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.
Marissa Diveris is a high school social studies ENL teacher with four years of teaching experience. She earned her undergraduate degree in History Secondary Education from St. Joseph’s University and is completing her master’s degree in TESOL at Touro University. Her professional interests include multilingual learner advocacy, culturally responsive teaching, and making rigorous social studies content accessible through intentional language supports and scaffolding.
This fieldwork project focused on observing and analyzing instructional practices used to support English Language Learners (ELLs) across a variety of classroom settings. The observations took place in a suburban high school setting with diverse English learners across grade levels. Observations were conducted in four classrooms, including ENL and integrated co-teaching environments in social studies, mathematics, and science. In addition, interviews were conducted with two teachers and two English learners to gain insight into both instructional approaches and student experiences. The purpose of this fieldwork was to examine how educators adapt instruction to meet the linguistic and academic needs of diverse learners, while also promoting engagement and language development. Through the combination of classroom observations and interviews, several key themes emerged, including the use of scaffolding, the role of academic language, the importance of student interaction, and the need to balance support with increasing independence. These findings provide valuable insight into effective practices for supporting English learners and have important implications for my own teaching as an ENL social studies educator. This analysis will examine how these themes emerged across both instructional practices and student experiences.
“My journey through the TESOL program at Touro strengthened both my instructional practices and my understanding of multilingual learners as assets within the classroom. The program challenged me to think more critically about equity, language development, and the importance of creating rigorous but accessible learning experiences for all students.”
Marissa Diveris, Touro University TESOL Candidate
Fieldnotes
Dr. J's Education Blog 