EDPN 673 Methods and Materials for Teaching English as a Second Language
The fieldwork for EDPN 673 reflects our departments practice-based and evidence-centered orientation emphasized by Association for Advancing Quality in Educator Preparation because it requires TESOL candidates to demonstrate professional learning through documented clinical engagement rather than through abstract discussion alone. Candidates must observe multilingual classrooms, conduct interviews, maintain transcripts and observational notes, analyze instructional practices, and connect findings to professional standards and course readings. The assignment therefore evaluates how candidates apply pedagogical knowledge within authentic educational settings.
A major strength of the assignment is its emphasis on structured professional observation. Candidates are required to document descriptive, reflective, and analytic notes focused on instructional strategies, classroom interaction, differentiation, assessment, and use of materials and technology. This framework supports the development of pedagogical reasoning because candidates must move beyond surface description and examine why teachers make particular instructional choices for multilingual learners. Such observational training is central to TESOL preparation because effective ESOL teaching depends upon the ability to recognize language supports, learner participation patterns, and culturally responsive instructional practices within dynamic classroom contexts.
The assignment also aligns closely with AAQEP expectations concerning evidence quality and candidate performance. Candidates must maintain interview notes or recordings, provide transcript excerpts, document interview settings, and furnish observation notes upon request. This creates a form of accountability grounded in authentic clinical evidence rather than solely in polished written products. The assignment assesses whether candidates can gather, interpret, and synthesize practice-based evidence in ways consistent with professional educator preparation.
Finally, the assignment demonstrates our Touro University, TESOL/BLE departments clinically rich approach to educator preparation because it requires sustained engagement with classroom realities, systematic documentation, and reflective analysis. Rather than assessing knowledge through isolated examinations or generalized discussion, the fieldwork measures how our TESOL candidates interpret instructional practice, analyze evidence, and connect observation to professional decision-making in multilingual educational environments.
Jonida Lepuroshi is a Special Education teacher for students in grades K–2 and currently works in an elementary school in Manhattan, New York. She is pursuing an Advanced Certificate in TESOL at Touro University, where she focuses on supporting multilingual learners and ensuring they have access to curriculum materials without language barriers. Her goal is to create an inclusive and culturally responsive learning environment that supports both academic and language development for all students.
Jonida Lepuroshi: In Course EDPN 673, I learned about historical and current second language acquisition theories and how to apply different instructional methods to support English Language Learners and multilingual learners. The course emphasized planning standards-based, differentiated instruction and creating culturally responsive classrooms. I also gained practical and effective strategies for curriculum development, selecting appropriate materials, and designing assessments that support both language growth and academic achievement
My Touro journey has deepened my understanding of culturally responsive
Jonida Lepuroshi, Touro University TESOL Candidate
teaching and strengthened my commitment to supporting multilingual learners
through accessible and meaningful instruction.”
Dr. J's Education Blog 