Category: Touro College, GSE Candidate work

EDDN 637 Second Language Learners and the Content Areas: Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of fieldwork.

Xiao Sun started her career in the education field as a paraprofessional. She has worked in NYC District 25 for five years and holds a Master of Media and Governance from Keio University. Last year, she earned her Master of Early Childhood Education and Special Education from Touro University. She is a DOE-certified teacher with B-2nd general education and special education licenses. In addition, she pursues her bilingual advanced certificate with Touro University.

Discussion Boards in Touro University courses serve as an important way we establish ‘community’ with fellow classmates and me, the faculty. It’s how the cohort of learners ‘participate’ online to develop conversations by analyzing the posted questions and applying critical thinking skills. As this is a graduate program, I want to encourage the habit of citing references and require a reference section. Xiao Sun posted a thorough discussion board showcasing not only her grasp of the readings but also analysis and interpretation.

There is no one size fit all approach that could support all students learning. For different types of learners, we need to apply a different strategy to improve their L2 proficiency.

Xiao Sun, Touro University Bilingual Certificate Candidate

Discussion 2: What is Language? 

1. Have you had any students who were proficient in social language but struggled with academic language? 

Most of my students are ELLs from kindergarten to second grade. Most of my teaching experiences are in self-contained classrooms or ICT classrooms. I haven’t had any students who were proficient in social language but struggled with academic language since most of them are younger children.  

2. Celce-Murcia Chapter edition 4 Chapter 1: 

What changes have occurred regarding the teaching of a) pronunciation, b) grammar, and c) vocabulary in the many approaches discussed in this chapter? Has there been a swinging of the pendulum in respect to the teaching of these areas? Why or why not? 

In the pre-twentieth -century, the key approaches are getting learners to use a language and getting learners to analyze a language. There are “the grammar-translation approach,” “the direct method,” and “the reform movement.” The grammar-translation approach emphasizes that “instruction is given in the native language of the students. There is little use of the target language for communication. The focus is on the forms and inflections of words. The result of this approach is usually an inability on the part of the students to use the language for communication.” (Kelly, 1969). The direct method is more focused on the ability to use rather than analyze a language. During the reform movement (1886), Henry Sweet, Wilhelm Vietor, and Paul Passy developed the International Phonetic Alphabet to establish the scientific rule that focused on teaching pronunciation and oral skills. (Howatt,2004)  

In the early and mid-twentieth-century, there is “the reading approach,” “the audiolingual approach,” and “the oral-situational approach” were proposed by linguists. According to West (1941), reading comprehension is the only language skill emphasized in the reading approach. Only grammar and helpful vocabulary for reading comprehension are taught. The audiolingual approach is proposed based on the principle of the reform movement and the direct method. This approach focuses on practicing sounds, pronunciation, vocabulary, and grammar. The “oral-situation approach” focuses on the spoken language and provides the learners maximum opportunity to practice the target language. 

The recent approaches to language teaching are cognitive, affective, humanistic, comprehension, and communicative approaches. The cognitive approach emphasized that “language acquisition is viewed as the learning of a system of infinitely extendable rules based on meaningful exposure” (Chomsky, 1959,1965). The affective-humanistic approach emphasizes that “learning a language is a social and personal process” and a “positive social climate in the classroom” (Curran,1976) could support language learning. The comprehension-based approach argues that L2 learning is similar to L1 acquisition and extends exposure and comprehension. Finally, the communicative approach aims to improve learners’ communication ability in the target language.  

The pendulum has been swinging for teaching these areas. Because we never know the best approach or method to support the L2 learning of our students. There is no one size fit all approach that could support all students learning. For different types of learners, we need to apply a different strategy to improve their L2 proficiency. In different periods, the purpose of learning L2 is also different. For example, in the early days, people paid more attention to whether they could understand the writing contents in the target language. In the mid-term days, people pay more attention to whether they can use the correct grammar and pronunciation in the target language. Now, we pay more attention to building up the learners’ ability to communicate in the target language. 

The recent approaches to language teaching are cognitive, affective, humanistic, comprehension, and communicative approaches. The cognitive approach emphasized that “language acquisition is viewed as the learning of a system of infinitely extendable rules based on meaningful exposure” (Chomsky, 1959,1965). The affective-humanistic approach emphasizes that “learning a language is a social and personal process” and a “positive social climate in the classroom” (Curran,1976) could support language learning. The comprehension-based approach argues that L2 learning is similar to L1 acquisition and extends exposure and comprehension. Finally, the communicative approach aims to improve learners’ communication ability in the target language.  

3. Celce-Murcia Chapter edition 4 Chapter 2:  

How is Communicative Language Teaching (CLT) related to other proficiency-based approaches to language teaching? 

There are three theoretical frameworks discussed.  

The first is the American Council on the Teaching of Foreign Language standards (ACTFL). This framework has five components (the Five C’s model): communication, cultures, connections, comparisons, and communities.  By following this framework, learners are taught to focus on “what is the overall purpose and meaning of the texts, and what is cultural or other background knowledge is relevant?” and “what vocabulary or grammatical forms are involved, and what meanings are being conveyed by these?” (Celce-Murica, 2013) There are also three primary modes of communication cultivated by this proficiency-based approach: interpersonal, such like exchanging ideas; interpretive, such like understandings of content, and presentational, such like communicating through oral or written reports. 

The second framework is the Common European Framework of Reference for languages. (CEFR) According to Duff (2008), this framework “encourage learners, teachers, and teacher educators to collect evidence of learners’ proficiency and language learning biographies through various media, including multimedia personal learning portfolios and multilingual repertoire.” 

The third communicative, proficiency-based framework mentioned in this section is the Canadian Language Benchmark. (CLB) This framework is “based on a functional view of language, language use, and language proficiency.” (Pawlikowska-Smith,2002) Under this framework, teachers could assess students’ linguistic, textual, functional, and sociocultural competence to support them improve language skills. 

References 

Celce-Murcia, M. (2013). Teaching English as a Second or Foreign Language. Fourth  Edition. Heinle Cengage Publishing. ISBN-13: 978-1111351694. ISBN-10:  111135169 

Chomsky, N. (1959). Review of the book Verbal Behavior by B.F. Skinner. Language,  35,26-58  

Curran, C.A. (1976). Counseling-learning in second-language learning. East Dubuque, II,:  Counseling Learning Publication 

Duff, P. A. (2008). APEC second foreign language standards and their assessment:  Trends, opportunities, and implications. 

Kelly, L. G. (1969). Twenty-four centuries of language teaching. New York, NY:  Newbury House. 

Howatt, A.P.R. with H.G., Widdowson (2004). A history of English language teaching (2^nd ed.). Oxford University Press. 

Pawlikowska-Smith, G. (2000). Canadian language benchmarks: Theoretical framework.  Ottawa, Canada: Centre for Canadian Language Benchmarks. 

West, M. (1953) A general service list of English words. Landon, UK: Longman, Green &Co. 

EDPN 671 Theory and Practice of Bilingual and Multicultural Education

This course reviews the impact of historical, legal, sociological, and political issues in relationship to the education of culturally and linguistically diverse students. Students explore the evolution of attitudes regarding bilingualism and multiculturalism in the United States. Emphasis will be placed on developing multicultural competence as educators, with areas of focus including: cross-cultural communication in the classroom and with parents; how the language and culture of the home and the community impact student learning; cultural factors in the relationships between the school and the community. Models of multicultural and bilingual education will be presented and analyzed. Includes 10 hours of field work.

Mrs. Paola Gomez was born in the Bronx and raised partially in the Dominican Republic. She attended Hunter College where she received her degree in Music Performance and Touro College where she received her master’s in education. She is currently a teacher at P186X, where she hopes to integrate her bilingual skills acquired from Touro College’s bilingual education program.

Paola wishes to thank her family, her husband, Justin, and her professor, Dr. Jasmin Cowin, for her support and dedication to candidate learning during the summer semester 2022.

There is an overwhelming amount of research that confirms that an achievement gap does exist in our public education system. According to Nieto and Bode, “41 percent of whites are reading at grade level, only 15 percent of Hispanics and 13 percent of African Americans are at grade level. The gap worsens through the years: Black and Hispanics twelfth graders perform at the same level in reading and math as white eighth graders” (Nieto & Bode, 2018, p.9). The reason why this is happening is because the achievement of this group of students is related directly to the conditions and contexts in which these students learn.

Paola Gomez, Touro University Bilingual Certificate Candidate

For EDPN 673 Methods and Materials for Teaching English as a Second Language. This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

Touro TESOL candidates submit a Materials Critique & Redesign where candidates (1) prepare a written critique description of the material or resource, analyzing its effectiveness for ELLs and (2) based on your analysis, redesign one section/activity of the original material so that it meets the need of ELLs. The materials chosen will promote culturally and linguistically responsive classrooms and instructional practices.

Melissa Greenfield works as a first grade teacher on Long Island. She is committed creating classroom environment where students feel safe, confident and excited to learn. She holds an initial certification in Elementary ed. (1-6) from SUNY Old Westbury and is working towards a MS in TESOL at Touro.

ELLs with limited experience with the non-fiction genre may be confused by the text structure presented in Bread, Bread, Bread. Instruction at the primary level uses a lot of fiction texts, where students have learned to look for characters, settings and other story elements within a book. It can be challenging at first for some students to move from fiction to nonfiction texts because these books are just used less commonly in our classroom. To refamiliarize students with nonfiction before reading Bread, Bread, Bread, the teacher should remind students of the differences in the genres, pointing out that there are photographs rather than illustrations, and explaining that the author’s purpose for writing this book was to inform.

Melissa Greenfield, Touro University TESOL Candidate

EDDN 637 Second Language Learners and the Content Areas: Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.

Context and Overview: Teacher candidates are required to design a sheltered instruction lesson following the Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. Candidates need to explain how and why they’ve decided on the specific lesson content and language needs to be addressed. Activities should focus on assessing student needs before, during and upon lesson completion to enhance future instructional planning.

Touro University TESOL Candidate Kelly Broshear: “I am a student at Touro College as a member of the TESOL masters program. I received my undergraduate degree at Salve Regina University in Newport RI in 2019 with a major in early childhood education. At Salve Regina University, I found a passion for working with ENL students. My current career is a kindergarten teacher for the NYC DOE in District 27 with the hope to eventually assume a role as an ESL specialist.”

This is the second time I written a SIOP lesson, however, this was the first time I have used this specific SIOP template. One thing I find to be difficult when writing a SIOP lesson plan is determining where every aspect of a lesson plan belongs. I found myself feeling that I was repeating myself often throughout the lesson plan. This is a lesson that I have taught with my students prior to making this lesson, but I had never written out a formal plan to go along with it until now. With that being said, it was interesting to try and reflect upon how I had taught the lesson compared to this plan I wrote now because I realized how many things that I should have done in the lesson when I taught it. When I taught this lesson, I had not considered specific ways to make content more comprehensible, I just taught it because it was part of the curriculum. Now that I have taken this course, I have learned invaluable methods to help make the content comprehensible for all students, but even more-so for my ELL students.

Kelly Broshear, Touro University TESOL Candidate