As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.

Alexa Armentano is a candidate in the TESOL Graduate Program at Touro University. She attended Hofstra University for her undergraduate degree where she earned a dual degree in Early Childhood Education and Childhood Education, as well as a Psychology degree. Fun Fact! She coaches the Commack High School dance team.

My journey through the Touro University Graduate School of Education TESOL program has been an enriching experience that has deepened my passion for teaching and equipped me with the skills necessary to make a meaningful impact in the field of education.

Alexa Armentano, TESOL Graduate Candidate at Touro University

Directions and the Tasks: Discussion Board 3 Program Models – Bilingual & ESOL

CUT AND PASTE QUESTIONS IN ORDER AND ANSWER EACH ONE OF THEM.

1. CREATE A  COMPARTIVE TABLE WITH AT LEAST 3 POINTS; 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.pdfLinks 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.pdfLinks to an external site.
2. How might the principles of CLT be applied or adapted to meet the challenge posed by the following context? Students seem to be shy and unaccustomed to discussing topics of a personal or social nature with one another, and the teaching approach is very teacher-centered. Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (Chapter 2). Heinle ELT. Kindle Edition. 
3. How do (or might) you use technology for CLT language teaching and learning in your context? What constraints do you face? Do you think that you as a language learner or your  (future) students would want to engage in virtual or simulated learning environments online? Why or why not? Please write from your own experience and from the I perspective. Chapter 2Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (p. 29). Heinle ELT. Kindle Edition. 

TO DO:

1. Please cut and paste the questions into your DB dialogue box and answer each question.
2. Spell and grammar check your answers.
3. Create a reference section/bibliography in APA style – https://www.citationmachine.net/apaLinks to an external site.