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.
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).
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.”
Education is our passport to the future, for tomorrow belongs only to the people who prepare for it today,” determined Malcolm X at the O.A.A.U.’s [Organization of Afro-American Unity] founding forum at the Audubon Ballroom. (June 28, 1964). (X, n.d.)
Dr. Jasmin Bey Cowin a Fulbright Scholar, SIT Graduate, completed the Education Policy Fellowship Program (EPFP™) at Columbia University, Teachers College. Dr. Cowin served as the President of the Rotary Club of New York and Assistant Governor for New York State; long-term Chair of the Rotary United Nations International Breakfast meetings; and works as an Assistant Professor at Touro College, Graduate School of Education. Dr. Cowin has over twenty-five years of experience as an educator, tech innovator, entrepreneur, and institutional leader with a focus on equity and access to digital literacy and education in the Sub-Saharan Africa region. Her extensive background in education, administration, not-for-profit leadership, entrepreneurial spirit, and technology innovation provide her with unique skills and vertical networks locally and globally.
Dr. Cowin participates fully in the larger world of TESOL academic discipline as elected Vice President and Chair-Elect for the New York State, NYS TESOL organization, for the 2021 conference.
Ongoing research, expressed in scholarly contributions to the advancement of knowledge is demonstrated through publications, presentations, and participation in academic conferences, blogging, and other scholarly activities, including public performances and exhibitions at conferences and workshops. Of particular interest to her are The Blockchain of Things and its implications for Higher Education; Current Global Trends in TESOL; Developing Materials and Resources in Teaching English; E-learning; Micro and Macro-Methodologies in TESOL; E-Resources Discovery and Analysis; and Language Acquisition and the Oculus Rift in VR.
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