Touro University TESOL Candidate Nicole Andrade’s Fieldwork and Observations on Code-Based Skills vs Meaning-Based Skills

“As a professor, I created this blog as a mechanism to support, appreciate and showcase the exemplary work of my graduate and professional Touro University TESOL/BLE teacher candidates. By emphasizing candidates’ best work, and their innovative, thoughtful, reflective contributions I provide a path to shift the focus to their professional values while recognizing and celebrating their significant milestones in the Touro University TESOL/BLE program.” by Dr. Jasmin (Bey) Cowin, Assistant Professor, TESOL/BLE Department, Touro University

Admissions Requirements

We welcome applications from NYS-certified teachers who would like to pursue TESOL certification. This program is designed to strengthen teachers’ capacities to effectively serve children for whom English is a second language. 

Ready to Apply?

Visit admissions to find out how to apply and start your application.

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 field work.

Touro University TESOL Candidate Nicole Andrade is 25 years old. Her family is from Bolivia. She has worked as a Lead Preschool teacher and as a substitute teacher for the DOE for two years, giving her experience in different classroom settings from grades K-5.

It is important to develop the proper instruction, intervention, and goals for students when designing a curriculum. Code-based skills and meaning based skills are what educators must work on with students in order to gain advancements in reading comprehension from students. Code-based skills rely on students’ abilities to sound words out and alphabet knowledge, whereas meaning-based skills refer to vocabulary. Vocabulary is essential in literacy development. English Language Arts Standards categorize three areas, reading literature, reading information text, and language. In these areas, educators must choose the correct interventions to best support students, for instance understanding the difference between a student who needs assistance in code-based skills such as reading words slowly, or meaning-based skills where a student may have difficulty with comprehension of an unfamiliar vocabulary word in a passage(NYSED, 2022).

Nicole Andrade, Touro University TESOL Candidate
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Author: drcowinj

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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