. This presentation focuses on reviewing, contrasting, and framing two distinct immersive ecosystems. Mursion and simSchool. Either platform offers immersive experiences simSchool is AI-driven while Mursion employs mixed-reality simulations. Both provide ELT teachers a platform to practice and hone the art and skill of teaching within a simulation using avatars through customized and personalized clinical experiences for language teaching.

Description

This workshop took deep dive into two very distinct teacher simulation training platforms: simSchool and Mursion. By comparing and contrasting the platforms’ respective approaches to simulation training workshop attendees be introduced to simulation-based learning and emotionally intelligent student avatar. This presentation identified, summarized, and reflected through showcasing each platforms teaching and simulation scenarios. In addition, simulation teacher performance assessment generates data. Such data aggregation offers institutions informed decision-making teacher performance through systematic reviews using data and technology to improve their language teacher education programs.

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Touro University, GSE, TESOL Candidate Kelly Broshears on Academic Success for Multilingual Learners for EDDN 637

It is always a pleasure to feature exception candidate work. TESOL Candidate Kelly Broshears contributed an exceptional Discussion Board on Academic Success for Multilingual Learners for EDDN 637 – Second Language Learners and the Content Areas

In order to provide the most effective teaching, it is crucial that teachers of ELL students work off of what the student can already do and build upon their strengths. It is so often that educators work off of what students do not know and they focus on that negativity, instead of focusing on the positives of what students can already do and use that to their advantage. The assets being referred to also do not necessarily have to be academically based. According to Echevarria, et.al (2017), “these assets are related to language and cultural practices in the home… Teachers can build on these relationship roles to construct collaborative learning environments in the classroom.” (p. 7). By building off the strengths of the students, the teacher can create a more inclusive environment for students that makes all students feel like they can be successful and helps to provide the confidence they need to succeed.

Kelly Broshears, Touro University, GSE, TESOL Candidate

Kelly Broshears is a 4th semester student at Touro College and a member of the TESOL masters program. She received her undergraduate degree at Salve Regina University in Newport RI in 2019 with a major in early childhood education. “This is where I found a passion for working with ENL students. Currently, I am a kindergarten teacher for the NYC DOE in District 27.”

 Discussion Board: 1 CHAP I ACADEMIC SUCCESS by Echevarria, J., Vogt, M. & Short, D. (2017). Making Content Comprehensible for English Learners: The SIOP Model. 5th Edition, Pearson.

Kelly Broshears:

  1. WHAT Characteristics  INFLUENCE ELL’s having SUCCESS IN SCHOOL? 

The success of an ELL student in school can be connected to a variety of factors. There are the ones that I think of right off the bat that include the student’s prior exposure to the English language before attending school or the years the ELL student has been attending an English speaking school. However, research suggests that the characteristics that influence the school success of an ENL student goes much deeper than that. As stated earlier, knowledge of the English language is a main characteristic of student success. Another characteristic includes how deep the language proficiency is in the L1, as well as, the educational background of the student. For example, a student who is well educated in the L1 typically will have an easier time learning the L2 compared to a student who had limited access to school due to factors outside of the control of the child. If a student is more proficient in their L1 and has had more access to school in their native language, “they can transfer the knowledge they learned in their native country’s schools to the courses they are taking in the United States.” (Echevarria, Vogt & Short, 2017, p. 5) which, in turn, will more likely produce success. ELL success can also be determined on factors outside of the education realm. Some factors may include the family’s financial situation, abuse, refugee status from a potentially war-torn country, etc. As teachers of ELL students, it is incredibly important to recognize and acknowledge these characteristics when planning the best possible instruction for the individual students you work with.

2. What are some characteristics of ELL’s to consider to implement effective teaching? 

As previously stated, there are so many characteristics of ELL’s that are important to consider when teaching. In order for the instruction to be effective, these characteristics must be considered. In order to provide the most effective teaching, it is crucial that teachers of ELL students work off of what the student can already do and build upon their strengths. It is so often that educators work off of what students do not know and they focus on that negativity, instead of focusing on the positives of what students can already do and use that to their advantage. The assets being referred to also do not necessarily have to be academically based. According to Echevarria, et.al (2017), “these assets are related to language and cultural practices in the home… Teachers can build on these relationship roles to construct collaborative learning environments in the classroom.” (p. 7). By building off the strengths of the students, the teacher can create a more inclusive environment for students that makes all students feel like they can be successful and helps to provide the confidence they need to succeed.

You can also use student educational backgrounds in their native languages to help implement effective teaching. Teachers can build upon the literacy skills students may have in their L1 and work off of that to transfer those skills to English. This can be done through making connections from school to their outside world by looking at various things to read like a bill or a shopping list. You can also foster effective teaching by providing many opportunities for students to use conversational English. Lastly, in order to implement effective teaching it is crucial to have students make connections to their cultures because “students do not enter schools as blank slates. Many have had life experiences that are pertinent to the curricula.” (Echevarria, Vogt & Short, 2017, p. 8). By providing children with those connections to their cultures, it can give students a chance to show their knowledge, build their confidence, and they can teach their peers while learning how the things in their native countries might be different than in the United States.

3. How can we as educators transform the education of English Language Learners/ Multilingual Learners for  tomorrow’s world?

The key to transforming the education of ELL’s and ML’s for tomorrow’s world is multimodal learning. ELL students who are filling in quick and mindless worksheets are not being engaged enough and set up for success in the future. Students will need to be cognitively ready for purposeful and substantive conversations and interactions they will be having in the near future. It is an educator’s job to set these students up for this kind of success, but so often, these students are falling through the cracks because of teacher activities like simple worksheets. According to Walqui (2021), students “need to be skilled in understanding ideas, judging their validity based on evidence, and often making decisions based on inferential interpretations of the ideas and information presented in the narrative or written texts they encounter.” By providing ELL/ ML students with an opportunity to engage with text in various modalities and engage with a peer about the text, the students are then able to practice forming their own understanding and perspective on the topic, as well as, listen to and gain a peer’s perspective. Because ELL students have so much cultural knowledge to build upon that teachers can tap into, students should be well equipped to engage with others and learn from their peers. In order to transform education, we need to include these types of rich and engaging practices that will prove to be more effective in preparing students for the future than a worksheet.

4. What is one take-away from this week’s readings and how might it impact you teaching?

In my opinion, I learned a lot from this week’s reading and it was really eye opening. The biggest take-away I had from the reading is how important it is to build relationships in the classroom and be culturally responsive. I always heard professors talk about how important culturally responsive teaching is but after reading several articles and the text it is even more clear how important this is. For example, an ELL teacher in Oregon engages in home visits and pays special attention to important aspects of her students home lives so she can include these aspects into her lessons to make them more engaging and to make children have a sense of community. “Students are most engaged when they feel a personal connection to a lesson or unit, a connection that’s created in part by a teacher’s investment in culturally competent relationships.” (Kaplan, 2019). By considering all factors of an ELL students life and taking into account all of their strengths and interests, it is more likely that these students will have more success in school because the teacher is setting them up for that success with the environment he/she has cultivated.

References:

Echevarria, J., Vogt, M. & Short, D. (2017). Making Content Comprehensible for English Learners: The SIOP Model. 5th Edition, Pearson.

Kaplan, E. (2019, April 12). 6 Essential Strategies for Teaching English Language Learners. Edutopia. https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners (Links to an external site.)

Walqui, A. (2021, January 5). Quality Education for ELLs and MLs: Why We Need It and How We Can Achieve It. NYSED. http://www.nysed.gov/bilingual-ed/topic-brief-1-quality-education-ells-and-mls-why-we-need-it-and-how-we-can-achieve-it (Links to an external site.)

from DB 1 CHAP I ACADEMIC SUCCESS

Kelly Broshears responding to peers:

Hi M., 

I really enjoyed reading your post this week and I felt like a lot of the things you mentioned resonated deeply with me and my reading this week as well. One thing that you mentioned that stood out to me was when you said about “Creating activities that sharpen all five senses and allow students to work in an interactive format will help them gain a greater understanding of both the English language and the world around them.” This jumped out to me because as a kindergarten teacher, this is the only way we really teach because it is proven that young children need that hands on and multimodal learning to help grasp new concepts. However, I know that as you go on in the years of schooling, hands on learning turns more into worksheets and textbooks which can be detrimental for an ENL student. I worry about these students because I feel that with so many teachers not having ENL training, they do not know how to differentiate for these students. This can cause these students to get lost in the shuffle. In my opinion, teachers who are struggling with teaching their ENL students should think about this: “Educators considering how to strengthen the quality of teaching for ELLs and MLs will find it provocative and productive to reflect on their own and other experts’ theories concerning how second languages are learned, how learning happens in general, what students bring to learning, and how teachers themselves learn and develop as expert professionals.” (Walqui, 2021). By reflecting and studying the theory and pedagogy behind teaching ENL students, most teachers can begin to shift their thinking and improve their practice. 

Reference:

Walqui, A. (2021, January 5). Quality Education for ELLs and MLs: Why We Need It and How We Can Achieve It. NYSED. http://www.nysed.gov/bilingual-ed/topic-brief-1-quality-education-ells-and-mls-why-we-need-it-and-how-we-can-achieve-it 

Hi L., 

I wanted to let you know that I thought your post this week was really great and I look forward to hearing your perspective throughout this course. As someone who is dual language, I think you bring a whole other side to this apart from just the teaching side that is interesting to hear. Something that you said really stood out to me. What stood out to me was when you mentioned overcrowded classrooms being an ineffective way to teach ENL students. Currently, I teach general education kindergarten and have 24 students in the room with no aide or paraprofessional. This is almost the maximum amount of students the NYC DOE allows in a kindergarten setting. I always say that this puts my students at a huge disadvantage since it becomes very loud at times and overstimulating, but this is true especially for the ENL students I have. I never thought about them potentially struggling more because of the setting so thank you for pointing that out. In a big school system like the DOE, unfortunately there is nothing we can do about the class sizes no matter how hard we fight for it. However, I really enjoyed the suggestion by Schwartz (2021), that said to use microphones in the classroom to combat this issue. She says that using a microphone “can help ELL students hear the nuances of your voice more clearly and understand you better”. This might help ENL students in a large classroom to understand different aspects of the language more clearly. 

Reference:

Schwartz, J. (2021, October 21). 10 strategies that support English language learners across all subjects. Edutopia. Retrieved June 9, 2022, from https://www.edutopia.org/article/10-strategies-support-english-language-learners-across-all-subjects  (Links to an external site.) 

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Dr. Cowin at GSENN 2022 on Nanoscience and Nanotechnology: A Multidisciplinary Teaching Frontier

GSENN2022 aims to bring together the renowned researchers, scientists and scholars to exchange ideas, to present sophisticated research works and to discuss hot topics in the field and share their experiences on all aspects of Nanotechnology and Nanomaterials.

The GSENN2022,a 3 day event, gathered the key players of the Nanotechnology and Nanomaterials community and related sectors. This event was launched with the aim to become an established event, attracting global participants, intent on sharing, exchanging and exploring new avenues of Nanotechnology and Nanomaterials, Catalysis and Surface Process, Smart Graphene Materials, Nanoparticle enhanced spectroscopy, Nanotechnology Risk & Safety, Nanoscale structures for solar energy.

Abstract:

As part of the Fourth Industrial Revolution (4IR), the multi-disciplinary fields of Nanoscience and Nanotechnology hold the promise to profoundly change the way humanity lives, works and relates to one another.  Nanoscience education, a multidisciplinary field, integrates diverse subjects such as surface science, electronics, organic chemistry, molecular biology, semiconductor physics, medicine, energy storage, engineering, microfabrication, molecular engineering, and more.  Molecular sciences are poised to become a gateway to the future, promising advances from medical diagnostics to climate change. While there are nanoscience research centers such as the NSF Nanoscale Science and Engineering Networks, Materials Research Science and Engineering Centers (MRSECs), National Nanomanufacturing Networks, few educational programs exist locally and globally spanning across the full spectrum of educational levels from K–12 to postgraduate studies. Corporations, educational institutions, and education ministries alike are exploring frameworks and technological tools to facilitate STEM learning in schools and beyond. App innovation and gamification, digital literacy, VR and AR, SDP, and collaborative learning are leading educational trends in the 4IR. One characteristic that these new learning technologies share is that by enabling real-time behavior modification, knowledge transfer and learning can occur simultaneously. “The AI challenge is not just about educating more AI and computer experts, although that is important. It is also about building skills that AI cannot emulate. These are essential human skills such as teamwork, leadership, listening, staying positive, dealing with people and managing crises and conflict” [Owen, 2017: para. 2]. The US Department of Education’s mission statement focuses on promoting “student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access” [US Department of Education, 2021].

Nanoscience and nanotechnology will change interpreting the world and reshape educational philosophies while altering the pedagogies that underlie them.  Economic growth, the durability of society, and sustainability for the 21st century and beyond need to be supported through a system of education that can anticipate societal and global changes.  Therefore, it will be necessary to transform the modes of delivery which are part of the operations of educational institutions worldwide. Looking forward, corporations, educational institutions, and countries must extend the scope of their collective educational ambitions beyond classic declarative learner knowledge to the nurturing of the complex and creative processes of learners, coupled with digital literacy in the fields of nanoscience and nanotechnology.

This presentation focuses on cross-curricular learning models, virtual and augmented reality labs, professional teacher development, and free educational resources aimed at promoting student awareness of nanoscience and nanotechnology as well as provide advanced learning and skills development.

Keywords: Nanoscience and Nanotechnology, educational transformation, pedagogical frameworks, 21st-century education, Fourth Industrial Revolution, Augment and Virtual reality Labs

References

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The CALL- IS Newsletter is currently accepting submissions for the Summer/ Fall 2022 edition

As a member of the CALL-IS Steering Committee, I am pleased to announce that the CALL- IS Newsletter is currently accepting submissions for the Summer/ Fall 2022 edition. We are looking for letters, articles, snapshots and book reviews relevant to CALL.  If you need a book recommendation, please inquire .   Submissions are due by June 31, 2022. Send submissions to ludry@dwci.edu .

 Submission Guidelines:

  • Letters/ Articles
    • 1000 – 1,750 words 
    • have the title in ALL CAPS
    • list a byline: author’s name with embedded email, affiliation, city, and country
    • include a 50-word teaser for the Newsletter Homepage
    • contain no more than five citations
    • include a 2-to-3 sentence author biography and author photo
    • follow the style guidelines in the Publication Manual of the American Psychological Association, 6th edition (APA style)
    • be in .doc, .docx, .rtf, or .txt format
    • All figures, graphs, and other images should be labeled and sent as separate jpg files.
    • Book Reviews 
      • 650 – 1000 words in length
      • include a 50-word teaser for the Newsletter Homepage
      • include a 2-3 sentence reviewer biography and reviewer photo
      • follow the style guidelines in the Publication Manual of the American Psychological Association, Sixth Edition (APA Style)
      • be .doc or .docx, .rtf, or .txt format
      • All figures, graphs, and other images should be labeled and sent as separate jpg files.

    Deadlines: Submissions are due by June 31, 2022. Please send submissions to ludry@dwci.edu .

    AND Are You looking for an exciting opportunity for Professional Development? Why not become CALL-IS Newsletter Editor or join the CALL-IS Newsletter Editing Team. Contact Larry Udry (ludry@dwci.edu) for details. Back issues of our newsletter can be found at http://newsmanager.commpartners.com/tesolcallis/issues/

    Featured

    Visualization of Education Strategies to Support Students’ Well-Being and Academic Excellence

    The last few weeks I reflected on several questions.

    1. How can educators support and nurture students’ well-being and academic excellence?
    2. What are student needs and educators responsibilities?
    3. Where do experiences and needs of both educators and students overlap?

    In this infographic, I juxtaposed students and educators and connected their perspectives and common needs within multiple contexts. The PDF has links to resources for educators wishing to explore the topics.

    Featured

    Computers For Schools Burundi:Kuvumbura Bishasha, Uvumbuzi, Innovation

    Emmanuel Ngendakuriyo, Founder and Executive Director of Computers for Schools Burundi (CfSB) believes that ICT integration into the Burundian education system and focused education for innovation in e-waste management are the keys to capitalize on Fourth Industrial Revolution opportunities.

    Prof. Jasmin (Bey) Cowin, is part of the CfSB team and contributes as a Global Impact & Sustainability Analyst. Shen created the infographic to integrate three major language spoken in Burundi: Kirundi, Swahili, and English to showcase the differences of cultural meanings of general ideas, concepts and ICT vocabulary. In addition, Prof. Cowin hopes to promote intercultural and plurilingual competences through the trilingual infographic.

    A principal goal of CfSB is to modernize the Burundi education system through universal ICT education in primary and secondary schools, thereby creating access to and equity in digital skills for Burundian youth. The vision is to promote and integrate the use of ICT and 21st Century skills into primary and secondary schools as the main engine of sustainable development in Burundi. The mission focuses on delivering quality ICT education to all Burundian school-age youth, thereby creating a solid foundation for the development of future innovation, industrialization, science, technology integration; eventually resulting in poverty reduction and allowing Burundi’s citizens to participate in and join as global citizens in the global economy.

    Featured

    Dr. Jasmin (Bey) Cowin on “Practicing the Philosophy of Abundance: Resources to Support Displaced Learners,” VirtuaTELL Spring 2022 Conference May 14, 2022, NYS TESOL

    It was my pleasure to present this workshop for the VirtuaTELL Spring 2022 Conference on May 14, 2022, NYS TESOL

    I believe that in alignment with SDG 4.c that teachers are the change agents for the future.

    4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.

    Dr. Jasmin (Bey) Cowin
    Assistant Professor and TESOL Practicum Coordinator
    Touro University
    Graduate School of Education, New York, NY

    This workshop covered:

    The Philosophy of Abundance
    Understanding Trauma and Its Impact
    The Stress Response System
    Words Matter
    Teaching materials on refugees, asylum and migration for primary and secondary education
    UNHCR Teaching About Refugees 2021 – Language Learning Guidebook
    Teaching Techniques for Multilingual Learners
    The Teacher Tech Tool Wheel
    Google Resources
    The Internet Archive
    Open Educational Resources
    Q&A

    I am sharing the workshop with all the global conference participants and educators who support displaced learners. I believe that in alignment with SDG 4.c that “teachers are the change agents for the future.

    Both PDF’s feature embedded links to resources you can click on – go ahead, download and use the abundant resources available to YOU.

    Teaching is an Act of Love

    Let us move away from deficit thinking and the scarcity education model where education providers together with a group of experts use expensive resources such as required purchases for materials, texts etc., and paid access to platforms which in essence constitute a social justice issue.

    Instead, let us embrace the social and situated nature of learning while embracing and developing an asset-based approach to teaching and learning.

    Dr. Jasmin (Bey) Cowin
    Assistant Professor and TESOL Practicum Coordinator
    Touro University
    Graduate School of Education, New York, NY
    Featured

    Touro University TESOL Candidate Bianca Soto-King’s Reflections on her Fieldwork Experience in EDPN 673

    EDPN 673 Methods and Materials for Teaching English as a Second Language

    This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of fieldwork.

    Bianca Soto-King is an NYC Public School teacher who currently works in Bensonhurst, Brooklyn. She teaches 6th grade ELA and is completing her master’s degree in TESOL at Touro University. She is a native Brooklynite and a lover of all things literary.

    During my fieldwork hours, I learned how to plan standards-based ESL instruction and how to implement differentiated learning experiences in order to meet my students’ needs. By observing others and working on the assignments given by Professor Cowin, I was able to create a more culturally responsive learning environment for my students.

    Bianca Soto-King, Touro University TESOL Candidate
    Featured

    Touro University TESOL Candidates Luz Chavarrio’s and John Zurschmiede’s Discussion Board Vlogs on Multilingual Learner Support

    When designing rich and meaningful online courses discussion boards (DBs) are an opportunity to increase the social presence of students and facilitator. Vlogs instead of text-based DBs create a social presence for students and faculty, thereby allowing connectedness and group cohesion to develop.

    Dr. Jasmin (Bey) Cowin, Assistant Professor and TESOL Practicum Coordinator, Touro University, GSE

    DBs are an important vehicle to measure growth, connect with students beyond text-based contributions, introduce new technology, and interact using different modalities and media. I find that varying the format and giving students the ability to express themselves through different media introduces spaces of discovery, communication, and peer-to-peer learning while giving diverse learning styles various ways to shine.

    This Discussion Board focused on a deep dive and exploration of early interventions as well as the RTI system. Touro TESOL candidates were asked to reflect on the importance of providing Multilingual Learners the support and interventions they may need. Candidates also reflected on assessing students in their native language in order to differentiate between academic or language issues.

    Luz Chavarrio currently attends Touro College. This is her first year as a public school teacher. She is currently working as a Spanish teacher in an elementary school on the Lower East Side.

    Luz Chavarrio’s Vlog on“Making Content Comprehensible for English Learners”

    Vlog References:

    Ariza, E. N., & Coady, M. R. (2018). Why Tesol?: Theories and issues in teaching English to speakers of other languages in K-12 classrooms (5th ed.). Kendall Hunt Pub Co.

    Echevarría Jana, Vogt, M. E., & Short, D. (2017). Making content comprehensible for English learners: The Siop model. Pearson.

    John Zurschmiede: “I am originally from South Africa where I graduated from the University of the Witwatersrand with a Batchelor’s in Primary Education. Since came to the United States, I have worked at private ESL institutions as an instructor and as an Academic Lead. I have also completed a Master’s in Adult Education and am currently studying at Touro college pursuing NYS TESOL certification.”

    Vlog Response to Intervention:

    Vlog references:

    Emerson Dickman, G (n.d.). RTI and Reading: Response to Intervention in a Nutshell. https://www.readingrockets.org/article/rti-and-reading-response-intervention-nutshell (Links to an external site.)

    RTI-Based Specific Learning Disability Determination Worksheet. (n.d.). https://wyominginstructionalnetwork.com/wp-content/uploads/2018/05/MTSS-SLD-Eligibility-Documentation-Worksheet.pdf

    Teaching English to Speakers of Other Languages

    New York is a state that speaks many languages. We need teachers who can find the common ground.

    The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

    Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and at least 20 days or 100 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

    Featured

    NYS TESOL Webinar Event: Digital Storytelling and Community Asset Mapping, Thursday, May 5, 2022🔹Time: 4:00-5:15PM Eastern

    NYS TESOL Webinar Event📣FREE to ALL Interested.Join  #NYSTESOL’s president Dr. Ching-Ching Lin, Nicole Bell, and Dr. Jasmin Cowin for an interactive webinar event that reimagines digital storytelling as a tool for community asset mapping. The purpose of this webinar is multifold:

    1.Provide a very brief review of digital storytelling as a classroom community building strategy

    2. Introduce a simple, easy-to-follow model of implementing digital storytelling 

    3. Analyze a variety of model texts as well as early practitioners’ samples4.    Participants will have the opportunities to create your digital stories and seek feedback from each other.

    🔹 NYS TESOL Event: No app needed. Digital storytelling and community assets mapping🔹Presenters: Dr. Ching-Ching Lin, Nicole Bell and Dr. Jasmin Cowin

    🔹Date: Thursday, May 5, 2022

    🔹Time: 4:00-5:15PM Eastern 🔹Event Registration & Information: https://lnkd.in/evfUC98R is required, no later than 1 hour prior to the start of the session.  (1 CTLE credit for NYS TESOL members)#bilingual #NYSTESOL2022#ENL #TESOL

    Featured

    Africa Leader features “Computers for Schools Burundi: Gukorera Hamwe through Cultural Competency Training” by Dr. Jasmin (Bey) Cowin

    Africa Leader features news from around the continent. Serving the African continent for a period spanning two decades, Africa Leader prides itself on presenting the latest news and feature stories from around the region and featured Dr. Cowin’s article “Computers for Schools Burundi: Gukorera Hamwe through Cultural Competency Training.”

    Cowin, J. (. (2022, April 27). Computers for Schools Burundi: Gukorera Hamwe through Cultural Competency Training. Retrieved from Africa Leader: https://www.africaleader.com/newsr/15023

    Featured

    Touro University TESOL Candidate Meghan Schick on “Making Content Comprehensible for English Learners”

    When designing rich and meaningful online courses discussion boards (DBs) are an opportunity to increase both the facilitators’ teaching and the social presence of the students and facilitator. Video DBs create a social presence for students and facilitators, thereby allowing connectedness and group cohesion to develop.

    DBs are an important vehicle to measure growth, connect with students beyond text-based contributions, introduce new technology, and interact using different modalities and media. I find that varying the format and giving students the ability to express themselves through different media introduces spaces of discovery, communication, and peer-to-peer learning while giving diverse learning styles various ways to shine.

    To gain a further understanding of early interventions as well as the RTI system Touro TESOL candidates were asked to reflect on the importance of providing Multilingual Learners the support and interventions they may need. Candidates also reflected on assessing this student in their native language in order to tell if it is an academic or a language issue.

    Video contributions increase “the ability of participants…to project their personal characteristics into the community, thereby presenting themselves to the other participants as real people”

    Garrison, Anderson, & Archer, 2000, p. 89.

    Meghan Schick is completing her second semester at Touro Univerity, Graduate School of Education, TESOL & BLE Department and working towards her Master’s in TESOL.

    I feel that I have already learned a lot of valuable information that will help me in my career.

    Meghan Schick, Touro University TESOL candidate

    Meghan Schick: “I thoroughly enjoyed reading Chapter 10 in “Making Content Comprehensible for English Learners.” I am very passionate when it comes to the topics of issues with Reading, RTI, and Special Education for English Learners. As an educator who has the opportunity to work with English learners, I have to be aware of their language proficiency levels. We have to be aware that a student’s difficulty to learn reading might just be from their limited English Proficiency and not mislabel them as special needs.

    References:
    Echevarria Jana,Vogt,M.E., & Short, D.(2017). Making Content Comprehensible for English Learners: The SIOP Model. Pearson

    Meghan Schick, Touro University TESOL candidate

    Questions:

    • How would you avoid the trap of confusing and labeling an entering ESL student with a student with special needs?
    • What is RIT and how might it be useful to you as a TESOL professional?
    • How might you use the RTI-Based Specific Learning Disability Determination Worksheet?

    References:

    Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2 – 3), 87-105. doi: 10.1016/S1096-7516(00)00016-6

    Featured

    Dr. Jasmin (Bey) Cowin peer-reviews for the Journal of Interdisciplinary Studies in Education

    It was my honor to serve as a peer- reviewer for the Journal of Interdisciplinary Studies in Education, “which is aimed at those in the academic world who are dedicated to advancing the field of education through their research. JISE provides a range of articles that speak to the major issues in education across all content areas and disciplines. The Journal is peer-reviewed through a blind review process that utilizes a national and international editorial board and peer reviewers. JISE aspires to advance research in the field of education through a collection of quality, relevant, and advanced interdisciplinary articles in the field of education.

    Publication Ethics
    Publication Ethics and Publication Malpractice Statement

    Journal of Interdisciplinary Studies in Education (JISE) and its Publisher, STAR Scholars, are committed to publishing and widely disseminating high-quality content. members of the Committee on Publication Ethics (COPE). It is critical that the editorial operations of this journal be governed by rigorous ethical standards that are both transparent and fair. We recognize that the scholarly publishing ecosystem is complex and includes editors, authors, reviewers, and publishers. As such, this journal follows the COPE Code of Conduct and Best Practice Guidelines for Journal Editors and the Code of Conduct for Journal Publishers. In this journal, it is expected of authors, reviewers, and editors that they follow the best-practice guidelines on ethical behavior contained therein.”

    Quoted from the Journal of Interdisciplinary Studies in Education (JISE) website: https://www.ojed.org/index.php/jise

    Featured

    Dr. Cowin invited as Keynote Speaker on the topic ” Metaverses, Transdisciplinary Pedagogy and Nanoscience in Education” at InovSciTech’s 4th Global Webinar on Applied Science, Engineering and Technology (WEBAS-2022)

    JUNE 11-12, 2022 as an online event.

    WEBAS-2022 will focus on the theme: Contemporary Challenges and Practical solutions in Applied Science, Engineering and Technology. The online conference aims to bring together leading scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Applied Science, Engineering and Technology.

    The online conference provides a premier interdisciplinary platform for eminent scientists, researchers, educators, students, and professionals in related fields to present and discuss current trends, challenges, and solutions in these fields. It further aims to create a global platform for researchers, scientists, engineers, and industrial experts in the field of Applied Science, Engineering and Technology to exchange and share their experiences, ideas, and research results on different aspects of Applied Science, Engineering, and Technology.




    Featured

    Dr. Jasmin (Bey) Cowin presents at the Fifteenth International Conference on e-Learning & Innovative Pedagogies, National Changhua University of Education, Taiwan the E-Learning and Course Design Wheel: Multimodal and Multiliteracy Perspectives

    Cowin, J. (2022, April 15-16). E-Learning and Course Design WheelMultimodal and Multiliteracy Perspectives [poster presentation]. Fifteenth International Conference on e-Learning & Innovative Pedagogies, National Changhua University of Education, Taiwan. 

    https://cgscholar.com/cg_event/events/Q22/about

    The possibilities that are opened up by digital platforms, eLearning, and distance education are of great benefit to institutions, corporations, educators, and learners. However, design information for course design is mostly oriented toward listing steps or defining the terms of instructional design, eLearning, and blended learning. This poster visualizes eLearning and course design through an eLearning and course navigation wheel keeping in mind multimodal and multiliteracy perspectives. The eLearning and course design wheel can function as appealing support for individuals designing online learning environments or as an eLearning course design guidance.

    Featured

    Access, Equality, Equity, and Inclusion – May 14th VirtuaTell’s 2022 Conference Scholarship Application/Fee Waiver

    Access, Equality, Equity, and Inclusion and VirtuaTell’s 2022 Conference Intentionally Inclusive Practice!

    Emerging Technologies in Language Learning and Teaching: Diversity, Criticality and Multimodality, May 14, 2022

    Our conference theme reflects current trends and approaches in second language learning and teaching through inclusive, self-reflexive, and multimodal practices embedded in our research and our everyday teaching. This theme invites a broad consideration of related issues, including (but not limited to) the following: Smart CALL, Virtual Reality, Augmented Reality, language assessment, and learner’s data, Natural Language Processing, Mobile Learning, Intelligent Tutors, games and language learning, gamification, Adaptive Learning algorithms.

    Our goal: To facilitate equal and equitable opportunities for attendees to take advantage of our VirtuaTell 2022 Conference presentations, workshops and seminars, including access to educational & tech resources. We hope to accomplish this through removal of any actual or potential barriers such as conference cost to facilitate equitable worldwide participation from interested attendees .

    VirtuaTell’s 2022 Conference Team
    Amany Alkhayat, Conference Chair
    Farah Akbar, Conference Co-chair
    Dr. Jasmin (Bey) Cowin, Conference Co-chair
    Christian Perticone, Conference Co-chair
    Dr. Ali Safivand, Conference Co-chair

    VirtuaTell 2022 Conference Scholarship Application/Fee Waiver
    Filling out this application will enable the VirtuaTell 2022 conference team to register you free of charge to the VirtuaTell 2022 Conference if you meet eligibility. Eligibility centers around financial needs and personal/professional hardship. This free registration is available for the first 200 applicants. Your registration does not give you membership to NYS TESOL. Submissions close May 8th, 2022.

    VirtuaTell 2022 Conference Scholarship Application/Fee Waiver

    Featured

    Touro University’s Graduate School of Education TESOL Teacher Bianca Soto-King’s Materials Critique & Redesign for EDPN 673

    EDPN 673 Methods and Materials for Teaching English as a Second Language

    This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of fieldwork.

    Bianca Soto-King is an NYC Public School teacher who currently works in Bensonhurst, Brooklyn. She teaches 6th grade ELA and is completing her master’s degree in TESOL at Touro University. She is a native Brooklynite and a lover of all things literary.

    Redesign for Chapter 7 , Freak the Mighty

    The first thing I would do is have a prereading activity. I would use Quizlet and assign vocabulary flashcards for homework the day before we read the chapter. The five words that I would present are perspective, trajectory, converging, swaggering and nanosecond. The flashcards would have the word in English, Spanish and Chinese, the page number the word is located in, a visual aid and the definition of the word.

    Bianca Soto-King,
    Touro University, GSE TESOL
    Featured

    World Book Day at the Touro College Graduate School of Education APRIL 7, 2022 9:00AM – 4:00 PM ET

    World Book Day celebrates the joy of reading and the pride of having books of your own. Touro’s Graduate School of Education faculty and friends are joining in the celebration on Thursday, April 7th, 2022, through a marathon read aloud from 9 am to 4 pm, and also by sharing award-winning books and resources for teachers, parents, and caregivers.

    Attend a Read Aloud – Thursday, April 7, 2022

    You can attend the entire day or come in and out for stories that interest you. If you are a teacher, we encourage you to bring your class. The webinar read alouds will be enriched with carefully selected web resources for teacher/parent/caregiver activities that can be used in conjunction with a shared reading of the book.

    10:20AM
    HANISH: THE STORY OF THE HARP by Nicolas Carter
    Read by Jasmin Cowin, Ed.D.
    Assistant Professor, TESOL

    Inspired by a dream, a young boy named Hanish transforms a hunting bow into the first harp and shares his music with the world. His story, with fabulous illustrations by Arlette Vaistij, reveals how a weapon can be transformed into an instrument of peace and how magical the harp can be.

    Dr. Cowin will enrich the story with her harp music.

    Register for Thursday’s Read Alouds

    Featured

    Emerging Technologies in Language Learning and Teaching: Diversity, Criticality and Multimodality, The VirtuaTell Spring 2022 Conference, May 14th, 2022

    Thank you to the conference team Amany AlKhayat – conference chair, Farah Akbar – conference co-chair, Ali Safivand – conference co-chair, Dr. Jasmin Cowin conference co-chair for helping to plan, organize and execute The VirtuaTell Spring 2022 Conference to be held virtually on May 14th, 2022.

    The goal of our conference is to provide TESOL professionals with an opportunity to showcase their student-centered approach with a focus on promoting and nurturing student engagement in their classroom and beyond.

    VirtuaTell Spring 2022 Conference

    A one-day conference of talks, activities, and workshops. Conference Theme – Emerging Technologies in Language Learning and Teaching: Diversity, Criticality and Multimodality. This theme reflects current trends and approaches in second language learning and teaching Through inclusive, self-reflexive and multimodal practices embedded in our research and our teaching. This theme invites a broad consideration of related issues, including (but not limited to) the following: Metaverses, Smart CALL, Virtual Reality, Augmented Reality, language assessment and learner’s data, Natural Language Processing, Mobile Learning, Intelligent Tutors, games and language learning, gamification, Adaptive Learning algorithms.


    #IntelligentTutors #naturallanguageprocessing #VR #adaptivelearning

    Featured

    World Book Day at Touro University Graduate School of Education Thursday, April 7th, 2022

    Touro University Graduate School of Education will celebrate World Book Day Thursday, April 7th, 2022 through a marathon read-aloud from 9 am to 4 pm. Concurrently, Touro University celebrates its 50th anniversary by sharing award-winning books and resources for teachers, parents, and caregivers. Click here for the complete schedule: https://www.touro.edu/news–events/events/world-book-day-2022.php

    Registration Required for This Free Event: Webinar Registration – Zoom

    Featured

    Touro University’s Graduate School of Education TESOL Teacher Candidate  Kelly Broshears Morphology and Semantics Project: ‘The Giving Tree’ for EDDN 636

    EDDN 636 Linguistic Structure of the English Language – Sociolinguistic Perspective

    Course Description:
    This course provides an understanding of basic linguistic concepts and their applications for TESOL instruction. Students will be introduced to the essential concepts of language development and modern linguistic components that are relevant to first and second language pedagogy. Specific concepts include: phonetics, phonology, morphology, semantics, syntax, pragmatics, discourse analysis, and the nature of regional and social variations in English and the relationship between dialects and ethnic identity. Students will explore the origins, diversity, and functions of human languages, in addition to the relationship between language and society. Students will also study key concepts of sociolinguistics in order to gain a solid understanding of the social and cultural dimensions of language. Includes 10 hours of fieldwork. 3 credits

    Michele Goldin is an Assistant Professor of Bilingual Education and TESOL at Touro University Graduate School of Education. She received her Ph.D. in Bilingualism and Second Language Acquisition from Rutgers University. Her research broadly focuses on child bilingualism. As a heritage speaker of Spanish herself, she strives to increase our understanding of bilingual development with direct implications for successful academic outcomes, language policy and pedagogy, as well as bilingual and dual-language education.

    Kelly Broshears is a 3rd-semester student at Touro College as a member of the TESOL master’s program. She received her undergraduate degree at Salve Regina University in Newport RI in 2019 majoring in early childhood education. “This is where I found a passion for working with ENL students. Currently, I am a kindergarten teacher for the NYC DOE in District 27.”

    Context games: One idea I thought of would be a game in regard to the context of the word. I would introduce a word and would read the definition of the word. Then, I would give 3 sentences with the word but two do not make sense in the context. Students would have to choose which sentence would make sense.

    Kelly Broshears, Touro University, Graduate School of Education TESOL Teacher Candidate
    Featured

    Dr. Jasmin (Bey) Cowin’s Resource Infographic: Artificial Intelligence Use Cases

    I am excited to share my infographic”Artificial Intelligence Use Cases” which visualizes the spectrum of AI across different sectors. Each white button in the PDF below contains a link to further resources.

    There are a plethora of resources available such as blog posts, podcasts, white papers, scholarly articles, online courses, and newsletters. This infographic is intended as a resource and starting point for people who want to learn more about AI and its use cases.

    Dr. Jasmin (Bey) Cowin
    Featured

    Touro University’s Graduate School of Education TESOL Teacher Candidate Timothy Bura’s Linguistic Case Study for EDDN 636

    EDDN 636 Linguistic Structure of the English Language – Sociolinguistic Perspective

    Course Description
    This course provides an understanding of basic linguistic concepts and their applications for TESOL instruction. Students will be introduced to the essential concepts of language development and modern linguistic components that are relevant to first and second language pedagogy. Specific concepts include: phonetics, phonology, morphology, semantics, syntax, pragmatics, discourse
    analysis, and the nature of regional and social variations in English and the relationship between dialects and ethnic identity. Students will explore the origins, diversity, and functions of human languages, in addition to the relationship between language and society. Students will also study key concepts of sociolinguistics in order to gain a solid understanding of the social and cultural dimensions of language. Includes 10 hours of fieldwork. 3 credits

    Michele Goldin is an Assistant Professor of Bilingual Education and TESOL at Touro University Graduate School of Education. She received her Ph.D. in Bilingualism and Second Language Acquisition from Rutgers University. Her research broadly focuses on child bilingualism. As a heritage speaker of Spanish herself, she strives to increase our understanding of bilingual development with direct implications for successful academic outcomes, language policy and pedagogy, as well as bilingual and dual-language education.

    Touro University’s Graduate School of Education TESOL Teacher Candidate Timothy Bura received his Bachelor’s degree in Sociology/Anthropology from Long Island University Brooklyn. After completing his undergraduate studies, he joined the NYC Teaching Fellows and earned his Master’s degree in Teaching Urban Adolescents with Disabilities from Long Island University Brooklyn. “Currently, I am working on my second Master’s in Teaching English to Speakers of Other Languages at Touro University. I taught for four years at Midwood High School at Brooklyn College and transferred to Innovation Diploma Plus High School this year.”

    I did some research into how to make and teach the phoneme /th/ and found a Chicago based speech therapist named Karen George’s website. She advises that you first teach the mouth movements and tongue placement for that sound. She writes that you place your tongue in between your teeth and breathe out. This will make an “unvoiced /th/ sound”. When David and I met to work on this, I had him do this exercise (George, 2012). Since we are required to wear masks, I separated myself from him to show him what I meant by placing one’s tongue in between their teeth.

    TESOL Teacher Candidate Timothy Bura, Touro University – Graduate School of Education
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    Touro University’s Graduate School of Education TESOL Teacher Candidate Shannon Smith’s Text Analysis for EDDN 637, Second Language Learners and the Content Areas

    EDDN 637 Second Language Learners and the Content Areas

    Join the https://gse.touro.edu/academics/masters-programs/tesol/

    Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of fieldwork.

    Shannon Smith, a Touro University TESOL candidate pursues a degree in the TESOL program at Touro University, Graduate school of education. She is a certified general education and special education 1-6th grade. She is currently filling in as a leave replacement Kindergarten and First grade ENL

    Text: American History, Unit 2: Creating a Nation

    English language learners face a lot of challenges when the linguistic and cognitive demands of certain content areas are unaligned to their cultural background knowledge and perspectives. The academic standards recommended by the NYS for English language learners can be very overwhelming for both students and educators. Teachers play a critical role in ensuring that students are linked with available basic literature and prior knowledge whenever they are being guided to understand any of the general subjects(Haynes,2005).

    The instruction begins with educators learning from the learners and putting ourselves in the place of our students with the frustrating, challenging factors they face on a daily basis so that we can learn and understand the way they do. As educators, we can find more engaging ways to help ELLs learn new material that draws on their own unique background knowledge and perspectives. I am currently a Kindergarten and first-grade ENL teacher. With some setbacks this year and a shortage of substitutes, I have been placed all over the school and do not see my ENL students as much as I would like to. I have not been able to cover the subjects I had planned to. When I do have the opportunity to see my students we are still working on letter and sound recognition which was difficult to find required texts and resources for since it is very simple and basic. I chose to use a resource that was provided in this course that will still be beneficial in my teaching since I am acting as a substitute majority of the time and work with students k-6. I chose to analyze and critique a chapter from a social studies textbook on the American Revolution. Chapter four of the American revolution is a relevant example of how English language learners face challenges when learning social studies, especially when relating to American history.

    This American Revolution unit explores the major causes and people of the war, focusing on the importance of America and New York State during this period. The education system lacks efficiency in impacting new English learners to respond to cognitive needs because there is a lack of familiarity with the historical background being used. If a student is not from America or specifically New York State, but is expected to have prior background knowledge on New York State and information about America, students are not going to understand key ideas and details. A majority of ELLs do not have the same background knowledge that their peers have or that textbook authors take for granted, like knowing the 50 states and having them memorized. They also bring their own unique and valuable experiences and background to the classroom. Sometimes those experiences can be connected to the content to make the instruction meaningful and help them comprehend the material, but if they cannot make connections to their background knowledge and different points of view or ideas are expressed, they might miss important concepts and ideas in the lesson. A student might be a master in history about the country they are from, and know all about the regions and areas, and would be able to understand wars and battles that were fought where they were from, but cannot grasp or make connections to places like New York, Boston, Philadelphia, Massachusetts, etc. that this unit also places a huge emphasis on. The textbook states “The Treaty of Paris gave Britain most of Canada, all French lands east of the Mississippi River, and Spanish Florida.” (p.297). This could be very confusing to students who do not have background knowledge about these places. When a student hears “Spanish Florida” and does not know what state Florida is, what could it possibly mean to them by saying Spanish Florida? And how confusing could it be for them to talk about the French lands, but then also talk about Canada and Florida?

    English Language Learners might have already learned about important historic moments in their own country, and now we are asking them to relearn something they learned about in a different way because what they have already learned is not correct or relevant to what they are learning in American history today in the classroom.  The first thing I would do prior to introducing the American Revolution is to pre-teach about America and introduce the 50 states. I would create engaging activities and games using visual representatives to help students recognize and eventually maybe memorize the 50 states so when they are reading and learning about them in this unit, they can make some connection to them or be familiar with Boston when it comes up, or New York.  Some ways to also engage ELLs in regards to this unit of the American Revolution to draw on their background knowledge and perspectives could be to hold a class discussion on where students are from and to show visual representations like maps to point out where they are from and then take that opportunity to compare it to America and relate it into the American Revolution and use this as a teaching point to teach about the states in America that they might see come up in lessons about the American Revolution. The more they see and learn about the states that are presented in the unit, the more they will start to recognize and memorize them and gain more knowledge about them.

    This unit on the American Revolution has a lot of academic language and key vocabulary that is essential for students to know in order to understand concepts and ideas of the American Revolution. Two major ideas that come up a lot in this unit are cause and effect. The textbook states “Why It Matters Understanding cause and effect can help you see why events happen” (p.303). Pre-teaching the meaning of these words will eliminate any confusion when students are learning about a cause and effect of an aspect from the American Revolution. Explicitly explaining to students that a cause is an action or event that makes something happen, and an effect is what happens as the result of the action or event, is essential in this unit as a majority of the battles fought during the Revolution was a cause of something and always has an effect. This concept is also important to teach because a question on a state test might come up like “what was the cause of______” or “what was the effect of________”. It can be difficult for students to understand cause and effect especially on a topic that they do not connect to or understand. For example, the textbook states “In the mid-1600s, people began to leave the Massachusetts Bay Colony and start their own settlements. Some left because of religious reasons. Others left to find better economic opportunities” (p.304). In this statement, it is important for students to understand the cause and effect of people leaving the Massachusetts Bay Colony, but it might be difficult to understand if they do not have background knowledge of Massachusetts or know what that is, and also if they don’t understand the meaning of cause and effect it will be challenging to understand why wars in the revolution began and ended. Starting by having students find and share real-life examples of causes and effects that relate to their personal lives and backgrounds is a great start to introduce cause and effect of the American Revolution.

     In this unit of the American Revolution, there are also an incredible amount of unknown words for students and key vocabulary words that could be difficult to understand. Words like boycott, taxation, representation, parliament, proclamation, congress, protest, repeal appear a lot throughout the chapter and are important to be exposed to when learning about the different wars and battles of the American Revolution. For example, “In October 1765, representatives from nine colonies met in New York City in what became known as the Stamp Act Congress” (p.303). If students come across this excerpt, or it is read to them, and they do not know what congress means they are going to be very confused. The lines “no taxation without representation” also are repeated a lot throughout the chapter and is an important concept when learning about the American Revolution. Introducing these vocabulary words in depth is going to be beneficial to engage students in understanding the American Revolution. Some ways I would help my students is to pre-teach all of the important vocabulary words by utilizing word clouds and making sure I present a visual definition for each word. To begin a lesson on vocabulary, I would post a word cloud using wordsift containing the important vocabulary words for the unit. I would have the students on their own make a list of the words that they know and words that they do not know. After a few minutes of independent work, I would have the students turn and talk to a partner to compare their lists and learn from one another some of the words they did not know. After the partner talks I would move into the vocabulary instruction so that by the end of the lesson, every student would at least be exposed to and recognize every word.

    To begin a lesson on vocabulary, I would post a word cloud using wordsift containing the important vocabulary words for the unit. I would have the students on their own make a list of the words that they know and words that they do not know. After a few minutes of independent work, I would have the students turn and talk to a partner to compare their lists and learn from one another some of the words they did not know

    Shannon Smith, Touro University Graduate School of Education TESOL Teacher Candidate

    References

     Open resource. America’s History. New York: Worth Publishers, 2022. PDF. Social Studies textbook Unit 4 637 (4).pdf Chapter 4: The American Revolution, 1754-1783 – Northern Local …

    Haynes, J. (2005). Challenges for ELLs in content area learning. In TESOL annual convention, Baltimore, MD.

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    Touro University’s Graduate School of Education TESOL Teacher Candidate Meghan Schick on Figurative Language and Multilingual Learners

    EDDN 637 Second Language Learners and the Content Areas

    Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of fieldwork.

    Join the https://gse.touro.edu/academics/masters-programs/tesol/

    Text Analysis & Critique Assignment Description

    Following a discussion on the cognitive and linguistic demands of the content areas, you will apply these ideas by closely analyzing a chapter, or an aspect of one content-area text currently in use or recommended by New York State/BOE. Upon analysis of underlying concepts, you will develop a thesis and the purpose of your analysis. You will sequence your ideas with evidence from the text supporting important points. Your critique will feature substantial, logical, and concrete development of ideas describing what makes that concept or section challenging for ELLs. Length: 3-4-page paper (typed, double spaced, 12-point font).

    Learning Outcomes:

    • Demonstrate an understanding of various text analysis techniques in relation to educational content-area texts.
    • In written form effectively articulate, evaluate and critique educational content-area texts concepts using professional TESOL language, theory, and standards.
    • Ask questions from the view of an ELL/ESL learner that can be meaningfully answered using content-area text analysis.
    • Evaluate evidence; interpret data such as ELL students cannot glean meaning from context when they have too many words to decipher.
    • Express yourself effectively on graduate-level writing

    Meghan Schick is a graduate student in the Masters of Education TESOL program at Touro University’s Graduate School of Education, TESOL/BLE program. “I am really enjoying learning more about how to support my students who are English Language Learners in this program. I hope to become a TESOL teacher one day in the future.”

    I think that acting out similes and idioms is another effective strategy to support English language learners. One way I would teach my students about similes and idioms is by showing them visual representations from the text. I would also have the students create their own visual representation of each simile and idiom we find in the novel. For example, I would have the student copy down the sentence, “It was like having a chestful of bats”(Davies, 4). I would then encourage them to draw a visual representation of what they believe it means. I would have the students turn and talk to share their ideas with each other.

    Meghan Schick, Touro University, Graduate School of Education TESOL Teacher Candidate 
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    Dr. Jasmin (Bey) Cowin to speak on“Nanoscience, Nanotechnology & Metaverses Conceptualization and Visualization” for the 2nd International Meet & Expo on Nanotechnology (NANOMEET2022)

    I am pleased that I am an Invited Speaker on “Nanoscience, Nanotechnology & Metaverses Conceptualization and Visualization” 2nd International Meet & Expo on Nanotechnology (NANOMEET2022), to be held in Edinburgh, Scotland from August 15-17, 2022 

    Abstract:

    This presentation focuses on the intersections of nanotechnology with Augmented Reality Digital Technologies (ARDT’s) and transdisciplinary pedagogy. ARDT’s such as Metaverses have the potential to improve educator and learner accessibility to Nanoscience and Nanotechnology for both teaching and learning. Nanotechnology encompasses the understanding of the fundamental physics, chemistry, biology, and technology of nanometre-scale objects, whereas nanoscience is the study of phenomena on the scale of 1-100 nanometers. Nano education calls for learners to conceptualize nanoscale objects and processes. Scientific advances in fields such as nanoscience and nanotechnology require a corresponding response in the educational community. Innovative pedagogical approaches intertwined with cross-curricular frameworks and ARDTs might help institutions, educators and learners to explore and learn about novel nanoscience and nanotechnology concepts. ARDTs digital capabilities encompass personalized education, simulations, interactive instructor-facilitated learning, AI-driven tutors, and hyper-realistic immersive experiences. Interactive visualization in ARDTs might become a potential solution for providing access to the nanoworld through active exploration of nanoscale concepts and principles. The presentation will close with recommendations on transdisciplinary pedagogy curriculum development and free educational resources including ARDTs for transdisciplinary nano education.

    Keywords:
    Nanoscience, Nanotechnology, Nano education, Augmented Reality Digital Technologies (ARDT’s), Metaverses, immersive experiences

    https://www.albedomeetings.com/2022/nanomeet#speakers

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    Touro University’s Graduate School of Education Bilingual Teacher Candidate Valerie Szuster: A Linguistic Case Study for EDDN 636

    EDDN 636 Linguistic Structure of the English Language – Sociolinguistic Perspective

    Course Description
    This course provides an understanding of basic linguistic concepts and their applications for TESOL instruction. Students will be introduced to the essential concepts of language development and modern linguistic components that are relevant to first and second language pedagogy. Specific concepts include: phonetics, phonology, morphology, semantics, syntax, pragmatics, discourse
    analysis, and the nature of regional and social variations in English and the relationship between dialects and ethnic identity. Students will explore the origins, diversity, and functions of human languages, in addition to the relationship between language and society. Students will also study key concepts of sociolinguistics in order to gain a solid understanding of the social and cultural dimensions of language. Includes 10 hours of fieldwork. 3 credits

    Michele Goldin is an Assistant Professor of Bilingual Education and TESOL at Touro University Graduate School of Education. She received her Ph.D. in Bilingualism and Second Language Acquisition from Rutgers University. Her research broadly focuses on child bilingualism. As a heritage speaker of Spanish herself, she strives to increase our understanding of bilingual development with direct implications for successful academic outcomes, language policy and pedagogy, as well as bilingual and dual-language education.

    Valerie Szuster is a 7th and 8th grade World Languages Teacher at Richard R. Sherman Great Neck North Middle School. She is of Argentine and Colombian descent, and speaks 4 languages: English, Spanish, French, and Hebrew! She earned her BA in French Secondary Education from New York University and is currently completing her MS in TESOL at Touro University.

    Dr. Michele Goldin: “Mrs. Szuster’sfieldwork project, a case study, shows a keen understanding of the foundations of research. For the project, she collected a speech sample from an ELL, analyzed two areas of language in which the student encountered some challenges (phonetics and syntax), designed and implemented an activity to address each of these challenges, and then reflected on the results of the activity.”

    From a World Languages teacher’s perspective, I find myself using a lot of games, visuals, and TPR in the classroom, such as battleship, bingo, dominos, and Kahoot, to decrease the sense of fears, triggers to the affective filter, and increase students’ participation.

    Touro University, Graduate School of Education
    Bilingual Teacher Candidate Valerie Szuster
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    Dr. Jasmin (Bey) Cowin to present ‘Nanoscience and Nanotechnology: A Multidisciplinary Teaching Frontier’ for The Scientist 2nd Global Summit and Expo on Nanotechnology and Nanomaterials (GSENN2022)

    Nanoscience education, a multidisciplinary field, integrates diverse subjects such as surface science, electronics, organic chemistry, molecular biology, semiconductor physics, medicine, energy storage, engineering, microfabrication, molecular engineering, and more.

    I am pleased to announce that I will be presenting Nanoscience and Nanotechnology: A Multidisciplinary Teaching Frontier for The Scientist will be hosting the 2nd Global Summit and Expo on Nanotechnology and Nanomaterials (GSENN2022) in Copenhagen, Denmark, on 13–15 June 2022

    Abstract

    As part of the Fourth Industrial Revolution (4IR), the multi-disciplinary fields of Nanoscience and Nanotechnology hold the promise to profoundly change the way humanity lives, works and relates to one another. Nanoscience education, a multidisciplinary field, integrates diverse subjects such as surface science, electronics, organic chemistry, molecular biology, semiconductor physics, medicine, energy storage, engineering, microfabrication, molecular engineering, and more. Molecular sciences are poised to become a gateway to the future, promising advances from medical diagnostics to climate change. While there are nanoscience research centers such as the NSF Nanoscale Science and Engineering Networks, Materials Research Science and Engineering Centers (MRSECs), National Nanomanufacturing Networks, few educational programs exist locally and globally spanning across the full spectrum of educational levels from K–12 to postgraduate studies. Corporations, educational institutions, and education ministries alike are exploring frameworks and technological tools to facilitate STEM learning in schools and beyond. App innovation and gamification, digital literacy, VR and AR, SDP, and collaborative learning are leading educational trends in the 4IR. One characteristic that these new learning technologies share is that by enabling real-time behavior modification, knowledge transfer and learning can occur simultaneously. “The AI challenge is not just about educating more AI and computer experts, although that is important. It is also about building skills that AI cannot emulate. These are essential human skills such as teamwork, leadership, listening, staying positive, dealing with people and managing crises and conflict” [Owen, 2017: para. 2]. The US Department of Education’s mission statement focuses on promoting “student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access” [US Department of Education, 2021].

    Nanoscience and nanotechnology will change interpreting the world and reshape educational philosophies while altering the pedagogies that underlie them. Economic growth, the durability of society, and sustainability for the 21st century and beyond need to be supported through a system of education that can anticipate societal and global changes. Therefore, it will be necessary to transform the modes of delivery that are part of the operations of educational institutions worldwide. Looking forward, corporations, educational institutions, and countries must extend the scope of their collective educational ambitions beyond classic declarative learner knowledge to the nurturing of the complex and creative processes of learners, coupled with digital literacy in the fields of nanoscience and nanotechnology.

    This presentation focuses on cross-curricular learning models, virtual and augmented reality labs, professional teacher development, and free educational resources aimed at promoting student awareness of nanoscience and nanotechnology as well as providing advanced learning and skills development.

    Dr. Jasmin (Bey) Cowin

    Keywords: Nanoscience and Nanotechnology, educational transformation, pedagogical frameworks, 21st-century education, Fourth Industrial Revolution, Augmented and Virtual reality Labs

    References

    [1] Committee On Stem Education of the National Science & Technology Council. (2018, 12). Charting a Course for Success: America’s Strategy for STEM Education. Charting a Course for Success: America’s Strategy for STEM Education. from STEM-Education-Strategic-Plan.pdf

    [2] Owen, J. (2017, 12 11). Education must transform to make people ready for AI. Financial Times. https://www.ft.com/content/ab5daa64-d100-11e7-947e-f1ea5435bcc7

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    Dr. Jasmin (Bey) Cowin joins as Co-Chair the Second Annual VirtuaTeLL Conference Committee for Spring 2022

    Dr. Jasmin Cowin, Touro University, TESOL and Bilingual Department, GSE assumes the position as conference co-chair of the Second Annual VirtuaTeLL Conference Spring 2022.

    VirtuaTeLL Conference Spring 2022 is part of NYS TESOL. This year’s conference theme Emerging Technologies in Language Learning and Teaching: Diversity, Criticality and Multimodality

    Dr. Jasmin (Bey) Cowin is a Fulbright Scholar; Assistant Professor and TESOL/Bilingual Practicum Coordinator at  Touro College, Graduate School of Education; co-conference chair of Second Annual VirtuaTeLL Conference Spring 2022 (VTCon 2022) Conference with the theme: Emerging Technologies in Language Learning and Teaching: Diversity, Criticality and Multimodality, past Editorial Board member of the Journal of Systemics, Cybernetics,  and Informatics for its special issue “Trans-Disciplinary Communication”, past chair of the New York State  TESOL 2021 conference; sustainability analyst for Computers for Schools Burundi; TESOL expert and Train the  Trainer for the Future Horizons Foundation for Translation, Training, and Development in Sanaa, Yemen; retired  Chair of the Rotary Club of New York United Nations International Breakfast Meetings; past President and past  Rotary Assistant Governor for New York State.  Dr. Cowin brings over twenty-five years of experience as an educator, technology specialist, and institutional leader. As an Education Policy Fellow at the EPFP™ Institute, Columbia University/Teachers College, she became part of a select group of strategic leaders analyzing trends regarding effective educational policy and leadership with a focus on preparing qualified educators for the complexities of 21st – century classrooms. Her extensive background in education, the Fourth Industrial Revolution, augmented and virtual reality simulation training, Green and Black Swan market shifts, not-for-profit leadership and commitment to the idea of education as a basic human right provide her with unique skills and vertical networks locally and globally.

    The theme “Emerging Technologies in Language Learning and Teaching: Diversity, Criticality and Multimodality ” reflects current trends and approaches in second language learning and teaching Through inclusive, self-reflexive and multimodal practices embedded in our research and our teaching. This theme invites a broad consideration of related issues, including (but not limited to) the following: Smart CALL, Virtual Reality, Augmented Reality, language assessment and learner’s data, Natural Language Processing, Mobile Learning, Intelligent Tutors, games and language learning, gamification, Adaptive Learning algorithms.

    Second Annual VirtuaTeLL Conference Committee

    The Conference team:

    Amany Alkhayat
    Conference Chair

    Dr. Jasmin (Bey) Cowin
    Conference Co-chair

    Christian Perticone
    Conference Co-chair

    Ali Safivand
    Conference Co-chair

    Annual VirtuaTeLL Conference Spring 2022 website

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    Touro University TESOL Candidates Brielmeier & Smith’s Comprehensible Input Mindmaps

    EDDN 637 Second Language Learners and the Content Areas

    Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of fieldwork.

    Mindmapping is a strategy that helps students study and professors teach course material. A mindmap is a diagram that is used to visually outline information. One of the most common types of mindmaps is a large brainstorming web where a central word or idea branches out into related subjects. As ideas are fleshed out and connect to one another, one can see how concepts tie together to get a better understanding of what you are trying to study. By using words, pictures, and diagrams, you are able to organize your thoughts in a way that helps you follow your train of thought when you come back to study further. Using a combination of words and pictures while studying is six times more advantageous for remembering information than words alone. Mindmaps differ from other forms of outlines by removing their linear nature and instead positioning information in a way that is more natural for the brain to process and retain. Mindmapping takes a conceptual approach to teaching and learning, and helps students visualize a subject and understand how various ideas are interconnected in both the theoretical and practical senses. In addition to seeing information in a way that helps students remember more of what they are being taught, they are also able to increase their critical thinking and/or memory skills (and thus correct the deficit in critical thinking). Long after their days of cramming for finals are over, the skills they sharpen by using mindmaps will translate to their professional lives. For students that rely on visual learning methods in order to complete projects and study for exams, mindmaps make it easier to communicate thought processes so their teachers and classmates can better understand their ideas.

    Mindmaps also allow teachers to gain insight into their students’ thought processes and see the development of their work. This allows them to assess strengths and weaknesses, while also monitoring growth.

    The Benefits Of Mindmapping For Learning:
    Drawing Ideas

    by Andrew Sperl

    Week 4’s Discussion Board is constructing a mindmap of comprehensible input strategies AND connecting those to teaching strategies.

    • Share the mindmap in your DB as a screenshot.
    • Below a sample Mind Map from Mind Meister, a free mind mapping tool https://www.mindmeister.com/
    • You need to include your name in the mindmap, title it, and show the connections of comprehensible input strategies to YOUR teaching IN your CLASSROOM.
    • Make sure you include all sources in your mind map
    • Give feedback on 2 of your peers’ mind maps.

    Touro University TESOL Candidate Rachel Brielmeier is a certified teacher from B-6th grade general education and special education. She teaches in an 8:1:1 special education classroom and is completing her master’s degree in the TESOL program at TOURO College.

    Touro University TESOL Candidate Shannon Smith pursues a master’s degree in TESOL at Touro University, Graduate School of Education. She is currently filling in as a leave replacement Kindergarten and First grade ENL teacher at Greenport Elementary School. Shannon Smith, “This mind map is a digital representation of all the different techniques and strategies I utilize in my own teaching to help support my ENL students.”

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    Touro University TESOL Candidate Kristen Bergin’s Multilingual First Grade Grammar Guide

    In the Touro University TESOL course EDPN 673 Methods and Materials for Teaching English as a Second Language the infographic assignment aims to introduce instructional high-leverage practices to TESOL/Bilingual teacher candidates such as:

    • Systematically design instruction toward a specific goal
    • Adapt curriculum tasks and materials for specific learning goals
    • Teach cognitive and metacognitive strategies to support learning and independence
    • Provide scaffolded supports
    • Use explicit instruction

    Kristen Bergin graduated from Saint Joseph’s College with her Bachelors in May 2021. She started her professional career as a substitute teacher for the Department of Education in Manhattan.

    “As a teacher, it is my job to act as a guide in creating a rich environment for students to learn through my focus on high leverage instructional practices.”

    Kristen Bergin, TESOL Candidate
    Touro University, GSE

    Infographic Description:

    An infographic is a visual tool to provide information as a support for students. This infographic was created to support ML first-grade students in building a sentence. This infographic includes Spanish sentence building blocks to support all my first-grade students.

    An infographic is a visual tool to provide information as a support for students.

    Kristen Bergin, TESOL Candidate
    Touro University, GSE
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    Touro University, GSE TESOL Candidate Erin Gage’s ‘Think Like a Historian’ Infographic

    EDPN 673 Methods and Materials for Teaching English as a Second Language

    This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

    Erin Gage is a passionate educator who has taught 7th grade Social Studies and Humanities for six years in Brooklyn. She taught at both Summit Academy Charter School and Apollo Middle School before making her way to teaching back home on Long Island. She is a firm believer in creating a student-centered classroom where students feel validated and heard.

    Infographic Description:

    Infographics serve as a visual representation of information to enhance student learning. This infographic was created to support seventh-grade students taking United States History. Throughout this class, students are responsible for analyzing both primary and secondary sources while discussing the importance of perspective.

    This infographic helps students identify examples of primary and secondary sources while comparing and contrasting similarities and differences between them.

    Erin Gage
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    Touro University TESOL Candidate John Zurschmiede ‘s ‘Personal Experience Narrative Infographic’

    EDPN 673 Methods and Materials for Teaching English as a Second Language

    This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

    Assignment Description:

    For this assignment, you will create an infographic for a specific group of learners (your audience). It is highly recommended that you create your infographic for the learners that you are currently teaching, or typically teach. You will know more about this group than other groups of learners and are likely to have an easier time designing instruction for them. Integrating the infographic into one of the SIOP lessons is recommended.

    Your project will be assessed on the following:

    • Content: content is specifically tailored to ENL/ESL students for a specific grade level,
    • Focus: All content (visual and textual) concisely complements the purpose of the infographic
    • Visual Appeal: Fonts, colors, layouts, & visual elements meaningfully contribute to the infographic’s ability to convey the overall message
    • Argument: The infographic effectively informs and convinces the reader of its intended purpose
    • Organization: Information is systematically organized and supports readers’ comprehension of the main message
    • Citation: Full bibliographic citations are included for all sources referenced
    • Mechanics: The infographic is free of spelling or grammatical errors

    Infographics Background:

    An infographic is a highly visual representation of information, data, or content that is intended to quickly communicate information to a reader. Smaller than but similar to a poster, an Infographic often communicates a central argument, topic, or thesis focusing on the overall patterns, themes, or salient points. As a quick visual representation, Gillicano and colleagues (2014) suggest that an infographic is easily comprehended and read in less than a minute.

    Choose the purpose

    Decide on the purpose and teaching point of the infographic for your Multilingual Learners (ML’s) .

    WHY are you designing this infographic?
    HOW will this infographic serve MLs?
    WHAT are you trying to point out, teach, focus on, or reinforce?
    WHICH language production is this infographic focusing on?
    WHERE in your lesson plan will YOU be able to use this infographic?

    ‘I started my teaching career working with children who had special needs. Then, I transitioned to ESL but soon ended up in managerial roles. Recently, I made the happy decision to return to the classroom as that is what I am truly passionate about.”

    John Zurschmiede, Touro University, GSE
    TESOL Candidate

    I created this infographic using a flow diagram we use at the Board of Education. I noticed that some of the MultiLingual Learners in my class struggled with some of the concepts outlined in the flow diagram. I decided to modify the flow diagram to make multilingual friendly by doing the following.

    1) Explicitly show sequence and directionality by including arrows and numbers for each step.

    2) Providing a clear visual for Mind Mapping while explicitly highlighting the ‘wh’ questions that needed to be answered.

    3) Explicitly outlining what needed to be included in an opening and closing statement.

    4) Explicitly providing transition words that students needed to use in their narrative.

    John Zurschmiede’s Personal Experience Narrative Infographic

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    Touro TESOL Candidate Alyssa Petry on Classroom Discourse and Assessment in EDPN 673

    Touro’s Teaching English to Speakers of Other Languages Program

    New York is a state that speaks many languages. We need teachers who can find the common ground.

    The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

    Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and at least 20 days or 100 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

    Alyssa Petry has been a pre-k teacher for the last three years. She is fuelled by a passion for education and supporting her students to achieve their fullest potential. Ms. Petri said: “I believe that given the right tools, our students can climb even the highest mountains!”

    The teacher is there to provide support and encouragement and direct instruction, the students are there to practice and apply their new knowledge to content areas.

    Alyssa Petry
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    Touro TESOL Candidate Kristi Mattina on Illustrative Examples of Teacher Classroom Discourse

    Teaching English to Speakers of Other Languages

    New York’s classrooms are some of the most culturally and linguistically diverse in the country. Our TESOL certificate program prepares NYS-certified teachers to provide responsive, comprehensive education to students of every background. 

    What You’ll Learn

    The 15-credit program includes five courses—each with carefully designed fieldwork experiences—that emphasize both academic content learning and English fluency for English Language Learners.

    We explore contemporary theory and research-based instructional strategies for multicultural education, methods and materials for second language acquisition, and best practices for teaching ELLs in specific subjects. We give you the tools to ensure that your students meet the latest performance standards of PreK-12 curricula in both private and public schools.

    Courses are offered evenings and Sundays, and online to accommodate our students’ diverse scheduling needs, and you’ll receive personalized guidance based on your current work and career goals from highly qualified and experienced professors.   

    Upon completion of the program, you’ll be eligible for the New York State Advanced Certificate in ESOL. All courses are transferable to the master’s degree program in TESOL at Touro College

    Kristi Mattina holds a Bachelor’s degree in Childhood Education and a Master’s in Special Education. In June, she completes her 11th year of employment with the NYCDOE. She is a Special Education teacher and taught in ICT and 12:1+1 settings in District 31. She also enjoys spending time with her family and two young children.

    Course Description

    EDPN 673 Methods and Materials for Teaching English as a Second Language

    This course provides an historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. The course also analyzes the applicability of applied linguistic studies to such teaching and the appropriateness of various methods and techniques to different developmental and skill levels. Special attention is given to curriculum development, planning and executing instructional activities. Additional emphasis is given to the selection of materials and the design of evaluation instruments for measuring cognitive development in the core subject areas.

    Kristi Mattina and her Discussion Board Contribution

    DB 3 Program Models – Bilingual & ESOL

    Give specific illustrative examples of YOUR PERSONAL teacher classroom discourse IN YOUR CLASSES.

    Prior to teaching a new topic, my co-teacher and I always have some sort of a lesson warm-up. If we are beginning a new novel, we have students generate “before” reading questions and comments. We discuss the title, cover illustration, and topic of the novel and invite students to come up with any questions or comments they may have prior to reading. Students work in groups or pairs and write their responses on post-its which are then hung on an anchor chart under the heading “before reading.” Students are always quick to participate during this activity since it encourages students to share their prior knowledge or invites them to ask a question. There really aren’t wrong answers and this creates a stress-free environment for students who are usually reluctant to share ideas.

    Another example of teacher classroom discourse, that I have been using more increasingly this year, is extended wait time. I admit that in past years, I would ask a question and call on one of the first few students who raised their hands. This does not give the class enough time to process the question being asked, especially if it uses academic language. As an adult, I find that it takes me time to process some questions, so why would that be different for my students? As I increased the wait time after I asked a question, I saw that more students slowly began to raise their hands. It is definitely an effective way to encourage students to share their thinking.

    As I increased the wait time after I asked a question, I saw that more students slowly began to raise their hands. It is definitely an effective way to encourage students to share their thinking.

    Kristi Mattina, Candidate at the TESOL and Bilingual Department,Touro College, GSE

    PRETEND THAT YOU OBSERVE YOUR OWN CLASS – use the sample classroom observation feedback form p. 361 in your textbook and reflect on what you learned about your planning, teaching and assessment.

    I chose to reflect on an activity I implemented after finishing a narrative writing unit. The purpose of this lesson was to reinforce the narrative writing standards that were taught previously and to give students an “on demand” writing piece to demonstrate how much they retained in regards to narrative writing techniques. The lesson involved watching a 3-minute cartoon without volume. We then showed a written model of how one could have narrated the video. Students watched a different video on silent and were given the task of narrating the video using the techniques we had taught.

    Lesson Quality: The lesson objectives involved using narrative techniques in student narration. Students were engaged while watching the video and they seemed to enjoy creating their own stories to go along with the video.

    Teacher Presentation: I have been a 5th-grade teacher for 7 out of my 11 years of teaching. I feel that I know the writing standards very well. We are constantly looking for different ways to teach our lessons in order to keep our students engaged. They seemed to love this activity. I knew I had clearly presented the task when all students were working actively and independently.

    Student Participation: As mentioned above, students were very interested. After I modeled the task, students asked questions such as: “Can we add dialogue to our narration?” “Can we make up names for the characters?” and “Is it alright if we exaggerate a little?” Students made sure that their questions were answered and they were excited to begin the task.

    Major Strengths: Regardless of academic ability, all students were able to create a narrative story to explain what was happening in the video. I think a strength was coming up with an activity that all students could access while keeping them interested.

    Questions/Suggestions: I think one thing I would have done differently would have been to include a 2nd video that was 1 minute long instead of the 3 minute video. When planning the lesson, 3 minutes seemed short to me. However, there was a lot of detail that occurred and it may have been difficult for all students to capture it in their writing.

    4. ON p 389 in your textbook -391 you will find textbook evaluation checklists. Take one book YOU USE CURRENTLY in YOUR classroom and analyze it with those checklists. Reflect on what you learned in your answer in the DB with specific, descriptive examples.

    I chose to analyze an ELA Practice Coach book. We use this book because at this point in the school year we have covered most of the 5th-grade reading standards and the book allows us to spiral back to review and reinforce the standards.

    Analysis of Linguistic Content: The text uses academic language in its questioning. We change the sequence of the text to suit the standards we are teaching at that moment. The book is aligned to the 5th-grade learning standards and mirrors our curriculum.

    Analysis of Thematic Content: Many topics are covered throughout the text. It includes a variety of literary and informational texts. Being that the topics are so vast, students usually identify with a lot of the topics, but not necessarily all of them.

    Analysis of Activities for In-Class Use: Each topic in the text begins with an introductory activity. After assessing previous student data on the standard and depending on the level of support needed for the standard, we may incorporate the introductory activity. If the students demonstrate understanding of the topic, we may just go-ahead to the practice part of the lesson. The introductory activity includes guided reading questions and analysis of a question and response.

    Analysis of Activities for Homework: Homework, in my class, is given as a reinforcement of the lessons taught that day. I use the text to assign homework on the topic discussed that day, as long as I don’t feel it is too complex for independent practice.

    Analysis of Activities for Testing Purposes: The text does supply benchmark assessments to mirror the book’s material.

    Analysis of Activities for Review Purposes: Generally, we use the entire text to spiral back to standards already taught. We also use the materials in the text to help students apply what they have already learned.

    Analysis of Activities: Special equipment does not need to be ordered ahead of time, but I do create model answers to constructed and extended response questions to help students organize their responses more clearly.

    Analysis of Unit Connections and Review Points: Connections are constantly made between the standards we have covered and the activities in the text.

    Analysis of What to Skip: As stated above, we do “jump around” quite a bit so that the information in the text mirrors our lesson objectives. At times, we may skip the introductory part of the lesson if students have demonstrated that they do not need that support.

    5. Gather some information on student assessment from your school district. What kinds of student assessments are regularly administered, and in what language? If the district includes non-native speakers of English, are testing and assessment requirements modified or altered in any way to accommodate them? If so, how?

    One example of an assessment given by our district is the Measure of Student Learning. It is given at the beginning of the school year to assess students’ incoming proficiency on a topic. It is then given again at the end of the school year to measure growth. In my school, the test is given in English. Accommodations are given to students with special needs as they are written on the IEP. After discussing it with the ENL teacher at my school, she explained that since MOSL is a baseline assessment that measures student growth and does not measure English proficiency, there is the option to give it in the student’s home language. The only accommodation given to an ELL student who does not have an IEP is extended time.

    6. In NYS, what are the Program Options for English Language Learners/Multilingual Learners?

    In NYS, program options for ELLs/MLLs include: Transitional Bilingual Education (TBE) programs- In these programs, students speak the same language. They learn to read, write, speak, and understand English while receiving content instruction in their home language.

    Dual Language (DL) programs- Students receive instruction in both their home language and the language they are learning in the hopes reading, writing, speaking, and understanding 2 languages. There is an emphasis on culture in order to promote strong self-esteem.

    One-way Dual Language program-Students speak the same language and have similar backgrounds. Instruction is taught in students’ home and target languages.

    Two-way Dual Language program-Students include native English speakers and ELLs. Students receive instruction in both their home and target languages. “The goal of these programs is for students to develop literacy and proficiency in English and in the home/target language (the second language that is being acquired/learned)” (Program options for Ells and MLS). Integrated ENL classes- Students receive both content area and English instruction. The home language is used to support understanding. Teachers of these programs have content area and ENL certification OR each certified teacher works collaboratively.

    Stand-alone ENL class- Students have very diverse backgrounds. Students are taught English instruction by an ESOL teacher in the hopes of supporting the student in other content areas. (Program options for Ells and MLS)

    7. What is the purpose of Commissioner’s Regulations – Sections 117 http://www.p12.nysed.gov/sss/lawsregs/117-1-3.html (Links to an external site.)

    The purpose of Commissioner’s Regulations -Sections 117 is to ensure that all new student admits into a district are properly screened. New students are screened for having learning disabilities, limited english proficiency, or being gifted and talented. Upon admittance to a NYS school, students are screened for health exams including immunizations, academic development, and home language. If it is determined that a student has a disability, limited english proficiency, or is gifted, the appropriate referral will be made (NYSED, 2010).

    8. How do the BLUEPRINT FOR ENGLISH LANGUAGE LEARNER/MULTILINGUAL LEARNER (ELL/MLL) SUCCESS http://www.nysed.gov/common/nysed/files/nys-blueprint-for-ell-success.pdf (Links to an external site.) and CR Part 154 Comprehensive ELL Education Plan (CEEP) and ENL staffing requirements connect with each other? http://www.nysed.gov/bilingual-ed/cr-part-154-comprehensive-ell-education-plan-ceep? (Links to an external site.)http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/enl-k-8-units-of-study-table-5-6-15.pdf

    The blueprint for ELL/MLL success describes all teachers as being ENL teachers, whether that is their background or by working collaboratively. This blueprint ensures that all the needs of the learner are being met. This includes academic and social needs. It encourages districts to see ELLs and MLLs and their families as assets and partners within the learning environment. It also involves the use of formative assessment tools in order to ensure that students are understanding content area material. The main purpose of a CEEP is to also ensure the needs of a student are being met. The CEEP is a document, where as the blueprint is a set of principles. The principles outlined in the blueprint should be considered when writing the CEEP. This plan should specifically explain how student needs are being met. “The CEEP is divided into multiple sections in which LEAs must outline how they are addressing the needs of their ELLs and describe their strategic plan for providing grade-appropriate, linguistically and academically rigorous instruction that will allow ELLs to meet the Next Generation Learning Standards in alignment with the expectations set forth in the New York State Blueprint for English Language Learner/Multilingual Learner Success. When completing the CEEP it is recommended that LEAs familiarize themselves with the principles outlined in the Blueprint.” (CR Part 154 comprehensive ell education plan (Ceep) 2021)

    Resources:

    Commissioner’s Regulations – Sections 117.1-3. NYSED. (2010, March 31). Retrieved February 1, 2022, from https://www.p12.nysed.gov//sss/lawsregs/117-1-3.html

    CR Part 154 comprehensive ell education plan (Ceep). New York State Education Department. (2021, October 26). Retrieved February 1, 2022, from http://www.nysed.gov/cr-part-154-comprehensive-ell-education-plan-ceep

    Blueprint for ell success – new york state education … (n.d.). Retrieved February 1, 2022, from http://www.nysed.gov/common/nysed/files/nys-blueprint-for-ell-success.pdf

    Program options for Ells and MLS. New York State Education Department. (n.d.). Retrieved February 1, 2022, from http://www.nysed.gov/bilingual-ed/program-options-english-language-learnersmultilingual-learners

    Rennie, J. (1993, August 31). ESL and bilingual program models. Eric Digest. ESL and Bilingual Program Models. ERIC Digest. Retrieved February 1, 2022, from https://www.ericdigests.org/1994/esl.htm

    Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a second or foreign language. Boston: National geographic learning.

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    Dr. Jasmin (Bey) Cowin presents Reimagine and Redesign: Augmented Reality Digital Technologies and 21st Century Education at ICLTTE 2022, the 16th International Conference on Language Teaching and Teacher Education in Jeddah

    I am pleased to share my presentation and abstract for Reimagine and Redesign: Augmented Reality Digital Technologies and 21st Century Education.

    The International Conference on Language Teaching and Teacher Education aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Language Teaching and Teacher Education. It also provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of Language Teaching and Teacher Education.

    Algorithmic approaches to decision-making are starting to permeate both institutional and personal spheres through decision support systems. In education, AI and intelligent systems are poised to become change agents with deep impacts not only on assessment, administrative functions, organizational strategic planning, student acquisition, and retention but also on curriculum design, and personal learning networks (PNL). The global competitiveness of educational institutions and their graduates’ rests on their ability to be agile and nimble in adopting adaptive technology spaces.

    Dr. Jasmin (Bey) Cowin

    Abstract
    This paper explores augmented reality digital technologies (ARDTs) and their use in educational cases in the artificial intelligence (AI) age. The future of education and work are evolving to a fluid landscape with an uncertain job or career trajectories due to a VUCA (volatility, uncertainty, complexity, ambiguity) environment. Structuring education as a menu of predefined
    disciplines and degrees, situated in brick-and-mortar educational institutions may no longer be an optimal education model.
    Algorithmic approaches to decision-making are starting to permeate both institutional and personal spheres through decision support systems. In education, AI and intelligent systems will become change agents with deep impacts not only on assessment, administrative functions, organizational strategic planning, student acquisition, and retention but also on curriculum design and pedagogies.
    The convergence of three areas: ARDTs, big data, and global demand for a highly qualified teacher workforce will bring forth far-reaching consequences to the field of education while raising fundamental questions about the functions of educational institutions and educators.
    Transformative ways of knowledge generation and pedagogy come on top of business processes enabled through data aggregation and analytic forecasts. Areas in which AI is already entwined in education include smart content, intelligent tutoring systems, virtual facilitators, ARDTs, and yet-to-be-invented learning environments with the distinct possibility of blockchain or Holochain integration for administrative organizational purposes.
    The future of education will need to be reimagined and redesigned while implementing and harnessing innovative technologies. Reshaping educational philosophies and their underpinning pedagogies will transform the modes of delivery in educational institutions worldwide. Ultimately, 21st-century ARDTs present significant opportunities and challenges to educational institutions and learners alike.
    Keywords:
    Fourth Industrial Revolution, artificial intelligence (AI), the Internet of Things (IoT), Augmented Reality Digital Technologies, Distributed Ledger Technology

    Cowin, Jasmin. “Reimagine and Redesign: Augmented Reality Digital Technologies and 21st Century Education.” virtual presentation, ICLTTE 2022: 16. International Conference on Language Teaching and Teacher Education, Jeddah, Saudi Arabia

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    Dr. Jasmin (Bey) Cowin’s presentation on The Metaverse for the Dhofar University Foundation Program, 1st International ELT Conference on Shaping New Understandings in ELT

    I am pleased to share my presentation on The Metaverse for the Dhofar University Foundation Program1st International ELT Conference Shaping New Understandings in ELT

    Cowin, Jasmin. “The Metaverse Wheel: A Digital Trend Visualization .”[virtual] Lecture, Dhofar University Foundation Program, 1st International ELT Conference, Shaping New Understandings in ELT, February 17, 2022.
    #metaverses#university#education#augmentedreality

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    Touro College TESOL Candidate Gabrielle Mescia: The Divide between Proficiency in Social versus Academic Language

    Touro College, Graduate School of Education and Teaching English to Speakers of Other Languages

    New York is a state that speaks many languages. We need teachers who can find the common ground. The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

    Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and at least 20 days or 100 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

    Gabrielle Mescia is a Pre-K teacher in the West Islip School District in Long Island, NY. Gabrielle graduated from St. Joseph’s College in May 2020 with a Bachelor of Arts degree in Child Study and is currently pursuing a Master’s degree in TESOL at Touro College. In her free time, she enjoys cooking, reading, exercising, and spending time with her loved ones.

    I think that it is important to give students real-life context and how learning is applicable to real-world, everyday tasks.

    Gabrielle Mescia, Touro College, GSE, TESOL Candidate
    1. Have you had any students who were proficient in social language but struggled with academic language?

    After reading this question and article I can think back in particular to my fieldwork hours last semester. For some of my fieldwork experiences, I went to one of our district’s middle schools, where I could see more of this divide between proficiency in social versus academic language. I teach very young students, so it was easier to see the use of more dense and challenging academic language at the secondary level. I was also able to see how the ENL teacher collaborated with content area teachers to give them insight on how to better help their students, as suggested in the above article. 

    If so, how did their social and academic language use differ?

    Many of the students were proficient in conversational English and would appear “fluent”, however, when it came to completing assignments such as science labs and social studies reports, they struggled to understand some of the academic language. For example, one student had difficulty completing an assignment because he did not understand what an egg “hatching” meant before the ENL teacher showed him a video. After seeing it, he was able to complete the assignment. Or with the social studies report, when a student was having difficulty interpreting one of the prompts, the ENL teacher had to rephrase the prompt for him. He was struggling to understand words and ideas such as the causes of war and how it affected people. 

    Did anything in their language abilities surprise you?

    It certainly surprised me to see how some of these students could communicate so well but really got “stuck” when it came to certain terms and ideas for assignments. In speaking with my mentor ENL teacher, she explained to me how dense the academic vocabulary and language can be, especially in a subject area like science. 

    What are some examples that could be used to compare social and academic language in your classroom?

    A couple of examples I could think of at the level that I teach (Pre-K) include something such as if I asked students to “sort” objects (academic) instead of “putting them in groups” (social). Or, a word such as “opposite” (academic) instead of “hot and cold are different” (social). 

    What changes have occurred regarding the teaching of a) pronunciation, b) grammar and c) vocabulary in the many approaches discussed in this chapter? Has there been a swinging of the pendulum in respect to the teaching of these areas? Why or why not? Celce-Murcia Chapter edition 4 Chapter 1:

    After reading Chapter 1 of the Celce-Murcia textbook, it is quite evident that there has been a “swinging of the pendulum” in respect to teaching pronunciation, grammar, and vocabulary in the many approaches used in teaching second language acquisition. For example in the grammar-translation approach, “The focus is on grammatical parsing, that is the forms and inflections of words” (Celce-Murcia et al., 2014). Then after that in the direct method, “Grammar is learned inductively”, and “Literary texts are read for pleasure and are not analyzed grammatically” (Celce-Murcia et al., 2014). Then there was the reform movement in which phonetics was a strong focus to be applied to language teaching. Following that came the reading approach in which vocabulary is controlled at first and then expanded. After that came the audiolingual approach in which “Grammatical structures are sequenced and rules are taught inductively”, “Accurate pronunciation is stressed from the beginning”, and “Vocabulary is severely controlled and limited in the initial stages” (Celce-Murcia et al., 2014). These are several examples of the various approaches that have been used with ELs over time, and the differences in focuses between them. Now, thinking has evolved so that we are aware that there is no “one-size-fits-all” approach, and that not one of these approaches is the “correct” answer all of the time. 

    How is Communicative Language Teaching (CLT) related to other proficiency-based approaches to language teaching? Celce-Murcia Chapter edition 4 Chapter 2:

    Communicative Language Teaching (CLT) “is an approach to language teaching that emphasizes learning a language first and foremost for the purpose of communicating with others” (Celce-Murcia et al., 2014). It relates to the American Council on Teaching Foreign Languages (ACTFL) Standards for Foreign Language Learning for the 21st Century, or the Five Cs model, Common European Framework of Reference for Languages (CEFR), Canadian Language Benchmarks (CLB), content-based language teaching, task-based language teaching, and service learning. CLT is related to these other proficiency-based approaches to language teaching because it is both informed by some of the approaches that preceded it and then influenced other approaches that came after it. Similar to these other approaches, CLT focuses on helping language learners communicate effectively and exchange messages across various contexts and purposes. CLT aims to make language practice interesting, useful, and relevant while building the confidence of language learners. CLT has evolved over time and has been used and adapted for various curricular purposes. 

    References

    Breiseth, L. (2014, January 7). Academic Language and ELLs: What Teachers Need to Know. Colorin Colorado. Retrieved January 31, 2022, from https://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know

    Brinton, D., Celce-Murcia, M., & Snow, M. A. (2014). Teaching English as a Second Or Foreign Language (M. Celce-Murcia, D. Brinton, & M. A. Snow, Eds.; Fourth ed.). National Geographic Learning.

    Peer responses

    Hi B!

    It was great to read your post this week. I liked how you discussed your experiences with your own students regarding social and academic language. It was interesting to read about your experiences. It seems to be pretty common that ELLs seem much more easily able to have basic conversations and make friends, but academic language use, both orally and in writing is completely different. I liked what you said regarding your surprise about your students’ language abilities. They were able to answer “right there” questions but had difficulty extending their thinking. I also like how you mentioned helping your students develop their answers to questions from basic to more detailed and specific responses. You also gave a great and thorough summary of the changes that have occurred in the teaching of grammar, pronunciation, and vocabulary.

    Hi K!

    I enjoyed reading your post this week. Your experiences with your students regarding social and academic language was very interesting. I like how you described your students’ growing independence and social skills at that age as they begin to get ready for middle school. At that age, socializing with friends seems to become an even more important part of their life than it already has been. It is also interesting how although you said that they do not use academic language as fluently, they were able to work and discuss with their group to figure out the particular task at hand. I also like those suggestions of comparison between social and academic language. I think that it is important to give students real-life context and how learning is applicable to real-world, everyday tasks.

    Good afternoon J.,

    This was a great post! I like how you mentioned that the verbal language production of the students seemed fairly proficient in social context, but how it was very different when it came to an academic task such as writing. I have seen that writing can be quite a difficult task for many students and is not always something that they enjoy doing. As you said, I am sure that your students were great at expressing their personal opinions and needs! Academic tasks are very different though. It is important how you mentioned that they struggled to use critical linking words in their writing to connect their ideas. Those types of words can be very difficult. That is the idea of “bricks and mortar”, and in this case the phrases such as even though, alternatively, consequently are “mortar” words. Students need to understand these connecting words to fully understand something that they are reading, and they must be able to then use them in order to produce clear writing. “Understanding signal words and phrases is a key step in a student’s ability to “unlock” the academic language they encounter, as well as to start using it correctly themselves” (Breiseth, 2014). As you mentioned, a chart highlighting the differences between social and academic language would be a great idea.

    Reference

    Breiseth, L. (2014, January 7). Academic Language and ELLs: What Teachers Need to Know. Colorin Colorado. Retrieved January 31, 2022, from https://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know

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    Touro TESOL Candidate Liana Ignarro on Social vs Academic language

    Putting Theory Into Practice

    Touro’s Teaching English to Speakers of Other Languages and advanced certificate programs reflect two core principles: Praxis and community.

    Every one of our programs meets the U.S. Department of Education’s most current curricular standards, and include plenty of fieldwork and preparation for New York State Education Department (NYSED) certification exams. Many programs offer online, evening, and weekend courses. We’re leaders in educating educators and meeting the needs of our communities.

    Discussion Boards offer the opportunity not only to reflect on readings but also contribute with peer responses to the learning process of the course cohort. As a facilitator and educator, I pursue a variety of strategies for fostering student engagement. One approach is to emphasize the quality and thoughtfulness of responses over quantity and frequency. Touro TESOL Candidate Liana Ignarro submitted thoughtful responses and analyses to the readings.

    Touro TESOL Candidate Liana Ignarro is a graduate student at Touro College’s TESOL program. She had the opportunity to fill roles in the Eastport South Manor School District as a permanent substitute teacher. Ms. Ignarro teaches Pre-K through SCOPE’S Education Services. During her free time, she enjoys working out and spending time with her family.

    1. Have you had any students who were proficient in social language but struggled with academic language?
    2. If so, how did their social and academic language use differ?
    3. Did anything in their language abilities surprise you?
    4. What are some examples that could be used to compare social and academic language in your classroom?

    I have had students who were proficient in social language but struggled with academic language. Their language uses differ because in social settings students were able to have conversations and form sentences using correct word structure. However, one particular student struggled with writing. The student often needed sentence starters to assist him. This was not surprising to me as I knew the primary home language was Spanish. A strategy that I learned from the article, Academic Language and ELLs: What Teachers Need to Know, explains how Dr. Robin Scarcella helps her students understand the difference between social and academic language. She does this by providing her students with similar sentences that portray the same meaning. They are just written in different styles. 

    Celce-Murcia Chapter edition 4 Chapter 1: What changes have occurred regarding the teaching of:

    1. a) pronunciation- According to the text, it states that language learning is viewed as rule acquisition, not habit formation. When students speak, their pronunciation is deemphasized and perfection is viewed as unrealistic and unattainable. To help students, listening comprehension is important and a basic skill and it will allow speaking, reading, and writing to develop. 
    • b) grammar- There are key elements of the grammar-translation approach. For example, instruction is given in the native language of the students, there is little use of the target language for communication, the focus is on grammatical parsing. In other words, the forms and inflection of words. The result of this approach is usually an inability on the part of the student to use the language for communication. (Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014)
    • c) vocabulary in the many approaches discussed in this chapter- Vocabulary learning is stressed at intermediate and advanced levels. When students work in groups or pairs they can discover the meaning in situations by engaging in role play or dramatization. 

    Celce-Murcia Chapter edition 4 Chapter 2: How is Communicative Language Teaching (CLT) related to other proficiency-based approaches to language teaching?

    Communicative language teaching is defined as an approach to language teaching that emphasizes learning a language first and foremost for the purpose of communicating with others.

    A framework/model that arose alongside Communicative Language Teaching is the American Council on the Teaching of Foreign Languages (ACTFL). This model consisted of communication, cultures, connections, comparison, and communities. Each component represents an interlocking knowledge domain for language education.

    Like CLT, learning theories informing the model underscored both top-down and bottom-up orientations to learning and processing language. 

    References: 

    Breiseth, Lydia. (2021, May 10). Academic language and ells: What teachers need to know.

    Colorín Colorado. Retrieved February 2, 2022, from https://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know 

    Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a second or foreign language. Boston: National geographic learning.

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    Touro College GSE TESOL Graduate Annie Quach’s Digital Portfolio for EDDN 680

    As the TESOL Practicum Coordinator, it is always exciting to showcase our Touro TESOL Graduates Digital Portfolios for EDDN 680. Touro College’s TESOL and Bilingual Program goal is to train teachers to create effective, responsive learning environments where all students can thrive. Online courses are available, and students can transfer up to twelve credits from previous graduate-level study toward our requirements. Students pursuing an Advanced Certificate in TESOL may apply their credits toward the Master’s degree. Completion of the program makes you eligible for New York State certification as a TESOL teacher for PreK-12.

    The learning theory behind ePortfolios

    According to Basken (2008), ePortfolios “are a way to generate learning as well as document learning”. Both generating learning and documenting or recording learning are important, but the process of generating learning sometimes gets overlooked. ePortfolios generate learning because they provide an opportunity and virtual space for students to critically assess their academic work, to reflect on that work, and make connections among different courses, assignments, and other activities, such as work experience, extracurricular pursuits, volunteering opportunities, and more. ePortfolios are effective learning tools because they support students’ own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners’ motivation. (Basken, P. (2008, April). Electronic portfolios may answer calls for more accountability. (Links to an external site.) The Chronicle of Higher Education.)

    For non- ESL educators, I would like them to know that you cannot just know a student based on their test data. You have to know what cultural differences may be influencing their learning styles and habits. Educators need to continue to modify their instruction that fits the needs of every individual. It is important for non- ESL educators to really know the importance of understanding the cultural background of their students. It can build a connection and relationship with the teacher and student, where it forms a trusting and nurturing learning environment.

    ANNIE QUACH, Graduate of the Touro College TESOL Program, Graduate School of Education

    Please enjoy Ms. Quach’s e-portfolio and website.

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    Touro TESOL Candidate John Bacci’s Digital Portfolio for EDDN 680

    Touro College has taught me a variety of effective and reliable practices when it comes to assisting students in learning English as well as mastering their content areas while growing on their linguistic modalities.

    John Bacci

    The learning theory behind ePortfolios

    According to Basken (2008), ePortfolios “are a way to generate learning as well as document learning”. Both generating learning and documenting or recording learning are important, but the process of generating learning sometimes gets overlooked. ePortfolios generate learning because they provide an opportunity and virtual space for students to critically assess their academic work, to reflect on that work, and make connections among different courses, assignments, and other activities, such as work experience, extracurricular pursuits, volunteering opportunities, and more. ePortfolios are effective learning tools because they support students’ own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners’ motivation. (Basken, P. (2008, April). Electronic portfolios may answer calls for more accountability. (Links to an external site.) The Chronicle of Higher Education.)

    Project Description

    The purpose of creating and maintaining an electronic portfolio is for Touro TESOL/Bilingual teacher candidates to reflect on their course of study at Touro College and create a digital repository of their work done during the program. The portfolio includes a statement of the teacher candidates’ goals, philosophy of education, and files which showcase the candidates best work.

    “Through my time at Touro College, my eyes were opened to where I limited my students as learners and growing minds. Touro College has introduced me to the necessity of equitable, authentic, and appropriate instruction for students of the most diverse populations this world has ever seen. Touro College has taught me a variety of effective and reliable practices when it comes to assisting students in learning English as well as mastering their content areas while growing on their linguistic modalities. The program at Touro College has also taught me the importance of opening my educational doors to incorporate all cultures and represent and appreciate all cultures and backgrounds that can be experienced, learned through, and understood as an important part of our interconnected society and world. Touro College has assisted me in understanding what classrooms need to look like and function nowadays in order to assure all students have an equal opportunity at a fair, effective, and authentic education.”

    https://johnbacchitesol.weebly.com/

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    Touro TESOL Candidate Amanda Innamorato’s Digital Portfolio for EDDN 680

    As the TESOL Practicum Coordinator it is always exciting to showcase Digital Portfolios for EDDN 680.

    Project Description

    The purpose of creating and maintaining an electronic portfolio is for Touro TESOL/Bilingual teacher candidates to reflect on their course of study at Touro College and create a digital repository of their work done during the program. The portfolio includes a statement of the teacher candidates’ goals, philosophy of education, and files which showcase the candidates best work.

    Touro College TESOL faculty Dr. Ching-Ching Lin who prior to her Touro appointment, taught Social Studies (both general education and Chinese-bilingual) and ESL at the secondary levels for more than 14 years. As a transnational and multilingual learner herself, she embraces asset-based approaches and additive multilingualism in instructional designs. Her goal as a teacher as well as a teacher educator is to build and support a classroom environment where diversity in thought, culture, and traits is viewed as positive assets, where ample opportunities are created for students to share their learning experiences, strengths, backgrounds, interests, and needs and where real life/authentic connections and representations from diverse cultures and life experiences are deeply interwoven into student-centered cooperative learning.

    Ms. Amanda Innamorato teaches at the elementary level for the NYC Department of Education in District 21. She got her Bachelor’s Degree in Childhood Education from St. Francis College and worked on getting her Masters in TESOL at Touro College. Her goal as a teacher is to support all students in reaching their individual goals. Ms. Innamorato wrote:

    Looking at my graduation cap it reads “teaching is a work of heart.” This quote resonates deeply because teaching is not just a job, it’s a game changer. A teacher’s impact is significant to each individual student in their classroom. This leads to my first belief which is in the theory of Asset Approach to Learning. Students need to be viewed as an asset to the classroom with individual strengths and diverse cultural backgrounds.

    Here the link to her Digital Portfolio:

    Touro TESOL Candidate Amanda Innamorato’s Digital Portfolio for EDDN 680

    Touro University TESOL Candidate Patana Mehirdel’s Reflection on ‘Pride and Conflict in Culture and Language'(Nieto, Bode, 2017)

    Touro University’s TESOL/ Bilingual Advanced Certificate Programs Graduate School of Education focuses on the art of The Reflective Practitioner and Reflective Journal Writing in several courses, including EDPN 671 Theory and Practice of Bilingual and Multicultural Education. The goal: To provide teacher candidates with a framework to make connections between prior knowledge and new information. The framework engages students in a systematic process to guide their ongoing reflection, a process they can internalize and practice as constructive educators. Students will be able to engage in this process to improve their teaching throughout their careers. Candidates’ reflective journal entries will be included in their final portfolio.

    Patana Mehirdel, an Afghan-American currently pursues her masters in TESOL at Touro University, TESOL/BLE department.

    “Growing up I have experienced peoples views and opinions about my religion, culture and language and most of them were based on politics or on biased negative news. Moving forward, my goal is to give students from diverse cultural backgrounds, such as Pakistan, Afghanistan, India, Iraq, Iran, etc. a voice and be comfortable and confident to connect their cultural and linguistic background to their learning experiences.”

    Patana Mehirdel, Touro University TESOL Candidate