Touro TESOL Candidate Yevette Jensen’s Morphological Intervention Case Study

EDDN 636 – Linguistic Structure of the English Language- Sociolinguistic Perspective provides an understanding of basic linguistic concepts and their applications for TESOL instruction. Specific concepts include phonetics, phonology, morphology, syntax, pragmatics, discourse analysis, and the nature of regional and social variations in American English. Students will explore the origins, diversity, and functions of human languages, in addition to the relationship between language and society. Includes 10 hours of fieldwork.

Yevette Jensen is a first-year teacher in the Central Islip School District. She teaches a 15:1 special education class, “with 12 wonderful students! I am currently getting my master’s in TESOL at Touro and this is a case study I did on one of my students to address her lack of morphological awareness.”

Case Study:

The student that I conducted this case study on is Elizabeth. She is a fifth grade ENL student in a 15:1 special education classroom. One of Elizabeth’s classifications is a Speech and Language Impairment so I felt she would be the perfect student to focus on for the case study. Elizabeth’s biggest struggle out of all the academic areas is reading and writing. According to Courter, “As with receptive and expressive language development, the same components of language- phonology, morphology, syntax, semantics, and pragmatics- play a vital role in reading and writing” (p. 7). Throughout observing Elizabeth, it is clear that she lacks morphological awareness. Which is why I feel that she lacks skills in reading and writing.

George Yule (2020) defines morphology as “the study of word forms” (p. 67). More specifically, morphology is the study of morphemes; the smallest unit of meaning in language. Morphological awareness is an important aspect to being successful in reading and writing for all students. However, it is especially important for English Language Learners because it breaks down language and creates patterns of meaning for speakers.

The platform that I was working with to conduct this study was Zoom. While I think Zoom is a great way to connect with students, I did run into some difficulties. The biggest challenge was scheduling a time when the student was able to meet with me. A few times we had scheduled to meet and she was unable to due to complications with the internet and or someone else in her family needed to use the computer for their own work. Another issue was her distractibility. This student is high energy and finds it difficult to stay focused in a classroom setting. Having to do this through a Zoom meeting rather than being one on one and being able to use the strategies I have all year to redirect her was a little frustrating. This new “classroom setting” heightened her distractibility and she had to be redirected several times throughout our sessions just by verbal commands rather than the ticket system she was used to from the classroom. With that being said she did put forth great effort to try and focus on what was being taught to her.

Activity storyThroughout the school year, I have taught prefixes and suffixes to my students. This is something that Elizabeth has struggled with all year and it continues to be a challenge for her. Not only is she an ENL student, but she also has a learning disability as well as a Speech and Language Impairment. All of these factors together make it more difficult for her to grasp new concepts such as this one. When reading Elizabeth will skip over words that contain prefixes because she does not understand what the word means. She will also omit a prefix or suffix herself and just say the words that are familiar to her. For example, instead of saying “Sarah was unable to tie her shoes” she would take off the prefix “un” and the suffix “s” and just say “Sarah was able to tie her shoe”. This poses as a problem for her because by doing that she is changing the meaning of the words in the sentence entirely. This is one reason why she struggles with reading comprehension because when she skips over or omits prefixes and suffixes, she is changing the meaning of the word from what it was intended to be. Elizabeth does not have the skills to break down words into different parts in order to gain meaning. My goal in doing this specific activity and others that will follow is to improve Elizabeth’s morphological awareness in hopes that her reading comprehension and overall reading skills improve.

The specific activity I am going to talk about is just the beginning of what I am going to be doing with Elizabeth over the next few weeks. This specific activity focused just on prefixes. I picked 3 prefixes that I felt wouldn’t be too challenging for Elizabeth. The prefixes I chose were: non, dis, and un, all three of these prefixes share the same meaning of “not”. I felt it would be better to teach prefixes that have the same meaning in groups to try any eliminate confusion.

I decided to start the lesson/activity with a short YouTube video called Learn about Prefixes. I wanted to play this in order to build a little background knowledge and to refresh her memory of what we did previously in class. After that, I showed her a brief PowerPoint that I created through the screen share feature on zoom. This PowerPoint went over what a prefix is and what a root word is. As well as explaining how a prefix can change the meaning of a word that we already know. After I went over the PowerPoint, I displayed on the screen a short story. This short story contained one example of each prefix we were focused on for this activity (un, dis, non). As I read the story out loud Elizabeth was following along. When we came across a word with a prefix, she highlighted it with the annotation feature on zoom. I read the article twice, this is something I do all the time with my students due to their lack of comprehension skills. After I read the story twice, I asked Elizabeth to recall what words she saw that contained prefixes. For each word, I had a picture card to show her. I showed her the picture card and asked her what she thinks each word means. After we did this, I pulled up a chart on Zoom under share screen. This chart had 3 columns. One for the prefixes, one for the root word, and one for the meaning of the word. Elizabeth had to break down each word, she did this by writing it down on the chart, I was able to send it to her mom and she printed it out for Elizabeth. I also had her talk me through her thought process. For example, she said things such as “The base word is fair, which means……” or “The prefix in this word is un which means not”.

Activity Chart

After we finished that activity, to close the lesson I had Elizabeth try to come up with words that used the prefixes un, dis, and non on her own. In addition, I assigned her a short homework assignment on Google Classroom. For the homework assignment she had to look up 5 words that I gave her which used the prefixes un, dis, or non and fill out a chart like the one she did for the activity. She then had to use each word in a sentence.

While doing this activity with Elizabeth, she seemed to pick up the concept quickly. She enjoyed the article and the activity that was paired with it. Elizabeth did run into some challenges when she was asked to come up with words on her own using the prefixes. She needed some prompting such has “when someone is not happy, what word can we use to say that?” or “What is the word we use when we do not agree with someone?”. My concern is that she has a hard time retaining information and if not practiced weekly she will never fully understand this topic. I have zoomed with her four times and each meeting was centered around this topic. I definitely have seen some improvement since day one and I feel it is due to the repetition of the concept and review of what we did in the previous meeting each time to refresh her memory. I do plan to continue doing various lesson involving morphological awareness to help Elizabeth improve her skills. A modification I would like to do is have this lesson/activity be more interactive and hands-on. For example, making a sorting game with prefixes and root words or doing a smartboard activity. With our current online teaching situation, there was not much room to implement the typical strategies I use in the classroom to engage her. With all of that beginning said I think Elizabeth did pretty well and did make some progress. I look forward to continuing this with her and hopefully seeing more growth in her morphological awareness.

I think doing this project was a great learning experience. I think a part that was a little challenging for me was having to pinpoint what specific aspect of linguistics I felt Elizabeth struggled with. I was able to do this through the help of my school’s ENL and Speech teacher as well as, reading the many resources that were provided to me. Another part that was a process for me was coming up with the actual activity. As I mentioned above when describing the student, I did this study on, she is not only an ENL student but is also learning disabled and has a Speech and Language Impairment. While creating the activity I had to target the ENL aspect in addition to making sure that the activity was appropriate for where she is academically which is a first-grade level. Something I learned in doing this project is that we as educators have to recognize the needs of our students. Not all of the same strategies or approaches will work for every student. For ENL students specifically it also depends on their proficiency level and not teaching them material on a level that we want them to be at or expect them to be at, but teaching them material on the level they are at and building up from there. In doing that is how we will ensure that our ENL students are being as successful as they can be in the classroom on a daily basis.


Common Content Area Roots and Affixes – ReadWriteThink. (n.d.). Retrieved from

Courter, M. K. (n.d.). 101 Therapy Strategies to Increase Your Effectiveness as a Speech-   Language Pathologist. Bellevue, WA: Bureau of Education & Research.

Rooting Out Meaning: Morpheme Match-Ups in the Primary Grades – ReadWriteThink. (n.d.). Retrieved from

VocabularySpellingCity. (2012, September 14). Learn about Prefixes. Retrieved from

Yule, G. (2020). The study of language (4th ed.). Cambridge: Cambridge University Press.


Touro TESOL Candidate Lai Lai Tam’s Virtual Fieldwork Project in EDPN 673: Methods and Materials for Teaching English as a Second Language

Contact Touro TESOL – Summer 2020 enrolment is open. Online courses are available, and students can transfer up to twelve credits from previous graduate-level studies toward our requirements. Students pursuing an Advanced Certificate in TESOL may apply their credits toward the Masters degree. Completion of the program makes you eligible for New York State certification as a TESOL teacher for PreK-12.

COVID19 Online Fieldwork: When schools closed Touro TESOL candidates still needed to finish their fieldwork. Many candidates were not able to use Zoom due to security concerns. Schools were still trying to implement online learning modules. However, Touro Tesol is agile, resilient, and focused on supporting our candidates through challenging times.  We came up with an alternative fieldwork assignment keeping the spirit of observing experienced teachers implementing different pedagogical approaches and methodologies.

Contact Touro TESOL – Summer 2020 enrolment is open. Online courses are available, and students can transfer up to twelve credits from previous graduate-level studies toward our requirements. Students pursuing an Advanced Certificate in TESOL may apply their credits toward the Masters degree. Completion of the program makes you eligible for New York State certification as a TESOL teacher for PreK-12.

Online Fieldwork assignment description:

  1. Watch all the listed methods of presentation videos.
  2. Keep a field log of time a date when watched.
  3. Take notes of your take-ways
  4. List 3 differentiated teaching approaches per video
  5. Create and describe 2 activities (describe for which grade and ENL level)  that you could use in your classroom using this method.
  6. Compare 2 of the videos and reflect on what you learned.
  7. Reflection on the videos and future implications for your teaching.
  8. Paper in Times Roman or similar font
  9. APA style reference section.

Touro TESOL Candidate Lai Lai Tam was born in Hong Kong and immigrated to the US 20 years ago. She works in a public school as a paraprofessional. “The experiences I encountered from teaching the students whose English is not their first language inspired me to change my career from business marketing to education. Through raising my children in New York I experienced all the struggles and challenges that ELL students routinely come across. Therefore, I am passionate to teach and help to make a difference for ELLs, ENLs, and bilingual students.”

  1. List 3 differentiated teaching approaches per video

Audio-Lingual Model (ALM)

Differentiated teaching approaches: Role-Play, Grammar Drilling, Positive Reinforcement

Silent Way

Differentiated teaching approaches: Use of the Chart and Floor Plan, Hand Gestures, Self-correction strategy


Differentiated teaching approaches: Act out the actions, Use of cue cards for answering questions, Use of music

Community Language Learning (CLL)

Differentiated teaching approaches: Connect the personal experiences (house in their hometown), Provide immediate feedback to correct their language, Feedback section to reflect their learning experiences and feelings

Comprehension Approach (Total Physical Respond Approach)

Differentiated teaching approaches: Use of physical movements, Ask the students to give comments to others, List out the vocabulary on the board

  1. Create and describe 2 activities (describe for which grade and ENL level) that you could use in your classroom using this method.
  2. Comprehension Approach (TPR) for Kindergarten and ENL level 1 Chinese speaking students

I would like to tell the story of a character visiting their country – China. I would incorporate the commends for the actions with the target language and the students’ native language if needed to obtain the target language goal. Focusing on the repetition of the keywords or phrases (target language) and using the actions to act the meaning out are the lesson and language goals in the lesson.

First, I would read out the story and act the actions out to model the target language. Second, I would repeat it again and then repeat it only focusing on the key target language. I would have the story and pictures displaying on the Smartboard to model the actions while I am reading the story or key vocabulary and acting out the actions.

After that, I would invite a student to come up and I give commends for that student to perform the actions in front of other students. Then, I would give the comments to the students to point to their body parts or anything they see it inside the classroom that is related to the story. Following that, I would ask the students to point at other students to give the commends so that other students could act out the actions. I would ask them to stand in a circle to play a game with them using the small ball. The game would be that I will throw the ball to one of the students and that student needs to act after I say out the word. Then, the students will give the commends to other students by throwing the ball to another student to perform his or her commends. Using the game would engage their learning and they could learn the target language in a fun way which could aid their learning. Also, giving the chance to the students to give commends to other students could help them to comprehend and understand the target language.

For the next step, I would display the two-column chart with the action words on the right side and pictures of the actions on the left side. Using the chart to differentiate the teaching skill not only could help the students to visualize the target language, but also organize the words so that they could learn them better and effectively. Besides, I would reinforce the language and turn their learning into the long-term memory by repeating them with the actions and pointing to the pictures and the students saying out the words. And, I would ask the students to tell me a sentence using the words which could actively involve them in the learning and engage them to think of using the words in other sentences. Also, I would use the words to make another sentence so that they could relate the words in another situation. It enables the students to transfer their learning and knowledge to use it in another way. Also, I would give them the paper with the words and pictures for them to practice at home with their parents for their homework to reinforce the learning at home.

  1. Audio-Lingual Model for First Grade and ENL level 2 or 3 Chinese speaking students

I would like to use the short dialogue practice, such as greeting and shopping, for teaching the target language using the audio-lingual teaching method focusing on listening and speaking skills. According to the study of English language structure and basic concepts of behavioral psychology, especially the work of B.F. Skinner, these linguists developed a method that focused on listening and speaking (Arroway, 2020)

I would prepare character information and pictures to help them to get more background information and associate with the character. The use of visual cues would help the students to develop vocabulary. Then I would prepare a shopping list and the price for role play so that they could change the words from the dialogues for extended practice. Before starting the dialogue practice, I would preview the vocabulary with the students so that they could practice and pronounce them correctly. It would help the student to increase participation and better pronunciation from the drilling practice.

I would start the lesson by reading out the dialogue and asking them to repeat after me. Then, I would ask one of the students to work with me for practicing the dialogue. After that, I would ask the students to work in pairs and practice with their partners. During the practice processes, I would give them immediate feedback and correct their mistakes.

After that, I would practice the sentence structure using the substitution of a particular word with another that would be found in the same place in the sentence with the cue word provided to the students or the shopping list on the paper. For example, I would like to buy a bag of tomatoes (carrots). Through repetition, the students could listen and say the pronunciation, sound or articulation and corrected by themselves or the teachers. Besides, I would give them positive feedback to reinforce their behavior.

  1. Compare 2 of the videos and reflect on what you learned.

For the Larsen-Freeman video of The Silent Way teaching method, the teacher acted as a facilitator to model the language in a silent way. The teacher started the theme of describing the house at the beginning of the lesson. Then, the teacher showed the chart to teach some of the words and the students corrected the pronunciation by themselves or other students before the lesson. After that, the teacher taught the target language in a small group and used tangible materials to build the floor plan of the house. The teacher let the students build the floor plan of the door, front hall, back door, living room, and then asked the students to say out the words using the word “the”. The teacher used hand gestures to prompt the students to repeat the phrase correctly and asked the students to model the correct phrase to other students as well. The teacher asked all the students to repeat the phrase together. Besides, the teacher used the body gestures to correct the mistakes and affirmed the students for the correct answers. During the group teaching, the teacher referred to the chart to prompt the students to use the correct words. Also, the teacher used the skill to build the words from known to unknown words using the chart. For example, the sidewalk, the other sidewalk, the wall of the living room, the back wall of the kitchen, etc. The teacher modeled the language using the silent way with another group. The teacher asked the students to arrange the furniture inside the floor plan. The students self-corrected their mistakes from the teacher gestures prompts or other students’ answers. The teacher let the students actively participating in constructing the floor plan and arranging the furniture which respected the intelligence of students and developed their own “inner criteria” for correcting errors. The teacher allowed the students to practice the target language by writing one sentence that they learned something new about the house. The students read out their sentences and the teacher corrected their mistakes. In the end, the teacher asked the students to share what they have learned in the lesson, such as the use of preposition, to put the furniture in the right places, etc. The feedback from the students helped the teacher to understand and get the information that they had learned to plan for the future learning lesson. It believed that teaching should be subordinated to the learning and not learned by repeating after a model. Also, it relied on the trust of the students and they have to responsible for their production and target language. It based on the teacher worked for the students and the students worked for the language. It is important that the students self-corrected their mistakes that would help them to learn and retain from their mistakes. The teacher was silent and did not model the language. Thus, the students could pay full attention to the teacher’s cues and learn from others. It believed that the students practicing the language, not the teacher. It aimed at the students to learn to accept the responsibilities for their own learning.

I learned that Caleb Gattegno developed The Silent Way approach in 1963 based on his experiences and he believed that learning is not from drilling, memorizing, or translation. The students learn the language using observation and discovering the language rather than remembers and repeats what is to be learned compared to other teaching methods. It is extensive use of silence as a teaching technique. Learning is facilitated by using physical objects and involving self-commitment. The students could use the language for self-expression and develop independence from the teacher. The teacher creates the platform for interaction between the students and develops self-exploration by discovering own mistakes. The teacher models a word, phrase, or sentence and elicits learners’ responses. Learners then create their own utterances by putting together old and new information. Although much of the activity is teacher-directed, teachers’ modeling is minimal. The role of the teacher is silently guiding the students to produce language structures, listening attentively to students’ utterances, whereas the role of the student is active participants, expected to be independent without relying themselves on the teacher, uses their knowledge of their native language, is autonomous and responsible learners, and involves in verbal interaction and peer correction activities (Akmar, 2016). It uses colored sticks called Cuisenaire rods and Fidel Chart (show all the possible spellings for each phoneme) to teach sounds which could help them learn as they can remember and create memorable images. It helps them recall back what they have learned as the objects are mainly physical items which require them to use their senses. The assessments are structured feedback, observations on their speech production, the lesson, and what they had learned. Ont of the advantage of using The Silent Way is to get students to have a better foundation in speaking in targeted language or uttering a word fluently which could lead the students to have better pronunciation. The students able to fix their own pronunciation based on their teacher’s guidance. The students can concentrate on the task given, finish it, and ace it to its full potential in the silent environment. Also, the students are aware that they have to depend on themselves and their own resources and they will discover that they can use the knowledge of their own native language to open up somethings in a new language. They are aware that they have the freedom to choose among any set of linguistic choices and having the ability to choose intelligently and carefully. The students will eventually use the proper expressions in a given set of circumstances and situations (Lydia, 2016). One disadvantage is lack of sound or pronunciation knowledge and teachers’ guidance, and they might be confused with their pronunciation

For the Larsen-Freeman video of the Comprehension Approach (TPR), the teacher placed the value of the students’ understanding of the target language by listening to the language and learning through actions by giving them commends. The students responded physically which enhance their retention through movements and actions. The teacher reviewed the vocabulary and asked the students to point to the materials after she said the words. The teacher drew the floor map on the board and then she repeated the actions by saying the actions. Then, the teacher asked the student to demonstrate the actions in sequence order with her. Afterward, the teacher asked the students to do the actions together. The teacher gave comments asking the students to perform the actions. The teacher asked one student to comment on another student to act. The teacher used other adjectives to perform the action of between quickly and carefully. The teacher gave 3 steps commends to all the students and some students were struggled to perform. Thus, the teacher picked some students to demonstrate 3 steps actions. Then, the teacher asked different students to perform different actions and gave comments to other students to do the actions spontaneously. Next, the teacher asked the students about their preferences for doing the cleaning of the house and then asked the students to point to the students who like or does not like to clean the house. It helped the students to pay attention to other students, listen to the comments, and respond to the commends. After that, the teacher wrote the phrase down on the board with the action verbs and the materials used for actions. The teacher asked the students if they understood all the words on the board. The teacher clarified the meaning of the words using the examples and drawing on the board. The teacher gave the homework to the students to practice giving commends at home. The lesson illustrated the students felt success when the teacher moved the complexity and commends in proper speed. Also, the students feeling low anxiety could facilitate their learning. The teacher corrected the students’ mistakes by repeating the commends and giving opportunities to the students to self-correct. The teacher used the skills of changing the order of commends instead of memorizing the fixed routine and gave unexpected commends which the students needed to understand more of the commends. The teacher motivated the students and carried out the lesson in a fun way which helped the student learning effectively. The students listened more instead of speaking which implied that listening comprehension comes first and the students would speak when they are ready.

I learned that the TPR approach is developed by James Asher in 1965, using the whole brain to learn the language based on the left brain of language learning and the right brain of movement. By using the motion while doing the movement will enhance the learning. It is good for young learners since they are more active physically and learn best by doing or moving. Also, it would help them to have long term retention since it exercises the whole brain by the movements and actions to learn the language. The students will learn and understand the meanings of the words by doing them. Compared with The Silent Way, the students are more active in the movement and they learn by repeating or drilling the words of performing the movements or actions. The teacher models the actions and performs the actions instead of keeping silent most of the time.

  1. Reflection on the videos and future implications for your teaching.

For the Larsen-Freeman video of the Audio-Lingual Model, the teacher demonstrated the role-play dialogue first and the students listened to the teacher. The teacher’s role was to model the language to the students which helped the students having a strong habit of learning by repeating them more times. Then, the teacher asked the students to repeat. The teacher corrected the students and asked them to repeat and speak in a whole sentence. The backward buildup drill method was used to teach the students who have trouble saying the sentence. It started at the end of the sentence and have the students repeat. It provided a chance for the students to practice the dialogue and correct the mistakes by the teacher. The teacher used the single slot substitution skill of replacing the adverbs in the sentence and have the students to read out the phrase or whole sentence until the students could repeat the whole sentence or phrase smoothly. Also, the teacher gave the paper to the students to read and practice more at home so that they could memorize the dialogue. The teacher used the skills of the grammar drills, single-slot substitution, and questions and answer drills to help the students learning the sentence patterns of the targeted language. Besides, the teacher used positive reinforcement to help the students to develop language habits.

I learned that ALM uses the actions, pictures, or realia to give meaning and the goal is the student is able to use the target language communicatively and form new habits in the target language. It emphasizes oral-aural skills and focuses on syntax and language structure (Celec-Murcia, 2014). It also called backward build-up and multiple-slot substitution drill.  The teacher directs and controls the language behavior of the students and the students learn through imitating with the teacher and repetition. Structural Linguistics emphasizes the teaching of listening and speaking before reading and writing. It bases on the “Skinner’s Behaviorism Theory”, behavioral psychology influenced audiolingual, it believes that human is organisms that are capable of leaning many behaviors. It depends on stimulus to bring out behavior, responds to trigger by stimulus and uses reinforcement for marking the response as being appropriate, and encourages repetition which is important in the learning process. Language skills are learned more effectively if they are learned in a spoken form (drills) rather than written form. Noam Chomsky rejected this approach and his theory of transformational grammar suggested that language is creative and generated, and language is not a habit. The language derives from innate aspects of the mind and from how humans process experience through language.

I would use the ALM approach to set up some short-term objectives, such as listening comprehension, accurate pronunciation, recognition of speech symbols as graphics, signs on the printed page, and the ability to reproduce these symbols in writing. I would develop simple techniques and the separation of language skills. Some techniques I would use for my future lesson are dialogue memorization, repetition drill, chain drill, single-slot substation drill, transformation drill, and complete the dialogue. I would make language learning accessible to a large group of ordinary learners. Also, I would emphasize the sentence production, control over grammatical structures, and development of the oral ability of the learners.  It aims to develop the communicative competence of students using dialogues and drills. The use of dialogues and drills are effective in foreign language teaching as they lead the students to produce speech. Repetition of the dialogues and drills will enable students to respond quickly and accurately in the spoken language. Compared to some teaching approaches, it has no creativity because students repeat and memorize that they might not understand. The techniques used in this method might become boring. And, reading and writing are neglected and not treated as independent forms. Also, learners having little control over their learning. It tends to be more teacher-oriented materials and the teacher dominated the class (Veen, 2016).

For the Larsen-Freeman video of Suggestopedia, the teacher created a pleasant environment by using the music, posters, and the plants which facilitated the students’ learning. The teacher started the lesson by reading out and acting out of the reading passage using the music. After, she read out the passage again without playing music and acted out in order for the students to understand and remember. The students have a copy of the reading passage and they read and acted it out together. It helped the students to remember the verbs when they acted them out. The teacher appraised the students for their good work which could increase the students’ confidence. The teacher showed the two-column chart to teach the two different sounds of the past tense verbs. The teacher gave the opportunity for the students to practice listening to the words and used the color cue cards to respond to the “d” (pink) and “t” (blue) sounds. The follow-up activity was the teacher throwing the ball to the students by saying the word of the present tense and the students have to answer the word of the past tense. Next, the teacher paired the students with a partner to work on the green worksheet for practicing the pronunciation of the words. The teacher and the students read the passage together and asked one student to act out the character’s actions in front of the class. The teacher gave out the short dictation of some of the words from the passage in a different sentence. The teacher reinforced their learning by asking the students to read the passage at home and chapter dictation of the words. The teacher used verbally encouragement to make the students feel the confidence of what they did, and they could do which could help them to learn better. The teacher used the skills of activating the materials, such as using the ball, dictation, which aided the students to learn variously. And, the teacher used and spoke in reassurance voice which the students will learn when they feel comfortable. Words used in imagination could aid them to learn as well.

I learned that the Suggestopedia approach is developed by Bulgarian psychiatrist educator, Georgi Lozanov, in the 1970s which the science concerned with the systematic study of the non-conscious implements. It suggests that how the brain works effectively with the positive and creative suggestion, and how the environment affects the learning process. It aims at reducing the affective filler of internal (previous experience) and external (external noise). It tries to recreate the conditions of feeling safe in the womb and willing to learn in that environment. Theory of Language is the importance of experiencing language material in whole meaningful texts communication, refers most often to the language to be learned as the materials, the centrality of memorization of vocabulary and lexical translation, recommends the use of stories with emotional content. Learning is facilitated in an environment that is as comfortable as possible featuring softly cushioned seating and dim lighting. It believes that the students feel comfortable, relax, and concentrate by using background music. Also, it could build up a good teacher-student relationship. They learn through role-playing, games, songs, gymnastic exercises to help the students to gain self-confidence, spontaneity, and receptivity. They learn not only from the direct instructions, but also from the environment in which the instruction takes place (Perdomo, 2016). “Peripheral” learning is encouraged through the presence in the learning environment of posters and decorations featuring the target language and various grammatical information.

I would use the Suggestopedia approach to set up my classroom by creating a physical environment that does not feel like a normal classroom, and the students would feel as relax and comfortable. I would play the music softly in the background to increase mental relaxation and the potential to take in and retain new material during the lesson. I would have the students work from lengthy dialogs in the target language with accompanying translation into the students’ native language. I would integrate music, drama, and the Arts, singing, and dancing are integrated into the learning process. I would use of imitation, questions and answer, role play, listening activities into my lesson. I would allow the students to make errors and emphasis on content and not structure. Grammar and vocabulary would be presented. I would use the visualization skills by asking the students to close their eyes to visualize scenes and events to help them to relax which could facilitate positive suggestions and encourage creativity from the students. Also, I would use the role-play in which the students pretend temporarily that they are someone else and perform a role using the target language. Besides, I would use the first concert by introducing the story as related in the dialogue and call the students’ attention to some particular grammatical points that arise in it, and then they read the dialogue in the target language. The second concert will be introduced, and the students will be asked to put their scripts aside and simply listen as I read the dialogue at normal speed. I will seat and read with the musical accompaniment. The students will reread the dialogue out loud individually, in the group, or with their partner. The students engage in various activities designed to help them learn the new material and use it spontaneously (Jaafar, 2016). Peripheral learning aims to help the students absorb information effortlessly when it is perceived as part of the environment rather than the material to be attended to. The teachers appeal to the students’ consciousness and subconscious to better orchestrate the suggestive factors involved in the learning. I would give the homework to the students for re-reading the dialog they are studying once before they go to sleep at night and once in the morning before they get up.

For the Larsen-Freeman video of the Communicative Language Learning, the teacher told the students to think about and visualize their home in their hometown. The teacher led their thinking by asking them to think of their house, outside of the house, the temperature, the room, people, and things inside the house. Then, the teacher asked the students to turn and talk with their partner to describe their home using the pronunciation and intonation. The students wrote and listed out some of the words to describe their home on the paper. The students shared their words while the teacher wrote all the words on the board and have them read them silently afterward. The teacher went over the words to make sure they understood. The teacher taught the meaning of each word, listed out similar meaning words, and used the words to make a sentence. While the teacher stayed at the back of them, the teacher asked the students to say out the words on the board first, and then she repeated the words with the correction. This could reduce the threat of the superior knowledge and power to attain the purpose of the students paying full attention to the words at the front of them. The teacher asked the students to work individually and raised their hands if they wanted to practice those words. And, the teacher repeated after them until they stopped repeating. It allowed the students to learn the words and took control of their learning. The writing activity, followed practicing the pronunciation, was to write a sentence using the words on the board or from their paper to describe or tell about their home. The students shared the writing sentence with the teacher and the teacher repeated the sentence. In the end, the teacher asked the students to share their opinion about how they felt about the lesson. The students felt comfortable when they knew what they would learn and the purpose of the lesson. The students expressed that it was a good chance to exchange their ideas and not feeling the pressure of learning. The students learn grammar by speaking and listening with others. The students felt respect and excepted as a whole person when the teacher understand their feelings. By stating out the lesson goal would help the students learn best by feeling secure. The teacher used the time setting and enforced the time limit to remind the students the time left which could help the students to feel secure. The teacher used the skill of listing out of the words to actively involve the students’ learning experience. The students have the responsibility to generate the language they wish to learn and work on.

I learned that CLL, invented by Richards & Rodgers 1986, is the language method that the students work together in the aspect that they would like to learn. It also called a counseling-learning theory. The belief is that language is meant for communication and the goal is the ability to communicate rather than the understanding of structures and habit formation (Celec-Murcia, 2014). The teacher as a counselor-facilitator whereas the student as a client and works as a community group. The lesson could be presented in their native language that the students could ask questions in their native language and the teacher answer in the target language. The students would feel safe to learn as mistakes would be corrected by repeating the target language and drilling skills. Advanced students may serve as counselors to beginners.  The students experience the feel of self-assertion and aggression when they are ready. Also, the students’ retention and participation in class activities first, and then they could do some reflection.

I would incorporate CLL in my future lesson by operating in a supportive role and monitor learner utterances, assisting when requested. I would allow the learners to determine the type of conversation and to analyze the language inductively. When the students listen, and they involve elements they might have elicited. The students would have freedom conversation and are ready to speak with the teacher or other students. The students listen to the teacher attentively, become counselors of other learners. Repeat target utterances without hesitation (Barreno, 2016).  I would translate what the students trying to say, and the students repeat it. The students would work with groups and complete a task that will be presented to me and the rest of the class. I would allow the students to record a conversation in the target language and the students transcribe conversations they have recorded. I would have the students analyze the transcriptions of the target language to use them. It could help the students to sort out the differences among the target language. Also, when they exchange deepen information, the class creates a community of learners. Besides, I would use some learning activities, such as interactive language games, information sharing, task-based, social interaction, and functional communication to facilitate their learning.


Akmar, Nurul (2016). Silent Way. Retrieved from:

Alica (2018). 9 Total Physical Response Activities for Language Learning. Bilingua. Retrieved from:

Arroway, Revel (2020). 3 Fresh Ways to Use the Audio-lingual Method in Your Class. FluentFlix Limited. Retrieved from:

Audiopedia (2018). What is Community Language Learning? What does Community Language Learning mean? Retrieved from:

Barreno, Rosemery (2016). Community Language Learning. Retrieved from:

Cebeci, Seval (2012). Audiolingual Method. Retrieved from:

Celce-Murcia, M. (2013) Teaching English as a Second or Foreign Language. Fourth Edition. Heinle Cengage Publishing.

Duo Flumina Ltd (2017). The Silent Way: Language is for expression. Retrieved from: (part 1a), (part 1b), (part 1c) and (part 1d).

Jaafar, Mohammad (2016). Suggestopedia. Retrieved from:

Larsen-Freeman, D. (1990). Language Teaching Methods. Teacher’s Handbook for the Video Series. Office of English Language Program Materials Branch. Washington.

Larsen-Freeman, D. Techniques and Principles in Language Teaching: Audio-Lingual Method. Retrieved from:

Larsen-Freeman, D. Techniques and Principles in Language Teaching: Silent Way. Retrieved from:

Larsen-Freeman, D. Techniques and Principles in Language Teaching: Suggestopedia. Retrieved from:

Larsen-Freeman, D. Techniques and Principles in Language Teaching: Community Language Learning. Retrieved from:

Larsen-Freeman, D. Techniques and Principles in Language Teaching: Comprehension Approach/TPR. Retrieve from:

Linguatec (2013). Communicative Language Teaching. Retrieved from:

Lydia, Rebecca (2016). Silent Way. Retrieved from:

Ms. Veen (2016.) Audio-lingual Method. Retrieved from:

Nunez-Sol, Walter (2017). The Silent Way teaching method. Retrieved from:

Perdomo, Andres (2016). Suggestopedia. Retrieved from:

Stevie, D (2020). 5 Total Physical Response (TPR) Activities That Every Language Teacher Should Know. FluentFlix Limited. Retrieved from:

Sims, Jordanien (2012). The Silent Way. Retrieved from:

Solane, Fiona (2016). What is the communicative approach. Retrieve from:

TEFL & TESOL Courses – ITTT (2017). Theories, Methods & Techniques of Teaching – Total Physical Response. Retrieved from:

TEFL & TESOL Courses – ITTT (2017). Theories, Methods & Techniques of Teaching – Suggestopedia. Retrieved from:

Verina, Clara (2016). The Audio-Lingual Method. Sanata Dharma University Yogyakarta. Retrieved from:



Touro Candidate Noelia Feliz, M.A.: Bilingual Pupil Personnel Services Digital Portfolio Project

The purpose of creating and maintaining an electronic portfolio is for Touro Bilingual Pupil Personnel Services candidates to reflect on the course of study at Touro College, Graduate School of Education, New York.

Digital Portfolio Project Purpose: The purpose of creating and maintaining an electronic portfolio is for Touro Bilingual Pupil Personnel Services candidates to reflect on the course of study at Touro College, Graduate School of Education, New York. The portfolio should include a statement of the candidates’ goals, philosophy of providing services to traditionally underserved populations, case studies, behavior interventions, culturally appropriate assessments,  and files that showcase the candidates’ best work. The work selected by the Bilingual Pupil Personnel Services candidates for the electronic portfolio should be organized and reflected upon.

Artifacts: The electronic portfolio shows examples of different kinds of work such as PowerPoint presentations, Excel files, photograph examples, and Word documents.

Touro Candidate Noelia Feliz, M.A.: Bilingual Pupil Personnel Services Digital Portfolio Project

Touro TESOL Candidate Michael Kollmer’s Materials Critique for EDDN 673 Methods and Materials for Teaching English as a Second Language

This assignment focuses on Touro TESOL candidates enrolled in Methods and Materials for Teaching English as a Second Language to make well-informed decisions of ELL materials that feature equity, enrichment, engagement, and empowerment. 

This assignment focuses on Touro TESOL candidates enrolled in Methods and Materials for Teaching English as a Second Language to make well-informed decisions of ELL materials that feature equity, enrichment, engagement, and empowerment. 

Michael Kollmer received his bachelor’s degree at SUNY Cortland in Physical Education. He is currently enrolled as a graduate student at the TESOL and Bilingual PRogram at Touro College to pursue his Masters in TESOL. “This is my first year working as a physical education teacher in an elementary school and I plan on taking what I learn at Touro and applying my knowledge into my lessons to ensure all of my students have the greatest opportunity to learn.”

Students background:

For the purpose of this assignment, I chose a group of five ELL students to focus on. The five students attend the Mount Sinai School District. The five student’s native language is Spanish. Three of the ELLs are on level 3, transitioning, and the other two ELLs are on level 4, expanding. All five students are in the fourth grade. The three ELLs on the transitioning level receive both push-in and pull out services, while the two ELLs on the expanding level just receive push-in services. All five ELLs are able to communicate with their peers in English. The five ELLs communicate with each other in both English and Spanish. All five students were born here in the United States and all speak just Spanish at home. Their goals are to become better immersed in the English language and to be able to function in the classroom with less assistance from the ENL teacher. I have all five students in my gym class and when observing them in a more relaxed environment, they are very outgoing with their peers and always want to help demonstrate the rules of the games being played. While observing them in the classroom, it was like I was seeing totally different students. They are shyer and tend not to participate in discussions unless they are called upon to share. Their affective filter is much lower in the gym where the environment is more relaxed whereas their affective filter is much higher in the classroom where their English skills are put on the spot in front of their peers and teachers. They prefer group work where all five are in the same group and tend to use their L1 when the teacher is not listening. All five students are performing at grade level. They utilize the use of guided notes, graphic organizers, and sentence starters to enhance their writing organization, skills, and comprehension. They also use visual aids around the classroom to help with comprehension during content lessons. All five students have excellent BICS skills and can communicate with their teachers and peers with ease. The students are working on their CALPS and need assistance with new vocabulary in content areas. The ENL teacher pushes in during the social studies and science block during the day. The teacher pulls all five students to a back table to work together during these content-area lessons. The two students at the expanding level are stronger in reading and speaking in their L2, while the three students at the transitioning level are stronger in listening and reading in their L2.

“Neema’s Reason to Smile” by Patricia Newman


The book I chose was recommended to me by an ENL student’s fourth-grade teacher. The book is called “Neema’s Reason to Smile” by Patricia Newman. This book is about a young Kenyan girl named Neema who dreams of one day being able to afford to go to school. Throughout the book, Neema and her mother come up with a plan to save money and make Neema’s dream come true. Eventually, Neema goes to school in a red skirt and white shirt and dreams of all the occupations she could have.

With this book, I created a lesson with the objective:

Students will be able to compare and contrast the daily tasks of school in another country to the daily task of school here in Mount Sinai.

In groups, students will pick a country to focus on and research what school is like for students in that country. A list of countries will be provided to the students. To do the research, students can use the school library to check out books, the geography section of the classroom library, or use Myon or Epic! on their Chromebooks to find books about their country of choice. To start this lesson, I will first read the whole class text, “Neema’s Reason to Smile”. Next, I will model how to record the important information, what school was like for Neema in Kenya, on a graphic organizer. The graphic organizer will be on chart paper and left up for the remainder of the project for students to look back at during their independent research work. Students will need to use the skill of recording important information when they are researching and recording their own information within their groups. After the “I do” portion of the mini-lesson, as a class, we will fill out the “we do” portion. This consists of filling out a second graphic organizer as a class on what school is like for us here in Mount Sinai. The students will help me fill out the class graphic organizer, as well as filling in their own graphic organizer. This graphic organizer will be part of the student’s final project since they all attend the same school, in the same class. Next is the “you do” portion of the lesson. This is when the students will break off into the teacher assigned groups to research their country of choice and find out how school is similar and different from their own school day. Each group will have a mix of ELLs and non-ELLs.

This lesson will be student-driven with me as the facilitator. Within the gym, I have noticed that most, if not all, students enjoy student-driven lessons. They have more responsibilities and are in charge of their own learning. They get out of the lesson what they put into it. With this being said, I feel like the students would also enjoy being in charge of their own learning within a classroom setting. By being a facilitator in this lesson, the students will look to me for support and guidance when needed. While students are working in their groups conducting their research, I will be walking around the classroom monitoring for progress. If I come across a group that seems to be struggling, I will pull that group aside and conference with them. If groups are struggling with recording important information about schools in a different country, I will refer back to the mini-lesson and the whole class text to help the students out.

The techniques being utilized in the lesson advocate for achieving the state’s objectives most effectively. This is because students are being supported and guided through their learning with the “I do, we do, you do” model and with me being the facilitator. The students will be working on the state standard of compare and contrast schools in another country to school in their own country. They will be supplied with texts that have visuals, as well as it is similar to their own lives when applicable.  During the “I do” part of the lesson, students are shown and taught the important skills they will use when it is time for them to research their own country. The students will also be prompted and provided materials that will help them succeed during this lesson. These materials include graphic organizers, teacher conferences, materials in the classroom library, materials in the school library, materials on student Chromebooks, and the help of student’s peers. With the students being in charge of their own learning, this will help with student engagement in the lesson. With me being in the facilitator role, the students will have more independence throughout the lesson and will then have to advocate for themselves and their group.

The techniques being utilized during this lesson is appropriate for all types of learners. The lesson will be modeled using the “I do, you do, we do” method with checks for understanding and appropriate wait time for all students. The materials and graphic organizers will be left up in the front of the classroom along with the whole class text for the students to refer back to. Also, graphic organizers can be easily adapted to fit the needs of my ELLs. I will provide them with a copy of the class graphic organizer, and I will also provide them with a graphic organizer specific to the country they choose to research. The ELLs will be provided with guided notes and sentence starters, along with vocabulary cards with pictures of the words and the words in their native language. This method is appropriate to the situation in the classroom because these students enjoy working in groups and enjoy the responsibility being placed on them. With the students working in groups, this allows me to be in the facilitator role and check-in with students when needed to monitor their progress.

Key Vocabulary:

            Different, Similar, Country, Savanna, Mango, Government School

TESOL Standard:

Key Ideas and Details

Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Text Types and Purposes

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Bloom’s Knowledge Matrix

Michael Blooms

Touro College features: Candidate Carmen Montoya’s Digital Portfolio TESOL Website

Practicum Assignment:

Digital Portfolio Project Purpose: The purpose of creating and maintaining an electronic portfolio is for teacher candidates to reflect on the course of study at Touro College. The portfolio should include a statement of the teacher candidates’ goals, philosophy of education, and files that showcase the candidate’s best work. The work selected by the student for the electronic portfolio should be organized and reflected upon.

Artifacts: The electronic portfolio shows examples of different kinds of work such as PowerPoint presentations, Excel files, photograph examples, and Word documents. Be creative: You can showcase anchor charts, word walls, student work (without identifying names), assignments you created, papers you wrote during your course of study, etc.  Each example is accompanied by a short reflection composed by the teacher candidate.

Carmen Montoya is a career changer, who holds a Masters of Science degree, as well as an Initial Certification in Childhood Education and Special Education, Grades 1-6 from the Touro Graduate School of Education. “I am currently pursuing a TESOL Advanced Certificate for grades K-12 at Touro, due to be completed by the fall of 2020. I have spent the past four years working with grades K – 8 in various capacities that have allowed me to serve this student population within instructional, sports, arts, and literacy programs at different times. This phenomenal experience has further reinforced my passion for cultivating academic excellence and character growth among my students, as well as strong interpersonal skills with administration and fellow staff members. I hope to teach for some time, working with students at the grade and middle school levels, and with the adult population in the future. My varied interests are writing children’s fiction, art, history, science, traveling, dance, and music.”

Website: Carmen Montoya for Practicum 680, Touro College, TESOL and Bilingual Department


Touro College, GSE Candidate Edelin Mateo’s Website: The Bilingual School Psychologist M.A., NCSP

The Digital Portfolio Project Purpose: The purpose of creating and maintaining an electronic portfolio is for Touro GSE BILINGUAL PUPIL PERSONNEL SERVICES – PSGN 698 candidates to reflect on the course of study at Touro College.

Edelin Mateo’s Website includes a wealth of information for The Bilingual School Psychologist showcasing her outstanding work in her field.

Please visit our Candidates website for resources:

Touro College, GSE Candidate Edelin Mateo’s Website: The Bilingual School Psychologist M.A., NCSP

Touro TESOL Candidate Carmen Montoya’s Method Presentation for 201970-EDPN-673-0-WW-OL-11704

Adjusting to COVID19: Flexibility, strength, and resilience at the Touro TESOL and Bilingual Department. I think of resilience as having both strength and flexibility, which allows one to adapt to change without catastrophizing about the unique circumstances. My TESOL and Bilingual teacher candidates rose to the challenge!

by Jasmin Cowin, Assistant Professor and Practicum Coordinator, Touro College, GSE

Adjusting to COVID19: Flexibility, strength, and resilience at the Touro TESOL and Bilingual Department. I think of resilience as having both strength and flexibility, which allows one to adapt to change without catastrophizing about the unique circumstances. My TESOL and Bilingual teacher candidates rose to the challenge!

For the Methods & Materials Teaching English as a 2nd  Language Touro TESOL candidates planed and videotaped themselves instead of delivering and in-class session,  giving a 5 to 10 min mini-lesson in a specifically designed approach to language learning found in the Richards and Rodgers text, i.e. Communicative Language Learning, Total Physical Response, etc.  They also submitted a SIOP lesson plan. Any content area could be selected to demonstrate the lesson and supplemental videos, PowerPoint, materials, and realia were used as needed.

Carmen Montoya is a career changer, who recently earned an Initial Certification in Childhood Education and Special Education, Grades 1-6, from the Touro Graduate School of Education. She is currently pursuing a TESOL Advanced Certificate for grades K-12 at Touro, due to be completed by Fall of 2020. “I hope to ultimately become an effective ESL teacher who can help and encourage students at various grade levels along their unique journeys.”

Carmen M Method PresentationMigration_Obstacles

Video of Carmen Montoya’s Method Presentation

Carmen M Method Presentation


Touro TESOL candidate Paige Herman’s Verb Tense Infographic

For ENL educators, using and creating infographics will not only develop ENL students’ visual literacy skills but also support ENL students by providing comprehensible input, make sense of and evaluate concepts through visual information.

Infographics can be used when you want to get across a big idea or make a point to learners. Concepts that are tricky for ENL learners might lend themselves well to an infographic. Or, if you have facts that are hard to learn, teachers might investigate how they might be turned into an infographic.

Why Infographics?

Educators, as well as students, need to be able to comprehend and evaluate graphical and visual information. According to Matrix and Hodson (2014), “even those students who are part of the Facebook generation, growing up participating in a highly visual online culture do not necessarily have the skills to engage critically and effectively with images and media in an academic environment.”

For ENL educators, using and creating infographics will not only develop ENL students’ visual literacy skills but also support ENL students by providing comprehensible input, make sense of and evaluate concepts through visual information.

Through the activity of designing a visual representation of complex ideas, candidates will engage with the content in a sustained manner, possibly deepening their understanding of it (Matrix & Hodson, 2014).

Paige Herman, a Long Island public school elementary educator, currently pursues her master’s degree in TESOL at Touro College, GSE. The Touro TESOL master’s degree will enable her to better serve diverse linguistic communities and offer an empowering, culturally sensitive education for all her students.

hermanpaige_38231_1994306_Verb Tense InfographicPaige Herman

My infographic discusses verb tenses, which include past, present, and future. Using my infographic students will be able to identify what is meant by an action that happened in the past, present, or future. Students will also be able to figure out how to change the base verb to accurately match the tense the sentence requires. This infographic is meant for students in second grade or older. Based on the common core standards, second-grade students should be able to form and use verbs in the past, present, and future tense, including irregular past tense verbs. This standard is built upon in third and fourth grade and is to be used with complete accuracy by fifth grade, as per the ELA language standards. For ENL students the infographic would be beneficial for those at the early intermediate – intermediate level of proficiency. At this level, students should be able to respond and communicate with others in many social settings and an increasing amount of academic situations. Verb tense is an essential part of building their ability to communicate and understand others.

I would use this to aide all my students in learning and remembering the varying verb tenses. This would be a beneficial tool during any reading, writing, grammar, or language activity. It could be hung in the classroom as a reference or students could keep personal sized ones in their desks with other helpful writing handouts. Students would be able to refer back to them any time they needed to be reminded of which tense to use or how to change the verb. For my ENL students, this would be especially useful because the way to conjugate a verb differs among each language, but verbs are an essential aspect of communicating in English. That is why it is important to teach students about verb tenses. This infographic supports that learning and acts as a colorful guide for reinforcing when to use each verb tense and how to alter the verb to make a sentence grammatically correct.

This infographic represents the three types of verb tenses: past, present, and future. It is broken into three sections that will allow these tenses to be compared to one another. Each section highlights when the tense would be used, how to change the base verb to match the tense and some examples of what the changed verb would look like in a sentence. This provides students with ample information on how and when to use each verb tense. Each of the different tenses is broken into its own section and distinguished by its own color. As you can see the past is shown in the green section, the present is shown in the red section, and the future is shown in the yellow section. The colors are bright and inviting while still allowing students to be able to quickly locate the section they need guidance with. Within each section, the tense is printed largely and clearly at the top. On the left-hand side is when the student would use this verb tense and an arrow that acts as a picture clue for when in time the verb would be used. To the right of this the student can find how to change the verb based on the tense and below that are examples. The information is clearly portrayed in each section in white, large, Helvetica font that makes it easy to read for the students. I chose the font because I felt like it was clear and did not squeeze any of the words in. I chose white font color because I wanted it to greatly contrast the colorful backgrounds so the words were easier to read.

One of the most difficult aspects of creating this infographic was figuring out what information about the topic I wanted to include. There are more details that I could have presented within each of the verb tenses, but I wanted to make the information clear and comprehensible to students. Overloading the infographic with too many words and information would make it difficult for the students to understand and utilize it. Figuring out what information to include helped me to realize how much information each “little” topic in language and language development encompasses. Prior to this, I thought of verb tense as a straightforward concept. Taking the time to delve into it you see how many variables are really involved. This is important for us to understand as teachers of students who may not have English as their first language. Another challenge I faced with the infographic was simply creating it. Once I planned and figured out the topic and content I wanted to include I had to figure out how to create it. Using the Visme website was a brand new experience for me. Luckily the website came with a quick tutorial that showed me the basics of what I would need. Other than that the majority of my familiarity came from just trying all the different tools as well as changing and moving things until I liked how they look. This took a lot of attempts, time, and effort, but I think the end product is worth it. Now that the infographic is created it is exciting to think about how I can use this in my own classroom and share it with other teachers in my building.


Create Interactive Online Presentations, infographics, animations & banners in HTML5 – Visme by Easy WebContent. (n.d.). Retrieved from

National Governors Association Center for Best Practices & Council of Chief State School             Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

Verb Tenses. (2019, July 19). Retrieved from



Resources from the Webinar: NYS TESOL Resources for Supporting English Learners and their Parents- Prof. Jasmin Bey Cowin, Ed.D.

Dear Participants,

I hope my post finds you well and safe.

Here the promised Zoom recording and slides Resources for Supporting English Learners and their Parents.

Zoom recording of Webinar

 Resources for Supporting English Learners and their Parents by Prof Jasmin Cowin EdD

Join an online presentation by NYS TESOL: Resources for Supporting English Learners and their Parents Thursday, March 26, 2020⋅2:00 – 3:00pm

I am inviting everyone to join a Zoom:
Webinar: NYS TESOL Resources for Supporting English Learners and their Parents
Thursday, March 262:00 – 3:00pm