Jasmin Cowin plays Claudia Montero’s Evocaciones No. 1 En algún lugar de Plaza Francia

EVOCACIONES

Evocaciones for Harp was written in May 2010 for Floraleda Sacchi. The piece is composed of three movements: it is simple, but deeply emotional and linked to my original land (Argentina) and my city (Buenos Aires). So this is the idea of it: evocations of my city. Evocaciones No. 1 (En algún lugar de Plaza Francia) is inspired from a very nice place in Buenos Aires called Plaza Francia and for this reason one can find the sonorities of French music in it. I liked to stand and walk in Plaza Francia especially at the end of the day. Evocaciones No. 2 (Buenos Aires bajo lluvia) is romantic and depicts the city in the night when it seems crying under the rain. Have you ever been to Buenos Aires? It is a melancholic city. This movement adds to this melancholy of my longing for Buenos Aires as now I am living far away. Evocaciones No. 3 (Buenos Aires despierta) sounds in tango style. It is the most complicated and fast part of the piece. The idea is to represent Buenos Aires awakening early morning and people running to their jobs. (by Claudia Montero, (1960-2021)

This is a live performance with no editing.

Jasmin (Bey) Cowin publishes The Pedagogy & Language Enrichment Technology Wheel: Multimodal and Multiliteracy Perspectives

The third edition of MOSAIC features articles based on presentations from the 51st Annual Conference as well as two regular articles, one by Yana ShifrinaPiljovin touching on beliefs and issues with heritage language maintenance and another from Margaret Ibrasco describing an activity to foster interaction and collaboration in a virtual speaking class. I am pleased that my The Pedagogy & Language Enrichment Technology Wheel Multimodal and Multiliteracy Perspectives is part of this publication.

New technologies are reshaping educational philosophies and the pedagogies that underlie them as they also transform the modes of delivery within language teachers’ repertoire. However, easy-to-navigate support for teachers planning to connect language pedagogy and enrichment through technology is still developing. This poster hopes to provide some of that needed support as it uses a graphic wheel to illustrate pedagogical and student actions in categories such as presence, accessibility and interactivity defined by aspects of the technology. In the enlcosed PDF document, you will find an embedded clickable Pedagogy & Language Enrichment through Technology Wheel meant to function as practical support for language teachers looking for additional technology resources for language learning enrichment.

Cowin, J. (2021). The Pedagogy & Language Enrichment Technology Wheel Multimodal and Multiliteracy Perspectives. In G. Smiddy (Ed.), Mosaic. 51, pp. 31-34. NYS TESOL. 

GLoCALL 2021 accepted proposal – Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates

What is GLoCALL 2021? GLoCALL 2021 is an international academic conference focusing on the use of computer technology for language learning (CALL). GLoCALL conferences have been held annually since 2007 in various countries across Asia.

When is GLoCALL 2021? The GLoCALL 2021 conference will be held 16th-18th December 2021. Details of important dates are listed on the Important dates page.

Where will GLoCALL 2021 be held? The GLoCALL 2021 conference will be held online with online sessions presented via the website.

Abstract

Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates

Jasmin (Bey) Cowin, Ed.D.

Touro College, GSE

Post-pandemic, teacher education programs across the globe are searching for alternative pathways addressing practicum and fieldwork completion for teacher candidates. Simulation-based learning (SBL) with emotionally intelligent student avatars no longer seems a futuristic endeavor. Organizations focusing on medicine, nursing education, aviation, corporate work safety training, and the military have used simulations for years, enabling trainees to make decisions based on best industry standards through practice in virtual environments. With the growing diverse population in US schools, it is essential for Teaching English as a Second Language (TESOL) teachers to practice incorporation of culturally responsive pedagogy and providing a safe environment for English Language Learners (ELLs). This presentation focuses on reviewing, contrasting, and framing two different virtual training environments for TESOL educators searching for additional opportunities to offer interactive field and practicum experiences: simSchool and Mursion. The presentation and paper will identify, illustrate, and interpret practice-based teacher education (PBTE) and SBL. PBTE illustrates high-level teaching practices, with a specific focus on situated context of use. A PBTE model in SBL can engage TESOL teacher candidates in task-based approaches and help candidates to solidify their knowledge of the distinctions between teaching approaches, methods and techniques.

Keywords: Simulation-based learning, practice-based teacher education, simSchool, Mursion, practice-based teacher education, avatars, practicum. 

For Immediate Release: NYS TESOL HOLDS FIRST HYBRID CONFERENCE FOR EDUCATORS “Looking Forward: Educational Empowerment & Transformative Education”

Don’t miss the NYS TESOL 51st Annual Conference taking place both virtually and in-person!

Where & When:

Virtual: Nov 4th, 2021

In-Person: Nov 5th – 6th, 2021

Sonesta White Plains Downtown

66 Hale Avenue

White Plains, NY 10601

The virtual day will showcase international site visits to classrooms in countries from Brazil to Tanzania, an administrator bootcamp, and a host of global sessions that enhance, inspire, and celebrate TESOL professionals in this era of educational transformation. The 2-day in-person conference gives its attendees the chance to engage in plenary talks from prominent professionals in the TESOL field, speed network, empower themselves with professional development workshops and presentations, and enjoy a dinner party featuring music from an international DJ.

This year’s conference features keynotes and plenaries from speakers such as author and podcaster Tan Huynh, Associate Commissioner/Office Of Bilingual Education & World Languages at the NYS Education Department, Dr. Elisa Alvarez, and CEO and Founder of Today’s Students, Tomorrow’s Teachers, Dr. Bettye Perkins.  The conference is sponsored by Imagine Learning and Benchmark Education.

NYS TESOL (Teachers of English to Speakers of Other Languages) is an association of professionals concerned with the education of English language learners at all levels of public and private education in New York State. Our interests include classroom practices, research, program and curriculum development, employment, funding, and legislation. NYS TESOL advocates, advances and enriches TESOL education and professionalism statewide.

To register for the NYS TESOL 51st Annual Conference, go to: https://mms.nystesol.org/members/evr/reg_event.php?orgcode=NYST&evid=28075129

Language Acquisition in Virtual Worlds Versus Traditional Classroom Environments: A Comparative Overview Between the United States and Russia by Jasmin B. Cowin and Dana S. Saulembekova

The book is out! And our chapter is published!

Multimodality, Digitalization and Cognitivity in Communication and Pedagogy
Editors:
Natalya V. Sukhova, Tatiana Dubrovskaya, Yulia A. Lobina
Presents new frameworks for studying multimodality and gives practical hints for educators
Suggests innovative approaches to pressing issues of psycholinguistics and language education
Combines multidisciplinary research

Part of the Numanities – Arts and Humanities in Progress book series (NAHP, volume 20)

Language Acquisition in Virtual Worlds Versus Traditional Classroom Environments: A Comparative Overview Between the United States and Russia by Jasmin B. Cowin and Dana S. Saulembekova

Abstract

The development of virtual worlds (VWs) in the field of language education evolved from purely text-based environments to two- and eventually three-dimensional spaces. VWs date back to the adventure games and simulations of the 1970s. Unlike traditional classroom settings, which are anchored in brick-and-mortar buildings, VWs give language learners the opportunity to practice languages in simulated, visually rich settings. Collaborative and communicative learning opportunities in VWs, together with the ubiquitous growth of online learning platforms and online degrees, raise questions on the long-term outlook for language teaching and learning in the Fourth Industrial Revolution. Although both the Russian Federation and the United States have a multitude of programmes, education degrees and certifications with specific competency requirements for future language teachers and higher education faculty, are there common long-term concerns about domains and respective definitions in technology, multicultural education and language acquisition? To shed light on these questions, the authors analysed US and Russian national missions and second language teaching standards for communication study teacher preparation programmes.

Keywords

Virtual worlds Digital environments Traditional classroom environments Second language acquisition Russia US 

Cite this chapter as:

Cowin J.B., Saulembekova D.S. (2021) Language Acquisition in Virtual Worlds Versus Traditional Classroom Environments: A Comparative Overview Between the United States and Russia. In: Sukhova N.V., Dubrovskaya T., Lobina Y.A. (eds) Multimodality, Digitalization and Cognitivity in Communication and Pedagogy. Numanities – Arts and Humanities in Progress, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-030-84071-6_6

https://link.springer.com/book/10.1007/978-3-030-84071-6#about

Introduction

This book positions itself at the intersection of the key areas of the modern humanities. Different authors from a variety of countries take innovative approaches to investigating multimodal communication, adapting pedagogical design to digital environments and enhancing cognitive skills through transformations in teaching and learning practices. The eclectic forms under study require eclectic approaches and methodologies, and the authors cross disciplinary boundaries drawing on philosophy, linguistics, semiotics, computational linguistics, mathematics, cognitive studies and neuroaesthetics. 
Part I presents methods of analysing multimodal communication in its different displays, covering promotional video in crowdfunding project presentations, multimodal public signs of prohibition and visuals as arguments. Part II explores varied teaching methodologies that have emerged as a result of and in response to modern technological changes and contains some practical hints for educators. It demonstrates the pedagogical potential of video games, virtual worlds, linguistic corpora and online dictionaries. Part III focuses on psychological and cognitive factors influencing success in the classroom, primarily, ways of developing students’ and teachers’ personalities. 
The volume sits at the intersection between Communication Studies, Digital Humanities, Discourse Analysis, Education Theory and Cognitive Studies and is useful to scholars and students of communication, languages, education and other areas of the humanities. This book should trigger scholarly discussions as well as stimulating practitioners’ interest in these fields.

Keywords

Methodology in Humanities Semiotic pragmatics Discourse Analysis Studies in Multimodality Cognitive Development Education in Digital Environments Pedagogical Design Foreign Language Teaching Online Lexicography Corpus Technologies

Dr. Abdullah M. Al Ghurbani and Dr. Jasmin (Bey) Cowin presented: Fulbright Alumni, Global Friendships & Action: Teacher Training in Yemen October 21st, 2021

Dr. Al Ghurbani, Sana’a, Yemen and I were honored to present at the conference “Fulbright at 75: Celebrating a Legacy of Global Friendships.”

“For 75 years, the Fulbright Program has engaged passionate and accomplished students, scholars, artists, teachers, and professionals of all backgrounds. We believe that by living and learning together with people from different countries and cultures we can shape a more positive vision for our communities and our world. A hallmark of the Fulbright Program has been its longstanding commitment to Diversity and Inclusion (D&I). We strive to ensure that Fulbright reflects and values the diversity of U.S. society and societies. Equally important to diversity is inclusion. Fulbright takes steps to ensure that the Program’s diverse participants have successful and rewarding exchange experiences.” US Fulbright Program – Diversity & Inclusion (fulbrightonline.org)

CROSSING THE RUBICON: EDUCATION TRENDS IN A HYPERCONNECTED WORLD by Jasmin Cowin, and Dana Saulembekova

The way that we educate and are educated is changing at a rapid pace. New technologies and ways of interpreting the world are reshaping educational philosophies and altering the pedagogies that underlie them while transforming the modes of delivery that are part of the operations of educational institutions worldwide. This paper discusses the need to rethink education on the cusp of the age of artificial intelligence (AI) and at the dawn of the Fourth Industrial Revolution.

It is a great pleasure to see the conference papers of the XXVI Conference of National Association of Teachers of English in Russia published. Everyone who has ever been involved in a conference team knows how much work and dedication it takes to publish such a substantial, pertinent, and inclusive conference book.

Thank you to Lilia Bondareva, Head of Department, Department of Modern Languages and Communication – National University of Science and Technology “MISIS”, Natalya Sukhova, the editors and my wonderful co-author Dana!

CROSSING THE RUBICON: EDUCATION TRENDS IN A HYPERCONNECTED WORLD

Abstract:

The way that we educate and are educated is changing at a rapid pace. New technologies and ways of interpreting the world are reshaping educational philosophies and altering the pedagogies that underlie them while transforming the modes of delivery that are part of the operations of
educational institutions worldwide. This paper discusses the need to
rethink education on the cusp of the age of artificial intelligence (AI) and
at the dawn of the Fourth Industrial Revolution.

The need for educational institutions, corporations, teachers, and
learners to adapt is great. However, what frameworks are necessary for
education in the digital age? What trends and possibilities are on the
horizon to educate and train the coming generations of educators that
would allow them to remain relevant in the 21st century and beyond? This
article explores global trends in a hyperconnected world such as artificial
intelligence (AI), the Internet of Things (IoT), robotics, automation and
nanomaterials and presents an analysis of ongoing educational
transformations in Russia, China, and the United States. Finally, the article
discusses five emerging trends in 21st-century education, including App
Innovation and Gamification; Digital Literacy; Virtual, Augmented
Reality, and Mixed and Extended Reality; Self-Directed Professional
Development (SDPD), and Collaborative Learning.
Keywords: artificial intelligence (AI), the Internet of Things (IoT),
robotics, automation, educational transformation, frameworks, and
emerging trends for a 21st-century education, hyperconnected world.

Cowin, J.; Saulembekova, D. S. (2021). CROSSING THE RUBICON: EDUCATION TRENDS IN A HYPERCONNECTED WORLD. XXVI Conference of National Association of Teachers of English in Russia. ‘Digital change in the ELT community.’ (pp. 66–78). Moscow, Russia.

Dr. Jasmin (Bey) Cowin to give workshop on “Reflective Teaching Practices: Fieldnotes, Practicum Journals, and Data Literacy” for the   Amity Institute of Education, India

I am so pleased that I was asked to present a workhop for the Amity Institute of Education, Amity University, Sec-125, Noida,201313  www.amity.edu – Ranked as India’s # 1 Not-For-Profit Pvt. University. All Amity locations are connected to Amity University Campus, Noida over MPLS VPN Network, enabling us to transmit Live Class Rooms to all locations through eLearning Solution and IP Cameras

Lecture for 25th October 2021, at 9:00a.m.(EDT)”Reflective Teaching Practices: Fieldnotes, Practicum Journals, and Data Literacy.”

This interactive lecture is geared towards preservice teachers and will focus on both the mechanics and writing of field notes with a special focus on differences between description versus reflection. Furthermore, the lecture will then touch upon practicum journals and their use as a final teacher candidate’s field experience with reflection questions guiding their observations. The lecture will close with thoughts on using the data collected in both field and practicum experiences by teacher candidates to inform and drive their pedagogy.  

         

Hispanic Heritage Month 2021: Infographic on Samples of Officially Recognized Indigenous Languages across Latin America designed by Dr. Jasmin (Bey) Cowin

Did You know there are over 1000 indigenous languages spoken across the Americas?

To celebrate Hispanic Heritage Month at Touro College, GSE and the TESOL/Bilingual department, I wanted to create a sharable resource for educators. In my home country, Germany, my local dialect is Swabian, an often incomprehensible, almost separate local language with customs and stories connected to our region.

Then, I thought about the plethora of officially recognized indigenous languages across Latin America. “Language is the foundation of a culture. For Indigenous oral societies, words hold knowledge amassed for millennia. A language also holds the stories, songs, dances, protocols, family histories and connections.”[1] For teachers, this infographic offers the opportunity to discuss the connection between language and culture, highlighting the treasures of the collectives narratives, stories, songs, dances, customs, family histories and connections.

There is a grave danger that indigenous languages disappear due to continued fallout of colonialism, climate change and devastating land loss of indigenous peoples. “Between 1950 and 2010, 230 languages went extinct, according to the UNESCO Atlas of the World’s Languages in Danger. Today, a third of the world’s languages have fewer than 1,000 speakers left. Every two weeks, a language dies with its last speaker, 50 to 90 per cent of them are predicted to disappear by the next century.” [2]

References:

[1] Working Effectively with Indigenous Peoples®

[2] Nina Strochlic, The Race to Save the World’s Disappearing Languages, National Geographic April 2018