The goal of the TESOL and Bilingual Education program is to equip educators with the necessary knowledge, skills, and strategies to provide exemplary instruction and support for English language learners, multilingual learners, and bilingual students. The program strives to cultivate culturally responsive teaching practices and services, facilitate the acquisition and development of language skills, and enhance educators’ ability to cater to the diverse needs of students from linguistically and culturally diverse backgrounds. By incorporating data-driven and research-based approaches, effective pedagogical methodologies, and practical strategies, the program empowers educators to establish inclusive, stimulating, and nurturing learning environments that promote the academic achievement, emotional support, and linguistic progress of all students.
Discussion boards play a pivotal role in online learning environments, serving as dynamic platforms that foster collaborative learning and meaningful engagement among students. These virtual spaces provide a unique avenue for learners to share ideas, ask questions, and engage in thoughtful discussions beyond the limitations of traditional classrooms. “Online discussion forums are asynchronous communication tools that are widely used in Learning Management Systems. Forums enable instructors to understand and intervene in learning activities, and students have time to think and formulate answers. Individuals collaboratively build knowledge while collaborating in an asynchronous online environment. Therefore, a well-coordinated educational forum is a valuable tool to promote reflection on learning, share information and perspectives, and connect students.” (de Lima et al, 2019)
By encouraging active participation and exchange of diverse perspectives, discussion boards (DB) enhance critical thinking, problem-solving, and communication skills. DBs create a sense of community and promote inclusive learning, allowing learners from different backgrounds to connect, contribute, and learn from one another. Through the power of discussion boards, students can deepen their understanding of course content, gain insights from peers, and develop a richer and more comprehensive learning experience. By asking for references and quotes, candidates must support their writings in the area of ChatGPT.
Publishing graduate student work on a professor’s blog is immensely beneficial for graduate students. It provides them with a unique opportunity to showcase their work and findings to a wider audience, beyond the confines of their academic circle. This exposure not only helps in building their academic reputation but also enhances their visibility within their peer network and community ultimately enriching their academic journey and future career prospects.
References:
de Lima, D. P., Gerosa, M. A., Conte, T. U., & Francisco, J. (2019). What to expect, and how to improve online discussion forums: The instructors’ perspective. Journal of Internet Services and Applications, 10(1), 1-15. https://doi.org/10.1186/s13174-019-0120-0
Martyna Sobczyszyn is a dedicated and passionate Special Education Teacher in Brooklyn, New York. She is committed to empowering her students and fostering a love for learning. She writes, “Throughout my career, I had the privilege of working with students across different grade levels. I encourage my students to become critical thinkers and work with them to explore their interests. I believe that the power of education transforms lives. In my free time, I enjoy spending time with my daughter and dog. We love to travel to new places and seek authentic experiences. Traveling has created lifelong memories for us.”
My learning journey at Touro has been a wonderful experience. Through the expertise of my professors, I can embark on an academic exploration. “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” -Dr. Suess
Martyna Sobczyszyn, Touro University TESOL Candidate
The goal of the TESOL and Bilingual Education program is to equip educators with the necessary knowledge, skills, and strategies to provide exemplary instruction and support for English language learners, multilingual learners, and bilingual students. The program strives to cultivate culturally responsive teaching practices and services, facilitate the acquisition and development of language skills, and enhance educators’ ability to cater to the diverse needs of students from linguistically and culturally diverse backgrounds. By incorporating data-driven and research-based approaches, effective pedagogical methodologies, and practical strategies, the program empowers educators to establish inclusive, stimulating and nurturing learning environments that promote the academic achievement, emotional support and linguistic progress of all students.
Discussion boards play a pivotal role in online learning environments, serving as dynamic platforms that foster collaborative learning and meaningful engagement among students. These virtual spaces provide a unique avenue for learners to share ideas, ask questions, and engage in thoughtful discussions beyond the limitations of traditional classrooms. “Online discussion forums are asynchronous communication tools that are widely used in Learning Management Systems. Forums enable instructors to understand and intervene in learning activities, and students have time to think and formulate answers. Individuals collaboratively build knowledge while collaborating in an asynchronous online environment. Therefore, a well-coordinated educational forum is a valuable tool to promote reflection on learning, share information and perspectives, and connect students.” (de Lima et al, 2019)
By encouraging active participation and exchange of diverse perspectives, discussion boards enhance critical thinking, problem-solving, and communication skills. They create a sense of community and promote inclusive learning, allowing learners from different backgrounds to connect, contribute, and learn from one another. Through the power of discussion boards, students can deepen their understanding of course content, gain insights from peers, and develop a richer and more comprehensive learning experience. By asking for references and quotes, candidates must support their writings in the area of ChatGPT.
Publishing graduate student work on a professor’s blog is immensely beneficial for graduate students. It provides them with a unique opportunity to showcase their work and findings to a wider audience, beyond the confines of their academic circle. This exposure not only helps in building their academic reputation but also enhances their visibility within their peer network and community ultimately enriching their academic journey and future career prospects.
References:
de Lima, D. P., Gerosa, M. A., Conte, T. U., & Francisco, J. (2019). What to expect, and how to improve online discussion forums: The instructors’ perspective. Journal of Internet Services and Applications, 10(1), 1-15. https://doi.org/10.1186/s13174-019-0120-0
Kenia Torres graduated summa cum laude from St. Joseph’s University in May 2022 with a Child Studies degree and a concentration in Speech Communication. She is currently pursuing her Bilingual Extension from Touro University. Kenia is a bilingual kindergarten teacher in the Brentwood Union Free School District in Brentwood, NY. She is certified in Birth-6th grade in general and special education. Kenia aspires to be a school leader in the future.
How might the principles of CLT be applied or adapted to meet the challenge posed by the following context? Students seem to be shy and unaccustomed to discussing topics of a personal or social nature with one another, and the teaching approach is very teacher-centered. Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (Chapter 2). Heinle ELT. Kindle Edition.
Kenia Torres’ DB Contribution
Program Models
Blueprint for English Language Learner/ Multilingual Leaner (ELL/ MLL) Success
CR Part 154 Comprehensive ELL Education Plan (CEEP) and ENL staffing requirements
School and school leaders role in education
Ensuring that districts and school leaders are trained in meeting the needs of ELLs/MLLs in order to cultivate a school culture of high expectations.
As in previous years, all Local Educational Agencies (LEAs) are required under Part 154 of the Commissioner’s Regulations (CR Part 154), to develop a CR Part 154 Comprehensive ELL Education Plan (CEEP) to meet the educational needs of English Language Learners (ELLs) (CR Part 154-2[b]).
Instructional guidelines for educators of the program models
Requires educators to design and deliver instruction that is culturally and linguistically appropriate for all diverse learners, including those with Individualized Education Programs (IEP).
Requirements that outline specific instructional time for ELLs, are dependent upon students’ language proficiency levels.
Instruction that is grade-appropriate, and academically rigorous
This model requires school districts and schools to engage all English Language Learners/Multilingual Learners in instruction that is grade-appropriate, academically rigorous, and aligned with the New York State Prekindergarten Foundation for the Common Core and P-12 Common Core Learning Standards.
The CEEP is divided into multiple sections in which LEAs must outline how they are addressing the needs of their ELLs and describe their strategic plan for providing grade-appropriate, linguistically and academically rigorous instruction that will allow ELLs to meet the Next Generation Learning Standards.
Table by Kenia Torres, Touro University Bilingual Certification Extension Candidate
2. How might the principles of CLT be applied or adapted to meet the challenge posed by the following context? Students seem to be shy and unaccustomed to discussing topics of a personal or social nature with one another, and the teaching approach is very teacher-centered. Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (Chapter 2 Heinle ELT. Kindle Edition.
Communicative language teaching facilitates language learning by assisting learners in using language in real world circumstances that they are likely to encounter. As described by Celce-Murcia, M. (2013), CLT emphasizes language learning “for the purpose of communicating with others”. In the situation described above, the educator may develop a more CLT teaching approach by encouraging students to speak in English to the best and or most desirable extent possible. Further, the teacher may have students to develop rapport with one another by discussing their interests and or concerns with one another and working in groups. This will make them more comfortable talking to one another in a casual setting. Finally, the educator can also develop peer and teacher relationships by increasing interactions with students and asking questions that can lead to more responses from students and create an environment for more personalized discussions.
I had the privilege of personally mentoring Mrs. Torres-Gearity through challenging times, and witnessing her growth and success is truly heartwarming. Her perseverance, academic capacity, and remarkable teaching skills make her an outstanding representative of our program and the wider #TouroGSE community.
I wanted to personally share this wonderful news with you as it highlights the incredible accomplishments of our students and the positive impact our Touro University programs can have on their lives. Mrs. Torres’ achievements remind us of the significance of education and the profound influence teachers can have on their students. I truly believe in the power of “Teaching as an Act of Love.”
As a professor, it fills me with immense pride to witness the fruits of my teaching when I see my students excel. Not only was she awarded the esteemed Dr. Ximena E. Zate Bilingual Teacher of the Year Award in 2020, but she has also achieved another remarkable feat – a successful commencement address during graduation in front of a full house.
As I celebrate the achievements of our graduates, I acknowledge the significance of a remarkable commencement address and the courage it took to step in front of her peers as a collective representative.
Teaching empowers me to be an example to others demonstrating that we all have the potential to make our dreams come true. Teaching means to see children succeed, parents proud, and families provided with tools they need to have a brighter future together, teaching means the world to me.
Antonia Torres-Gearity, Touro University Commencement Speaker 2023
Commencement Speach 2023 by TESOL/Bilingual Program Completer Antonia Torres-Gearity
Distinguished guests, esteemed President Kadish, respected faculty and administration members, dear family, friends, and fellow graduates,
As we gather here to commemorate this milestone, I want to express how Touro has not only transformed my life, but it has also become an integral part of my family. Just as your families are special and unique to you, Touro holds a special place in our hearts. Many of us hail from humble backgrounds, with parents who made countless sacrifices to provide us with a better life and the education they themselves couldn't have. Thanks to their unwavering support, I stand here today as the youngest, and the first in my family to earn a master’s degree. But I am determined not to be the last. My parents and siblings have been my guiding lights, teaching me that mistakes are stepping stones to learning and growth.
When I came to this country at the age of 16, learning a second language was a tough journey. I was discouraged from continuing my education due to the challenges I faced. However, I had that one special high school teacher who made an immense impact on my life. Her passion for education and her role as my mentor inspired me to persevere.
I vividly recall one evening struggling with a college textbook, attempting to pronounce words that seemed impossible to master. Exhausted, I decided to read it to my daughter, hoping she would fall asleep quickly so I could review for a midterm. Frustration grew as I encountered a word I couldn't pronounce, and my voice cracked in despair. It was at that moment my daughter turned to me with her innocent eyes and said, "Don't worry, mommy. It's okay. It's just that you are Mexican, but it is okay!" In that instant, I realized I had to accept myself fully and embrace my identity. Coming to this country at 16 had made me overly conscious of my accent, insecure about my intelligence, and afraid to ask for help. Yet, it takes someone special to show us what we have within ourselves.
Returning to Touro to pursue my TESOL certification, I encountered my first class, "Linguistic Structure of the English Language." As a non-native English speaker, the title alone overwhelmed me. But Dr. Jasmin Cowin, my professor, instantly dispelled my fears. She made me believe in my potential to achieve anything. I will never forget her firm voice as she told me, "Don't tell me you can't do it." In that moment, I knew that if she had faith in me, I could accomplish anything. Dr. Cowin treated me like family and made me feel like I truly belonged. I would like to give a big shout-out and heartfelt gratitude to all the faculty and staff at Touro for their solid dedication and guidance through each step of our academic journey.
Throughout our educational pursuit, we encountered obstacles that tested our resolve and moments of self-doubt. But with the support of Touro University, our loved ones, mentors, and belief in ourselves, we persevered. Today, we stand as stronger, more resilient individuals, equipped with knowledge and skills to make a difference in our chosen fields. With this education comes a responsibility to use our knowledge for the betterment of society, to create positive change, and contribute to the advancement of humanity.
May we continue to carry the torch of knowledge, ignited by love, as we stride in to a future abundant with hope, understanding, and compassion. May your individual journeys be filled with success, fulfillment, and the enduring joy that comes from sharing love through the art of teaching.
Congratulations Graduates! Thank you and Godspeed!
New York is a state that speaks many languages. We need teachers who can find the common ground. The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Crystal Demarco
Crystal DeMarco is a candidate in the TESOL Graduate Program at Touro University. She completed her undergraduate degree at the College Of Staten Island, and earned her Bachelor’s degree in Secondary Education in Social Studies. Crystal shares, “I love learning new innovative ways to create an engaging curriculum for my students!”
Educators pave the way for students to achieve their academic goals with the help of students understanding the tools they need to succeed when learning a new language. Like anything else in life, acquiring a new language is a difficult task for both the teacher and the student learning. Therefore, teachers need to understand the importance of phonetics and sounds to help support students effectively while teaching them new words. Teaching students the fundamentals of “Phonetics” is a great way to prepare students to understand the difference between target language and sounds.
Crystal DeMarco, candidate in the TESOL Graduate Program at Touro University.
New York is a state that speaks many languages. We need teachers who can find the common ground. The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Marissa Diveris graduated summa cum laude from St. Joseph’s University in May 2022 with a History of Adolescent Education degree. She is currently pursuing an MS in Teaching English to Speakers of Other Languages at TOURO University. Marissa is working in a Long Island High School with English Language Learners during her role as an ENL Leave Replacement.
The opportunity to observe a crucial lesson in preparing ELL students for the Global II regents was extremely beneficial to me as a Social Studies teacher. It is important that students master the Enduring Issues Essay to do well on the NYS Regents Exam. English Language Learners need the appropriate support in order to work through their languageand cultural barriers.
New York is a state that speaks many languages. We need teachers who can find the common ground. The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and at least 20 days or 100 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Cristina Talarico is a teacher in the New York City Department of Education who is currently completing a Master’s Degree in TESOL at Touro College. As a part of the EDPN 673 Course, they fulfilled 15 hours of fieldwork where they observed and collaborated with ENL educators and interacted with diverse ELL students. Throughout this experience, she conducted interviews with both students and teachers to identify the most effective methods and approaches for teaching ELLs.
When choosing materials for educating our ELL students, educators must be knowledgeable about the ELL’s vocabulary and language proficiency levels in order to meet their academic needs. The vocabulary for this text is basic and should be familiar to most students at the Pre-K level. It uses simple and repetitive dialogue and introduces new characters on each page through the text and illustrations, repeating the sequence of events.
Cristina Talarico, Touro University TESOL Master’s Degree Candidate
New York’s classrooms are some of the most culturally and linguistically diverse in the country. Our TESOL certificate program prepares NYS-certified teachers to provide responsive, comprehensive education to students of every background.
What You’ll Learn
The 15-credit program includes five courses—each with carefully designed fieldwork experiences—that emphasize both academic content learning and English fluency for English Language Learners.
With advanced certification, not only will you be able to more effectively and compassionately serve diverse student populations, you’ll increase your value as an educator and improve your career prospects.
Paola Higuera is a NYC public elementary school teacher. She always wanted to be an ELL teacher and “is excited to be taking courses at Touro in the TESOL Certificate program. I was once an ELL student myself and look forward to providing ELL services to the future generations.”
Differentiated Instructional Activity Assignment The differentiated instruction definition refers to an approach to education whereby teachers make changes to the curriculum and the way they teach to maximize the learning of every student in the class (IRIS Center, 2021). This is not a singular strategy but a framework that educators can utilize. Carol Ann Tomlinson also notes that in differentiated instruction, the teacher anticipates the varying levels of students’ interests, readiness, and learning profiles. Subsequently, they can provide diverse ways of learning, enabling students to learn without being anxious because academic tasks are too difficult for them or being unmotivated because assignments are not challenging for them (ASCD, 2011). However, differentiated instruction is not the same as individualized instruction.
For your Differentiated Instructional Activity Assignment, you will use one of your content lesson plans you have already taught and make modifications to the following segments:
practice (how teachers deliver instruction to students), process (how the lesson is designed for students), products (the kinds of work products students will be asked to complete), content (the specific readings, research, or materials, students will study), assessment (how teachers measure what students have learned), and grouping (how students are arranged in the classroom or paired up with other students).
In the differentiated lesson, students will play equivalent fraction four in a row, equivalent fraction bingo and concentration equivalent fractions. Using games in the classroom increases student engagement, participation and motivation.
Touro University TESOL Candidate Crystal DeMarco’s Differentiated Instructional Lesson Planning. This “before” and “after” lesson planning assignment highlights the incorporation of instructional activities approximately midterm in our TESOL EDDN-637 course. Such personalized assignments show “proof-of-work” in the age of ChatGPT and focus on the practical application of course knowledge in the daily instructional TESOL/BLE teacher repertoire.
Teaching English to Speakers of Other Languages New York is a state that speaks many languages. We need teachers who can find the common ground. Touro University offers TESOL & Advanced Certificates in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.
Crystal DeMarco is a candidate in the TESOL Graduate Program at Touro University. She completed her undergraduate degree at the College Of Staten Island where she earned her Bachelor’s degree in Secondary Education in Social Studies. Crystal DeMarco writes that she “loves teaching, and learning new innovative ways to create an engaging curriculum for my students!”
The assignment description:
Differentiated Instructional Activity Assignment
The differentiated instruction definition refers to an approach to education whereby teachers make changes to the curriculum and the way they teach to maximize the learning of every student in the class (IRIS Center, 2021). This is not a singular strategy but a framework that educators can utilize. Carol Ann Tomlinson also notes that in differentiated instruction, the teacher anticipates the varying levels of students’ interests, readiness, and learning profiles. Subsequently, they can provide diverse ways of learning, enabling students to learn without being anxious because academic tasks are too difficult for them or being unmotivated because assignments are not challenging for them (ASCD, 2011). However, differentiated instruction is not the same as individualized instruction.
practice (how teachers deliver instruction to students),
process (how the lesson is designed for students),
products (the kinds of work products students will be asked to complete),
content (the specific readings, research, or materials, students will study),
assessment (how teachers measure what students have learned), and
grouping (how students are arranged in the classroom or paired up with other students).
You will submit both the original content lesson and plan and the lesson plan with differentiated instructional activities, with a reflection of your professional growth completing this assignment. Your product for Differentiated Instructional Activity Assignment will be:
A paper including the original lesson plan/differentiated lesson plan with all materials
3-4 minute video showcasing (this means you are pretend teaching) one specific aspect of one Differentiated Instructional Activity – your video submission must be a link, not a file. You may use YuJa, Screencast-O-Matic or any other tool. You can also upload your file to Google drive and share that link. No files which need to be downloaded to view will be accepted.
Touro University offers TESOL & Advanced Certificates in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.
The assignment: Text Analysis & Critique Assignment Description
Following discussion on the cognitive and linguistic demands of the content areas, you will apply these ideas by closely analyzing a chapter, or an aspect of one content-area text currently in use or recommended by New York State/BOE. Upon analysis of underlying concepts, you will develop a thesis and purpose of your analysis. You will sequence your ideas with evidence from the text supporting important points. Your Critique will feature substantial, logical, and concrete development of ideas describing what makes that concept or section challenging for ELLs. Length: 3-4-page paper (typed, double-spaced, 12-point font) please see grading rubric.
Demonstrate an understanding of various text analysis techniques in relation to educational content-area texts.
In written form effectively articulate, evaluate and critique educational content-area texts concepts using professional TESOL language, theory and standards.
Ask questions from the view of an ELL/ESL learner that can be meaningfully answered using content-area text analysis.
Evaluate evidence; interpret data such as: ELL students cannot glean meaning from context when they have too many words to decipher.
Express yourself effectively on graduate level writing
By analyzing lexical density of the text, come to a conclusion whether the text is informative and difficult or not.
Classroom teachers need to help ELLs build background knowledge and teach unfamiliar vocabulary before presenting a new concept. Some specific challenges that ELLs face when reading new material include the following:
Comprehending a text that contains a large number of unknown words. Students cannot glean meaning from context when they have too many words to decipher.
Understanding text that includes a profusion of idioms, figurative language, imagery, and symbolism.
Using homonyms and synonyms.
Deciphering regional U.S. dialects.
Grasping literary terms such as antagonist, protagonist, and denouement.
Understanding the cultural background depicted in a literary piece.
Recognizing correlations between letters and sounds. ELLs may come from a language background where the sound/symbol correspondence is very different from that of English.
Comprehending the meaning of a text. ELLs will often memorize the rules for decoding written English and read fluently; however, they do not understand what they have read.
Touro University TESOL candidate Dayna Stechel is from Queens, NY, and is in her 3rd semester at Touro University. She attended SUNY New Paltz for her undergraduate degree in early childhood and childhood education. She is substitute teaching in the NYC public elementary schools.
Lexile Levels and ATOS Levels are used to analyze texts and books. Both of these systems, as well as others, determine the readability of a text. “ATOS is a measure of readability—in other words, a readability formula designed to guide students to appropriate-level books. ATOS takes into account the most important predictors of text complexity—average sentence length, average word length, and word difficulty level” (ATOS, 2022). When analyzing this text, Chapter 3, Models of The Earth, using the ATOS Levels, I analyzed a section discussing topographic maps.
