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.
Dr. Cowin’s Advice on Articulating a Teaching Philosophy
As a professor who has spent years preparing TESOL educators for the classroom, I want to share why developing your teaching philosophy is not just another academic exercise, but the foundation upon which your entire career will stand. When I first began teaching, I thought methodology was everything. I spent countless hours perfecting lesson plans and mastering techniques. Yet something was missing. It wasn’t until I articulated my core beliefs about language learning that my teaching transformed from mechanical application to purposeful practice.
Your teaching philosophy serves as your professional compass, particularly crucial in TESOL where you navigate complex intersections of language, culture, identity, and power. Every day, you make hundreds of decisions in your classroom. Without a clear philosophy grounding these choices, you risk becoming reactive rather than intentional, swayed by the latest trends or administrative pressures rather than guided by deep convictions about what your students need.
Consider how the guiding questions connect to real classroom moments. When a student struggles with pronunciation, your response stems from your beliefs about error correction and the role of accent in communication. When parents worry their child is losing their home language, your philosophy shapes whether you see this as inevitable or preventable, and how you engage families as partners. When standardized test pressures mount, your philosophy determines whether you narrow your curriculum or maintain rich, meaningful language experiences. These aren’t theoretical considerations; they’re daily realities that demand principled responses.The requirement to articulate your core beliefs forces you to examine assumptions you may not realize you hold.
Writing your philosophy demands honest reflection on how your own language learning experiences, both positive and negative, shape your expectations for students. This self-awareness is essential for avoiding the trap of teaching as you were taught rather than teaching as your students need.
Your classroom practice section bridges the critical gap between theory and application. Too often, teachers claim student-centered beliefs while maintaining teacher-dominated classrooms. By explicitly connecting your principles to specific practices, you create accountability for yourself. If you believe in honoring home languages, how does this manifest in your lesson planning? If you value collaborative learning, what structures support meaningful peer interaction? This alignment between beliefs and actions builds integrity in your practice.The student-centered approach component challenges you to move beyond generic commitments to “meeting all learners’ needs” toward aspecific understanding of the multilingual learners in your context. New York’s ESOL students aren’t abstract categories but individuals navigating complex linguistic landscapes. Some are refugees processing trauma while acquiring academic English. Others are heritage speakers reclaiming languages their families were pressured to abandon. Your philosophy must acknowledge this diversity while maintaining high expectations for all learners.
Professional growth isn’t an addendum to your philosophy but integral to ethical practice. Language teaching methodologies evolve as we gain a deeper understanding of second language acquisition. Demographics shift, bringing new languages and cultures into our classrooms. Educational policies change, sometimes supporting and at other times constraining our work. A static philosophy becomes obsolete. A commitment to ongoing development means your philosophy remains a living document, refined through experience and responsive to your students’ evolving needs. The authenticity requirement protects against the temptation to write what you think others want to hear. When challenges arise, and they will, only genuine conviction will sustain you. Your philosophy should reflect hard-won insights from your own journey, not perfect answers from textbooks.
Maureen Young Leggett teaches elementary education in New York City Public Schools. She studied History and English Literature at Colgate University in Hamilton, NY, and chose the field of education as her second career. She received her Master of Science in Education, Birth through Grade 6, from Hofstra University in Uniondale, NY. Maureen is proud that her students leave her classroom each day knowing how to think harder and communicate better.
“So many of by students are multilingual. They are learning English as their second or even third language. My quest to find ways for them to be academically successful has led me to Touro. I am currently pursuing my TESOL certification.”
Maureen Leggett, Touro University TESOL Certificate Candidate
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