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 fieldwork

As an educator, I find it paramount to incorporate the use of Language Learning Models (LLMs) into our graduate students’ discussion boards. Such AI tools not only serve as a training ground for understanding complex terminologies but also foster a culture of fact-checking, promoting truthfulness and accuracy in student discourse. Moreover, working with the LLM’s answers aids in understanding language homogenization – students can see and read the output which is often mechanical and ‘bland’, or features overly complex or simplistic language. Ultimately, the use of LLM sharpens students’ skills and helps build out prompting strategies, research and fact-checking skills.

The DB assignment

DB 4 Culture and Pragmatics in Language Teaching and Learning Assessment in Second Language Classrooms

1. In many ways, cultural references are closely intertwined with reading, discourse, and text. What is the role of linguistic proficiency and cultural proficiency in ESL/EFL reading and/or writing? How important can L1 literacy be in learning to read and write in ESL/EFL? (Culture and Pragmatics in Language Teaching and Learning Chapter 25 Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (p. 394). Heinle ELT. Kindle Edition. )
2. Chapter 21 has explored the use of assessment for formative purposes as well as for summative ones. Review the use of assessments in your classroom setting. What purposes do they serve? How are learners involved in learning and assessment? What external factors (e.g., NYS guidelines or state-mandated assessments) impact your choices about assessment? Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (p. 335). Heinle ELT. Kindle Edition.
3. Ask ChatGPT the following 3 questions and then compare them with your own research and your peer postings. Post the ChatGPT answers in your DB as screenshots. Write 2 sentences on your observations – if you think the answers were factually correct and truthful, or incorrect, or simply made up (hallucination). Write one sentence on why UPI think I am giving you such an assignment.

Describe the key legislative milestones that have shaped bilingual education in the United States since the 1960s.
Analyze how demographic shifts in the U.S. population have influenced the development of bilingual education programs from the 20th century to today.
Evaluate the effectiveness of current bilingual education practices in the United States in fostering academic success among non-native English speakers.
PLEASE MAKE SURE YOU USE APA-STYLE REFERENCING.

Cassandra Fegert is an English Language Arts high school teacher in Queens, New York. She is always seeking ways to underscore the importance of language and literacy while promoting student agency in her teaching. Having taught both English to native speakers and those learning English as a new language, she seeks to incorporate various ways of knowing in her classroom.

I am pleased to feature Ms. Fegert’s exemplary DB contribution.