Dr. Jasmin Cowin assumes conference chair position for NYS TESOL 2021 conference

On November 14th, 2020 I was officially installed as the Conference Chair of the NYS TESOL conference 2021 with my Touro colleague Prof. Ching Ching Lin as the incoming President for 2021-2022. Monica Baker assumed the gravel as President 2020-2021. #NYSTESOL2021

RCNY Virtual International Breakfast Meeting at the UN on November 18th, 2020 featuring Consul General of Italy Francesco Genuardi

As Chair of the RCNY Virtual International Breakfast meetings at the UN it is my pleasure to announce our guest speaker the Consul General of Italy Francesco Genuardi.

As Chair of the RCNY Virtual International Breakfast meetings at the UN it is my pleasure to announce our guest speaker the Consul General of Italy Francesco Genuardi.

Francesco Genuardi is an Italian diplomat with 23 years of experience in the field of International Relations. In March 2016 he has been appointed Consul General of Italy in New York, the most prominent consular position in the Italian diplomatic service, covering the States of New York, New Jersey, Connecticut, and Bermuda with a resident Italian Population of about 90,000 and more than 3 million Italian-Americans.

From November 2014 and prior to his appointment to New York, he was at the Cabinet of the Minister of Foreign Affairs, Hon. Gentiloni, dealing with parliamentary relations. Between 2005 and 2014 he served at the Cabinet of the Foreign Minister, working with the succeeding Ministers in office. From 2002 to 2005 he was appointed Counselor at the Permanent Mission of Italy to NATO, where he was responsible, among other issues, for the relationship with the Press in Brussels and with the NATO Parliamentary Assembly.

From 1998 to 2002 he served as Deputy Consul at the Consulate General in Buenos Aires, Argentina. He joined the diplomatic service in 1993, and between 1993 and 1998 he was at the General Directorate for Economic Affairs – where he dealt with international issues associated with environmental protection and safety – and at the Press and Media Office.

Born in Brussels on July 7, 1967, he graduated in Law at the University of Milan in 1991. He is married and has two daughters.

http://REGISTER AT: https://bit.ly/RCNYItalybkfst

Touro College TESOL Candidate Jessica Guzman’s Method Presentation

For this assignment in the course Methods and Materials for Teaching English as a Second Language Touro Teacher Candidates (TCs) plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning.

Jessica Guzman is an Elementary school teacher holding a Masters degree in Elementary Childhood Education. She is currently a Touro College candidate in the TESOL and Bilingual Department pursuing her TESOL Certification. She chose a quote that best describes her as a teacher. “A teacher who loves teaching teaches students to love learning.” She said, “The most rewarding part of my career is to see my students excited to learn and my greatest accomplishment is becoming a teacher.”

For this assignment in the course Methods and Materials for Teaching English as a Second Language Touro Teacher Candidates (TCs) plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning.

It is a pleasure to feature Jessica Guzman’s teaching presentation as an example of a thoughtful submission of a “pretend” mini session.

Touro College Candidate Jessica Guzman’s Method Presentation

Touro TESOL Candidate Alessia Tartamella on Program Options and Teaching Models for English Language Learners/Multilingual Learners

Online Discussion boards ensure that course questions and answers are available to all participants, create a repository of shared information and create a permanent record of all postings. Yet, apart from these points, Online Discussion Boards throughout the semester showcase students in-depth analysis of the assigned materials and their scholarly trajectory. This week I am featuring Touro College, TESOL candidate Alessia Tartamella’s excellent contribution.

Alessia Tartamella, a 3rd Grade NYC Public School teacher in Brooklyn, New York, has taught English Language Learners since 2016. She received her Bachelors Degree of Business Administration at Brooklyn College and her Masters Degree in Teaching Children grades 1-6 at Brooklyn College. Currently, she attends Touro College to pursue an extension in Teaching English to Speakers of Other Languages. This will be her last semester at Touro College. “I hope to soon move on to become a certified TESOL teacher in the NYC Public School system.”

  1. In NYS,  what are the  Program Options for English Language Learners/Multilingual Learners?

The Program Options for English Language Learners and Multilingual Learners are Transitional Bilingual Education Program (TBE) , Dual Language (DL) , One Way Dual Language Program, Two Way Dual Language Program and English as a New Language (ENL). (Program Options for English Language Learners/Multilingual Learners, n.d.)

2. Name the five different models currently in use that integrate language and content instruction – refer to Celce-Murcia Unit III readings.

There are different models that teachers may use when lesson planning. According to Celce-Mucia in Unit III, these models were created by experts with different views and embedded theories. The first model is the Hunter model (Hunter, 2004). This model is also known as five-step, seven-step, or nine-step model. Another model is the presentation-practice-production model (PPP). This is used mainly in beginning-level classes of language learning.  The next model is the engage-study-activate (ESA) model. This is a more versatile model than the PPP model because it allows the instructor to adapt the lesson delivery in different ways. This can be taught in different time frames and with students’ engagement in mind.  Another teaching model is the Sheltered Immersion Observation Protocol or SIOP model. This is a model developed with the intention of teaching students learning English from grades K-12th grade.  With this model, the instructor’s intention is to teach language and content at the same time. This model first started as a rubric for teacher’s observations, and evolved into a lesson-planning model.  Finally, the last teaching model is encounter, clarify, remember, internalize, and fluently use (ECRIF). This is a common model used when teachers drill strategies or vocabulary to students. 

3. Name the model that you use most and why.

In my instruction, I mainly use the Sheltered Immersion Observation Protocol or SIOP model. It is very important for students to learn content while learning a new language. In my school, teachers are expected to teach a lot of content to students, even if they do not speak English yet. We are considered a content based school.  This method of teaching English could be challenging for a teacher because it incorporates many things into a lesson, however, for a student who is learning English it allows them to use what they know in their lives and apply it to what they are learning.  This model also allows the teacher to focus on language objectives to get students to the goal or goals of the lesson. Students and teachers can activate prior knowledge, teach vocabulary and apply the lesson to real world situations to motivate students.  Then, students go on and participate in language objectives, strategies and interactions. Finally, students will practice and apply.  This model is what I am required to use in my classroom and one that I enjoy using as a third grade TESOL teacher.

In addition to this model, my school uses the ECRIF model when teaching phonics and reading to students learning how to read. We use a program called Orton-Gillingham, where students participate in language drills that they apply to reading a writing.  This strategy works well for many special education students and some ELLs, but not all. Students are taught the rules of English grammar and spelling.  After they are taught the basic rules through drills and repetition, they use them in practice for reading and writing.

4. Gather some information on student assessment from your school district. What kinds of student assessments are regularly administered, and in what language? If the district includes non-native speakers of English, are testing and assessment requirements modified or altered in any way to accommodate them? If so, how?

There are different assessments given to students in different situations.  During a student’s registration process, they are assessed through an interview and questions to determine the child’s ability in English and if the child may need special education services. This interview process is done by a trained teacher, sometimes a TESOL one and the school psychologist, if necessary. 

For learning, my school district uses different forms of assessments, but they are not altered to accommodate non-native speakers of English.  In the beginning of the year, students are given reading, writing, and math assessments. All students take the same assessment and they are all given without the teacher reading the questions to them.  However, my school district uses an online program called iReady that is tailored to all student’s needs. While the student takes the assessment, the online program adapts itself to the child’s ability.  It alters questions in different subject domains and only asks the just-right amount of questions for a child.  When the student continuously does not know answers to questions, the assessment ends. If a student continuously gets questions correct, the assessment continues on, adding difficulty to the assessment. This is a good way to get accurate ability levels in all students and does not allow them to feel discouraged. This assessment also reads to students, includes videos and engaging characters to keep students interested and excited. 

5. What is the purpose of Commissioner’s Regulations – Sections 117 http://www.p12.nysed.gov/sss/lawsregs/117-1-3.html (Links to an external site.)

The purpose of the Commissioners Regulations Sections 117 is that students must be given a screening prior to entering a school to develop a plan for learning for each child.  The students should be given this assessment to ensure they are placed in the correct learning setting. This is to ensure students with special needs are given a fair placement.  Additionally, speakers of other languages should be given a choice of a placement in a Dual language class, or ENL class when registering, if the school has the option. 

6. 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.pdf (Links 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.pdf (Links to an external site.)

These three resources have many things in common, but the most common theme is the plan for fair instruction for English Language Learners.  These three resources highlight the importance of a structured program for the diverse levels of English Language Learners.  They all enforce inclusivity and structure.  The Blueprint for English Language Learners/MLL success highlights 8 different aspects to teaching English at the highest regard.  The mission of this blueprint is described as “The mission of the New York State Education Department’s (NYSED) Office of Bilingual Education and World Languages (OBEWL) is to ensure that all New York State (NYS) students, including English Language Learners/ Multilingual Learners (ELLs/MLLs), attain the highest level of academic success and language proficiency. ” (The Blueprint for English Language Learners/MLL success, n.d.).  

The Commissioner’s Regulations 154 states that all English Language Learners must experience learning as described in the education plan for ELLs. Principals and staff must submit a plan of action for these students.  By using the ENL staffing requirements, principals can align staffing and instruction to fit the needs of the students in the school. These three resources go hand in hand because they demonstrate the appropriate planning and instruction required for a school to fairly and legally education ELL students. 

7. List 3 surprising fact you learned about in Celce-Murcia Chapter 32: Approaches to School-Based Bilingual Education Mary McGroarty & Shannon Fitzsimmons-

  • “Bilingual education is not only for recent immigrants; there are also approaches aimed at monolingual students who speak only the majority language and wish to develop strong proficiency in another language” (Celce-Murcia, 503)
  • “In the United States, there is a great deal of interest in two-way immersion model designed to serve both language minority and language majority children who wish to learn through the medium of two languages and develop literacy skills in both languages. ” (Celce-Murcia, 506)
  • Although teachers are vital, they are not the only relevant personnel. The presence of school administrators who understand bilingual instruction, other bilingual instructional personnel such as classroom aides and librarians, and bilingual staff members such as shcool secretary increase the likelihood of consistent and effective bilingual instruction.

Citations

Blueprint for English Language Learner/ Multilingual Learner Success THE STATE EDUCATION DEPARTMENT / THE UNIVERS ITY OF THE STATE OF NEW YORK Office of Bilingual Education and World L anguages. (n.d.). http://www.nysed.gov/common/nysed/files/nys-blueprint-for-ell-success.pdf (Links to an external site.)

Celce-Murcia, M., Brinton, D., & Snow, M. A. (2014). Teaching English as a second or foreign language. Boston: National Geographic Learning

CR Part 154 Comprehensive ELL Education Plan (CEEP). (n.d.). New York State Education Department. Retrieved September 28, 2020, from http://www.nysed.gov/bilingual-ed/cr-part-154-comprehensive-ell-education-plan-ceep?

CR Part 154-2 (K-8) English as New Language (ENL) Units of Study and Staffing Requirements. (n.d.). Retrieved September 28, 2020, from http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/enl-k-8-units-of-study-table-5-6-15.pdf

Program Options for ELLs/MLLs. (n.d.). New York State Education Department. Retrieved September 28, 2020, from http://www.nysed.gov/bilingual-ed/program-options-english-language-learnersmultilingual-learners

The Honorable Adrian Kubicki, Consul General of Poland in New York City and Rotary Club of New York International Breakfast at the UN – Virtual

The Honorable Adrian Kubicki, Consul General of Poland in New York City and Rotary Club of New York International Breakfast at the UN – Virtual

As Chair of the Rotary Club of New York’s International Breakfast at the United Nations it is my pleasure to announce our next guest speaker: Adrian Kubicki Consul General of Poland in New York City. Join us virtually by registration https://www.eventbrite.com/e/rotary-club-of-new-york-international-breakfast-at-the-un-virtual-tickets-123754317495

DATE
Wed, Oct 21, 2020 9:00 AM – 10:00 AM EDT

Born in 1987 in Poland, Adrian Kubicki is a Diplomat, sociologist, expert in public relations and communication, former journalist and spokesperson of LOT Polish Airlines.

He graduated social sciences at University of Warsaw. For 7 years he worked as a journalist for one of the largest radio stations in Poland, reporting major news stories from Poland and many other countries across the globe. He contributed to major daily newspapers in Poland as well as the website dedicated to nongovernment organizations with a particular focus on humanitarian and development aid.

In 2014 he joined communications team at LOT Polish Airlines as international PR manager, building relations with media on airline’s key markets, including the U.S. In 2016 he became spokesperson and executive director responsible for building communication strategy for the ambitious plan of LOT’s global expansion. During that time he and his team organized more than 100 events and press conferences, launching new services to Tokyo, Seoul, Singapore, Newark, Los Angeles, Miami and many others, as well as introducing new Boeing aircraft to the service – 787 Dreamliner and 737 MAX. He represented LOT on many of these events, as well as at major international conferences and gatherings around the World.

In 2017, together with LOT’s CEO Rafał Milczarski, he initiated and run a successful public campaign educating Polish passport holders about U.S. visa application process, with an aim to reduce the refusal rate below 3%. Campaign guided Poland to being included into the Visa Waiver Program in 2019.

In August 2019 he joined Polish foreign service at the Ministry of Foreign Affairs, where he received a consular title and was appointed for four years term as a director of Polish Cultural Institute in New York – part of Polish diplomatic mission to the U.S. working in the field of public diplomacy.

In January 2020 he has received an official nomination to become a new Consul General of Poland in New York. In February 2020 he passed the hearing before the parliament commission, receiving green light to take over the post later this year.

Privately he is married to Anna and is a father of two years old daughter Laura. In his spare time he enjoys playing piano and organs.

JOIN VIA ZOM: https://us02web.zoom.us/j/83896620862

Hon. Consul General of the Republic of Kazakhstan in New York, Mr. Almat Aidarbekov joins the Rotary Club of New York International Breakfast Meeting at the UN – Virtual

About this Event

Mr. Almat Aidarbekov started his career at the Ministry of Foreign Affairs of the Republic of Kazakhstan in 1998 as a desk officer at the Asia, Middle East and Africa Division of the Fourth Department.

In 1999-2000, he held position of Attaché at the Department for Bilateral Cooperation. In 2000, he was posted as Attaché at the Embassy of the Republic of Kazakhstan in the Republic of Turkey.

In March, 2003 he returned to the Foreign Ministry and held consecutive positions of Second and First Secretary at the Department of Europe and the Americas.

From 2004 to 2007, Mr. Aidarbekov was posted as Head of Consular Section at the Embassy of Kazakhstan to the United Kingdom of Great Britain and Northern Ireland.

In 2007-2014, he served as Second, Third Secretary and later as Counselor of the Embassy of Kazakhstan in the United States.

In 2014-2019, he held several high ranking positions at the Foreign Policy Division of the Presidential Administration of Kazakhstan.

Mr. Aidarbekov has served as Consul General of the Republic of Kazakhstan in New York since November 1, 2019.

He has a Master’s degree in Public Management from Carnegie Mellon University and undergraduate degree in International Relations from Ankara University.

He speaks English, Russian and Turkish, and holds the diplomatic rank of Counselor of First Class.

Almat Aidarbekov is married with three children.

Register here: https://www.eventbrite.com/e/rotary-club-of-new-york-international-breakfast-at-the-un-virtual-tickets-118974793811

NYS TESOL Journal published Dr. Cowin’s “Simulation-Based Learning Environment: A Training Tool for TESOL Teacher Candidates”

simSchool screenshot of virtual classroom

simSchool: screenshot of virtual classroom environment training module.

I am pleased to announce the publication of my Materials Review:

Cowin, J. B. (2020). simSchool’s Simulation-Based Learning Environment: A Training Tool for TESOL Teacher Candidates. NYS TESOL Journal, 7(2), 44-46. Retrieved 2020, from http://journal.nystesol.org/currentissue.html

Many thanks to the helpful direction of the Editor-in-Chief Lubie Grujicic-Alatriste, New York City, College of Technology, City University of New York.

Journal of Higher Education Theory and Practice Publication: Access and Equity: Computers for Schools Burundi by Dr. Jasmin Bey Cowin

Keywords: Higher Education, Practice, education, information and communication technology (ICT), access, equity, computers for schools Burundi, African

It is my pleasure to announce the publication of my article in the Journal of Higher Education Theory and Practice:
Cowin, J. B. (2020). Access and Equity: Computers for Schools Burundi. Journal of Higher Education Theory and Practice20(3). https://doi.org/10.33423/jhetp.v20i3.2970

Keywords: Higher Education, Practice, education, information and communication technology (ICT), access, equity, computers for schools Burundi, African

Abstract

Although information and communication technology (ICT) has been used in various parts of the world to improve access to and the quality of education, educational systems in many African nations still face challenges around access to, equity in, and accessibility of ICT. Such issues are widespread in public education throughout Burundi. To resolve these issues, all stakeholders, including nongovernmental organizations, not-for-profit organizations, schools, communities, and employers in the education sector, must recognize and facilitate educational liberation leading to the social transformation of Burundi’s educational system. It is especially important to include previously disadvantaged communities. This paper outlines and contextualizes the quest of Computers for Schools Burundi to improve access to and equity in ICT literacy skills for Burundian youth from kindergarten–Grade 12.

Dr. Jasmin Bey Cowin Presents “Tips and Resources on Teaching Math Online to English Learners”, a NYS TESOL Webinar

NYS TESOL Webinars

All are welcome to participate in our webinars! 

  • All webinars are listed in Eastern time (NYC time zone)
  • Pre-registration is required, no later than 1 hour prior to the start of the session. 
  • 30 minutes before the session begins, you will receive an email with a join link.  Please do not share this link on any social media platforms to preserve the integrity of the sessions. 
  • Members will be prioritized when the session reaches capacity
  • Only members can apply for CTLE. Follow this link to apply for CTLE.  Join now for these benefits!
  • To register for any upcoming webinars, click here: https://bit.ly/nystesolwebinar.

Dr. Jasmin Bey Cowin presents “Tips and Resources on Teaching Math Online to English Learners” on 8/20/2020 at 2 pm

Explore different online tools such as Desmos Activities .

Key Math vocabulary for ELLs in Preproduction, Early Production, Speech Emergence, (Krashen & Terrell, 1983).
• Number words, including cardinal (three) and ordinal (third) form
• Words related to basic mathematical operations:
• Addition, add, sum, plus
• Subtraction, subtract, difference, minus
• Multiplication, multiply, product, times
• Division, divide, quotient
• Equals