Touro University TESOL candidate Dayna Stechel’s Text Analysis & Critique for EDDN 637 Second Language Learners and Content Areas

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.

Touro University offers TESOL & Advanced Certificates 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.

The assignment: Text Analysis & Critique Assignment Description 

Following 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 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) please see grading rubric. 

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 
  • By analyzing lexical density of the text, come to a conclusion whether the text is informative and difficult or not.

Classroom teachers need to help ELLs build background knowledge and teach unfamiliar vocabulary before presenting a new concept. Some specific challenges that ELLs face when reading new material include the following:

  • Comprehending a text that contains a large number of unknown words. Students cannot glean meaning from context when they have too many words to decipher. 
  • Understanding text that includes a profusion of idioms, figurative language, imagery, and symbolism. 
  • Using homonyms and synonyms. 
  • Deciphering regional U.S. dialects. 
  • Grasping literary terms such as antagonist, protagonist, and denouement. 
  • Understanding the cultural background depicted in a literary piece. 
  • Recognizing correlations between letters and sounds. ELLs may come from a language background where the sound/symbol correspondence is very different from that of English. 
  • Comprehending the meaning of a text. ELLs will often memorize the rules for decoding written English and read fluently; however, they do not understand what they have read.

Touro University TESOL candidate Dayna Stechel is from Queens, NY, and is in her 3rd semester at Touro University. She attended SUNY New Paltz for her undergraduate degree in early childhood and childhood education. She is substitute teaching in the NYC public elementary schools.

Lexile Levels and ATOS Levels are used to analyze texts and books. Both of these systems, as well as others, determine the readability of a text. “ATOS is a measure of readability—in other words, a readability formula designed to guide students to appropriate-level books. ATOS takes into account the most important predictors of text complexity—average sentence length, average word length, and word difficulty level” (ATOS, 2022). When analyzing this text, Chapter 3, Models of The Earth, using the ATOS Levels, I analyzed a section discussing topographic maps.

Dayna Stechel, Touro University TESOL candidate

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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