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

The Collaborative for Inclusive Education Workshop by Dr. Jasmin Cowin: Transcending Boundaries through Family Literacy: An Exploration of ENL Learning and Teaching with Technology

The Collaborative for Inclusive Education envisions a time when all public schools welcome and successfully educate all students, regardless of their abilities or background. To achieve this goal, they empower NYC charter schools to develop high quality inclusive educational environments by providing professional development opportunities, resources, school-based guidance and access to local and national best practices and renowned special populations’ experts. Here my workshop presentation as a share to anyone interested in Family Literacy: An Exploration of ENL Learning and Teaching with Technology.

The Collaborative for Inclusive Education envisions a time when all public schools welcome and successfully educate all students, regardless of their abilities or background. To achieve this goal, they empower NYC charter schools to develop high quality inclusive educational environments by providing professional development opportunities, resources, school-based guidance and access to local and national best practices and renowned special populations’ experts. Here my workshop presentation as a share to anyone interested in Family Literacy: An Exploration of ENL Learning and Teaching with Technology.

Workshop Collaborative for Inclusive Education Public

Teaching as an Act of Love by Prof. Jasmin Bey Cowin, Ed.D.

Touro College, Graduate School of Education featured my philosophy on teaching via a video clip with the following observation: Touro’s Graduate School of Education Professor Jasmin Cowin’s Lessons Go Beyond the Classroom:

Jasmin Cowin, Ed.D., wants the students in her Teaching English as a Second Language (TESL) program to know that language isn’t only grammar and vocabulary.

“My focus is not just on the acquisition of grammar and vocabulary, but also the understanding that language is a culture,” explained Dr. Cowin, an assistant professor at Touro’s Graduate School of Education (GSE). “You have to meet people where they are and help guide them so that they can fulfill their potential.”

“I’ve always thought of teaching as an act of love,” continued Dr. Cowin. “The students are coming here for something that is important to them, not only professionally, but also personally.”

Watch the video:

Teaching as an Act of Love

 

 

Larita Hudson on Trends and Current Issues in Second Language Acquisition

As a Professor at Touro College I teach EDDN 639-  Trends and Current Issues in Second Language Acquisition – an Online Course at Touro College, TESOL/ Bilingual Advanced Certificate Programs, Graduate School of Education.  Students move as a cohort through the online course and produce weekly writings on complex questions.  Highlighting some of these excellent contribution of students is a privilege and honor as an instructor and guide.  Here the writing of Larita Hudson, who gave express written permission to use her contribution in my blog.

Larita Hudson:

I am currently in my 17th year of teaching at public schools in the Bronx, New York. I currently work at PS 140, as a 5th grade ELA/Social Studies teacher, in a departmentalized setting. I teach two single-gender classes, an all girls class and an all boys class, including several students from Dominican Republic, Puerto Rico, Mexico, Colombia, Gambia, and Senegal. I started in Touro’s TESOL program in the early 2000s, but took a long hiatus. I started again last semester and am on track to graduate next winter.

Online Book: Understanding Second Language Acquisition by Lourdes Ortega

Question:

Considering both Ortega’s discussion of types of conversational modifications, your own experience/observations as an L2 learner, what kinds of interaction moves, interlocutor type, and contextual conditions have been the most effective for making input comprehensible, and what kinds have been the least effective?

Larita Hudson:

From my experience, asking clarifying questions and confirming have been effective interaction moves for negotiating meaning in language.  I think it’s extremely important for both interlocutors to engage in these techniques to ensure that each speaker’s utterances are valued and understood.  It boils down to respect for each other’s thoughts, ideas, and efforts.  As far as interlocutors, I think the least effective is one who is  “prejudiced”, exhibiting pre-existing or negative attitudes (Ortega).  For input to be comprehensible, Krashen says it must be delivered in a clear and safe way (as stated in Hamza, 2016).  One who is prejudiced will not be encouraging and praise successes, creating a hostile learning environment, which will result in the learner having high anxiety and low self-esteem (an affective filter to language acquisition development).

Question:

As by Ortega, the five factors of the linguistic environment that assist in L2 learning are: (a) acculturated attitudes, (b) comprehensible input, (c) interaction and negotiation of meaning, (d) pushed or comprehensible output, and (e) noticing. Ortega states that “these five ingredients were likely present in a case like Julie (see Chapter 2, section 2.2), the first of several exceptionally successful learners discovered since the mid-1990s” (p. 79). Revisit that article and discuss the ways in which these factors are evident or not evident in her language learning situation, and how positive attitudes alone were not sufficient for L2 language learning. You may compare Julie’s situation to that of Alberto and Wes, if applicable.

Larita Hudson:

Unlike Wes, Julie’s acculturation into Egyptian society was strong.  She had a husband and children there and was more invested in building a permanent life in Egypt.  Therefore, it was important for her to pay closer attention to the form of the language.  Wes only moved to Hawaii for business and career reasons.  This might explain why his drive to pay attention was missing (Schmidt, as cited in Ortega, 2009).  In addition, although Wes was interested in communicating with others, he didn’t have interest in negotiating meaning.  Schmidt (as cited in Ortega) noted that Wes was unwilling or unable to revise.  He didn’t explore checks for understanding.  For example, Schmidt “never caught Wes using the kinds of strategy that would foster longer-term learning, such as consulting a dictionary or asking his interlocutors metalinguistic questions about subtle differences or idiomatic appropriacy” (Ortega, 2009, p. 58). On the other hand, as a teacher of English to Arabic students, effective communication (comprehensible output) was probably very important to Julie as her career and livelihood depended on it.

Question:

Name and define the five components of Krashen’s Monitor Model. As teachers and language learners, what makes these components appealing or logical? Krashen5Hypothesis.pdf Click for more options

Please watch this YouTube Video of Krashen on Language Acquisition and Input. https://youtu.be/fnUc_W3xE1w

Larita Hudson:

The five components of Krashen’s Monitor Model are the Acquisition-Learning Hypothesis, the Natural Order Hypothesis, the Monitor Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.  The Acquisition Learning Hypothesis explains the difference between acquisition (the “gist” of the language) and learning (more explicit and formal with explanations and lessons).  The Natural Order Hypothesis is a way of understanding that learners acquire grammar on their own at their own pace, in a predictable order.  The Monitor Hypothesis provides an explanation of how learners make conscious choices to edit and monitor their writing and/or speaking.  The Input Hypothesis pertains to how learners acquire language via the quality of the input (messages) they receive, which leads to understanding.  Finally, the Affective Filter Hypothesis stresses the importance of keeping anxiety low, and motivation and self-confidence high for language acquisition.  Krashen himself explained “We acquire language in one way, and only one way…when we get comprehensible input in a low-anxiety environment” (Hamza, 2016).

As teachers, it is critical to provide a safe learning environment, in which students are not afraid to take risks and feel free to make mistakes without ridicule or embarrassment.  It is only then that, according to Krashen, true learning can take place, which is the ultimate goal of education.

According to Krashen’s theory, learners should be able to take solace in the idea that language learning is not the same for every learner.  It is situational and happens in its own time, such as the Natural Order and Input hypotheses imply.

Question:

Ortega notes that while researchers have concluded that negative feedback is preferable to ignoring learner errors, “much less agreement has been reached as to when, how and why negative feedback works, when it does” (p. 80). Considering what you’ve read in the text and your own experiences teaching or learning language, what is negative feedback?  Give 2 examples.

Larita Hudson:

Based on the reading, negative feedback is simply providing cues to make the speaker aware of errors and prompting the speaker to make corrections.  For example, there is an entering ELL in my class this year.  Each day at dismissal, before I give her permission to leave I ask her to tell me the relation of the person picking her up.  Depending on the day, she responds, “My grandma”, “My uncle”, “My mother”, or “My aunt”.  For the first few months she used the words incorrectly, and I’d elicit the correct responses from her by asking her to try again.  Another example of negative feedback is recasting.  It’s when the interlocutor repeats what the learner has said, keeping the meaning intact, but providing a more suitable form of the utterance.  For example, Parker (2012) provides the example of a learner who says, “I want read”, and the facilitator responds, “Oh you want TO read.”

References:

Hamza, T. (2016, Jan. 28). Stephen Krashen: Language acquisition and comprehensible input [Video File]. Retrieved from https://www.youtube.com/watch?v=fnUc_W3xE1w&feature=youtu.be

Ortega, L. (2009). Second language acquisition. London. Routledge Taylor & Francis Group.

Parker, R. (2012).  Recasting: A language facilitation strategy.  Retrieve from:http://praacticalaac.org/strategy/recasting-a-language-facilitation-strategy/

ALWC 2018 accepted Proposal: From Russia with Love

2018 Applied Linguistics Winter Conference (ALWC 2018) accepted Proposal Applied Linguistic Conference 2018 in New York City 2018

Prof. Dr. Jasmin Cowin Graduate School of Education – Touro College

Presentation Title:

From Russia with Love – Communicative TESOL Workshops at Plekhanov University

Presentation Abstract:

Plekhanov’s Winter University organized by the University’s Foreign Languages Department focused on “Current Global Trends in Teaching English.” Over the course of five days, the workshop attendees were challenged to incorporate new teaching approaches based on communicative, student-centered components and activities with a view towards culturally relevant pedagogy.

Presentation Summary:

This presentation is a report on the Plekhanov Russian University of Economics Winter University 2018 conference of the University of Tomorrow: Innovative Pedagogy and Methodology. Thematically, Plekhanov’s Winter University focused on “Current Global Trends in Teaching English.” The overarching conference theme was on the urgency to adapt to a rapidly changing world while creating agile mindsets in students and facilitators. The workshops presented were: Current Global Trends in Teaching English; Developing Materials and Resources in Teaching English – Methodology in Teaching English; and E-Resources Discovery and Analysis. As a final project, participants submitted online learning modules for their EFL courses focused on content-based instruction while incorporating the flipped classroom model. While designing the workshops, it became clear that many of the communicative activities and teaching approaches would require participants to step outside their comfort zone. Over the course of five days, the workshop attendees were challenged to incorporate new teaching approaches based on communicative, student-centered components and activities. Through using Harkness method strategies which encourage open classroom dialogue, the workshops were transformed into “Think Tanks” emphasizing a nurturing environment. This anxiety-free, collaborative approach supported risk-taking, opening-up within the group, and personal initiation of hands-on activities and projects. Upon reflection, the four pedagogical C’s: communication, cooperation, creativity and critical thinking are culturally transferable and as relevant as ever in engaging teachers and students to become agile thinkers, leveraging learning for continuous improvement within a culturally relevant pedagogical approach.

Ethical, Legal, and Fair Use Issues in Copyright or Can I do this?

20160831_134638An overview of Copyright and Fair Use Issues for Students Preparing to enter College by Dr. Jasmin Bey Cowin

Copyright issues are nothing new under the sun.  The Statute of Anne; April 10, 1710, shows that fair use and copyright issues started almost simultaneously with the proliferation of printing presses: “Whereas printers, booksellers, and other persons have of late frequently taken the liberty of printing, reprinting, and publishing, or causing to be printed, reprinted, and published, books and other writings, without the consent of the authors or proprietors of such books and writings, to their very great detriment, and too often to the ruin of them and their families: for preventing, therefore, such practices for the future…” The Statute of Anne complete text.

I am fascinated with fair use issues which directly relate to linking to other sites.  The question is why CNN, or Time, or Ticketmaster, would object to a link to their page.

“Isn’t the whole point of having a web page to attract users? These hyperlinks are like referrals — and one rarely hears of one party suing another for sending customers to their store. What’s going on here? In a word — advertising (and advertising dollars). In both suits, plaintiffs are asserting that the way that defendants link to their page deprives the plaintiffs of advertising revenue that is properly theirs. TotalNews, for example, surrounds its web page with a “frame” — a border that appears on the screen that contains advertising sold by TotalNews (or other messages that TotalNews wants you to see). Things get interesting now: if, say, you click on the link to ABC’s web page, you will indeed see the ABC page — but the TotalNews border continues to sit there, showing you the advertising that TotalNews has sold (which squeezes any advertising that ABC may contain into a smaller area on your screen). Similarly, Ticketmaster asserts that Microsoft, by linking to the Ticketmaster website, “has gained revenue from advertising made a part of Microsoft’s website, depriving Ticketmaster of favorable advertising business” and that its actions constitute “electronic piracy.” An Introduction to Copyright Law 

Yet, a process can not copy written. So, is CPR a process? When IS something a process? But the questions go deeper.

Works for Hire

Let’s take a look at the idea and concept of  Work For Hire. In An Introduction to Copyright Law, it is stated, “copyrightable material created by an individual in the course of employment is considered to be a work for hire. Ownership of the copyright vests automatically in the employer.”

What does this mean? Who owns the lessons or any original works that were developed for classes?  Are these lessons and creative output the property of the school or district one was employed by? Or if one is a Masters student researching at a college, is that research now the universities property and if one changes programs does that research now becomes untouchable by its creator?  Is a student researcher who pays for the privilege to study not allowed to share or even quote their work? What happens if the student or teacher puts a Creative Commons license on their work?

Reading Understanding Copyright Law by Marshall A. Leaffer will help you to either become more confused or gain a better understanding of the complexities regarding copyright issues.

What is the Creative Commons?

“A Creative Commons (CC) license is one of several public copyright licenses that enable the free distribution of an otherwise copyrighted work. A CC license is used when an author wants to give people the right to share, use, and build upon a work that they have created.” Creative Commons license – Wikipedia

This infographic is an excellent way to get an overview of the traditional copyright process and the Creative Common Process.

The Creative Commons gives everybody the power to select their own license and tag their materials. 

The Creative Commons feature various ways one can legally control one’s work without taking the “extreme” route of completely denying remix or reuse of their content.

Digital Rights Management

How does Digital Right Management work?

Digital rights management, or DRM, is the term to try and limit the copying of music and movies. With new technologies, especially the digitization of movies and music, it is almost effortless to copy and distribute music and movies. This is a major issue regarding copyright issues, and millions of dollars are being lost by companies or creators of music, films, etc. Companies have tried to restrict the copying of their materials by putting code onto their CDs to confuse copying software. Instead of trying to find people who have violated the law, companies are seeking to make it harder to copy materials. The problem, of course, is the consumer might want to make copies of the material just for his/her own use. It is relatively easy to restrict the number of copies of a song, but what if the owner buys a new iPod. That owner has the right to that song, after all, they bought it! Sometimes the file can only be copied from the computer it was originally downloaded on to, but what if the computer got infected, or died?

Copyright issues are laws within a country, but the copying and distribution of materials happen across borders. International treaties, like the Digital Millennium Copyright Act (DMCA), try to address these complex issues.

Writing a paper and in need of public domain resources?

The  Digital Public Library of America (DPLA) offers plenty of resources and mimics some in-person museum experiences in a virtual setting.

The home page is divided into multiple components that help the viewer to get oriented to the site quickly and able to determine which option will get the viewer further into the website content. Drop down menus, and content links are well labeled and make choices clear and easily understood.

The central section on the HOME page in the top left is dedicated to advertising the newest exhibition which currently is the American Empire. It offers a scrolling slideshow of maps and other content that catch the viewer’s eye and encourage further exploration. Below it is a search box that boasts content of over 16,000,000 items. Currently, there are 32 different Exhibition topics to explore. The website states that:

“Digital Public Library of America (DPLA) Exhibitions are designed to tell stories of national significance using source materials from libraries, archives, and museums across the United States, including letters, photographs, posters, oral histories, video clips, sheet music, and more.” The Home page also offers News and Twitter feeds and provides examples of Apps that others have created using the data collections on the website.”

When looking for non-copyright pictures the following short video will help guide you:

Steven Davis Video: Finding “Free-to-Use” Pictures

Open Educational Resources – for everybody!

“Open educational resources (OER) are freely accessible, openly licensed text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purposes. It is the leading trend in distance education/open and distance learning domain as a consequence of the openness movement.”
Open educational resources – Wikipedia

Erica Zimmer, a graduate student at Marlboro College for Professional and Graduate Studies explains OER’s in a short video.

Open Educational Resources Video by Erica Zimmer

Creative Commons – The more you know by Dr. Jasmin Bey Cowin

What does it all mean for Me? (The Student)

I believe everybody should make choices from Wikimedia and other CC sources. It is important to respect the work of others.   Taking the time and effort to use one’s own images whenever possible will add several layers of work.  Yet, the whole point of going to college is to create competency in writing, presentations, and knowledge. Copying others work is Plagiarism, not flattery!

Related image