Assessment Practices for Multilingual Learners: Insights from Touro University TESOL Candidate Carly Croteau

As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.

Carly Croteau graduated from SUNY New Paltz in 2021 with a Bachelor of Science in Early Childhood and Childhood Education, concentrating in Spanish and minoring in Deaf Studies. Throughout her tenure at SUNY New Paltz, she was a committed varsity student athlete, playing for the field hockey team and serving as a three-year captain for the program. In September 2022, she began teaching fourth grade and started to work towards a Master of Science in Teaching English to Speakers of Other Languages (TESOL).

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Brazilian Journal of Business publishes “AI and the future of marketing education through the lens of the Space Merchants,” by Jasmin Cowin, Cristo Leon, Sabra Brock, Xavier Oviedo Torres

Image generated by Dall-E

It is a pleasure to announce the following article which grew from our quartet’s transdisciplinary discussions. publication:

Cowin, J., Leon, C., Brock, S., & Torres, X. O. (2024). AI and the future of marketing education through the lens of the space merchants. Brazilian Journal of Business, 6(2), e70382 .

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Announcement: Dr. Jasmin Cowin selected for the 2024-2025 CETL Faculty Fellowship at Touro University

I am honored to share that I was selected as the recipient of the 2024-2025 CETL Faculty Fellowship at Touro University. This fellowship, effective immediately and running through June 30, 2025, marks a significant milestone in my academic career, allowing me to spearhead an innovative project integrating Artificial Intelligence into our teaching practices.

Under the guidance of Prof. Dr. Shlomo Engelson Argamon, Associate Provost for Artificial Intelligence and Professor of Computer Science at Touro University, I will be developing a faculty development course on AI, set to launch in Spring 2025. This initiative aims to explore how we approach and engage with digital transformation in education.

Throughout the fellowship, I will contribute to the CETL webpage, sharing insights and resources to support my fellow faculty members and peers. Additionally, I will serve on the CETL Faculty Advisory Board, working collaboratively to enhance our collective efforts and drive educational strategies.

As I begin this fellowship, I look forward to sharing the developments and insights gained with our larger Touro University academic community. I anticipate engaging in meaningful conversations and collaborations.

Stay tuned for updates on this initiative, and join me in exploring the potential of AI in shaping the future of education at Touro University.

#CETLFellowship #AIinEducation #DigitalTransformation #TouroUniversity

Dr. Jasmin (Bey) Cowin presents ‘Athenian Echoes: Technology’s Catalytic Impact on Academia 2030’ for the University of Internal Affairs of the Mongolian Ministry of Justice and Home Affairs

Cowin, J. (2024, May 29). Athenian echoes: Technology’s catalytic impact on academia 2030. Examining historical foundations and future transformations. Virtual presentation at the University of Internal Affairs of the Mongolian Ministry of Justice and Home Affairs “Tendencies of Foreign Language Education.”

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Dr. Jasmin (Bey) Cowin publishes ‘Cognitive Liberty & Brainwaves: The New Digital Frontier’

Are you ready for neurotechnology and EEG’s to be your newest workplace companion? Read my newest column for Stankevicius!

Cowin, J. (2024, May 19). Cognitive Liberty & Brainwaves: The New Digital Frontier. Stankevicius. https://stankevicius.co/tech/cognitive-liberty-brainwaves-the-new-digital-frontier/ ​ 

Touro University TESOL Candidate Irene Theotokas’ Curriculum Map

EDDN 635 Curriculum Development and Classroom Management in the Technology Era

This comprehensive course builds upon the foundation of curriculum development and classroom management in the context of teaching English language learners. Expanding its horizons to embrace the digital age, the course adeptly weaves innovative technology integration into the domain of Teaching English to Speakers of Other Languages (TESOL). Crafted to empower prospective TESOL/BLE educators, the course hones in on fostering competence in designing, implementing, assessing, and reflecting within diverse language learning environments, all while capitalizing on the potentials of cutting-edge technology. With a strong focus on practical application and discerning appraisal of technological tools, this course primes upcoming educators to excel amidst the ever-evolving educational landscape. Includes 10 hours of field work.

Irene Theotokas: As a first-year teacher, she is on a mission to mirror the impactful mentorship she received as a young student. Inspired by the teachers who shaped her path, she aspires to be a beacon of guidance and support for her students, just as they were for her during her formative years. It is a privilege for her to give back to the community that helped mold her, and she is dedicated to being the role model she once looked up to.

“At Touro University, earning my Master’s in ESL has been a journey of growth, inspiring me to teach and uplift English learners by showing how language can connect us all.”

Irene Theotokas, Touro University TESOL Candidate

As Irene Theotokas’ professor, I am impressed by how thoroughly she completed her curriculum map for EDDN 635 Curriculum Development and Classroom Management in the Technology Era. Her work reflects a high level of dedication and competence, meeting and exceeding the course requirements.

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Dr. Jasmin (Bey) Cowin published Sentient AI or Modern Myth? Anthropic’s Claude 3 Opus, Talos and the Golem of Prague

Cowin, J. (2024, April 29). Sentient AI or Modern Myth? Anthropic’s Claude 3 Opus, Talos and the Golem of Prague. Stankevicius. https://stankevicius.co/tech/sentient-ai-or-modern-myth-anthropics-claude-3-opus-talos-and-the-golem-of-prague/

Daniel Dinello, in his apocalyptic book “Technophobia!” forecasts, “Like a viral infection, technology develops into an autonomous, invasive force that expands and fulfills its dangerous potential by flourishing in the societal medium of corporate, military, and religious sustenance. Voracious in its urge to possess and engulf, technology is a parasite that frequently undermines human integrity—invisibly infiltrating, manipulating, seizing control, and mutating its human host to support its own survival and evolution. Like a virus, technology metamorphoses itself, because of unintended and uncontrollable consequences, progressively transforming the human world in the wake of its own modern changing structure.” (Dinello, 2006, p. 247)

For more, click on my column and read!

Dinello, Daniel. Technophobia!: Science Fiction Visions of Posthuman Technology, New York, USA: University of Texas Press, 2006. https://doi.org/10.7560/709546

Touro University TESOL Master’s candidate Emily Georgoulakos’Instructional Material Critique & Redesign

As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.

BIO: Emily Georgoulakos is enrolled in the TESOL master’s program at Touro University. She is certified in General and Special Education from Birth to 6th grade. Emily teaches in a 1st-grade self-contained (15:1) classroom in a district with a diverse and inclusive population.

My journey at Touro University in the TESOL program has been a valuable and positive experience as I have been able to develop professionally and personally. I have been able to grow as an educator to support students of all cultural backgrounds and individual needs. I have significantly developed an understanding of the importance of culturally relevant education and environmental inclusivity. I can implement this into my future practices by creating a positive and welcoming environment and integrating students’ culture.

Emily Georgoulakos, Touro University, TESOL master’s candidate

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“At the Crossroads of Languages, Morocco sings its Diversity” Infographic by Dr. Jasmin (Bey) Cowin

My infographic, “At the Crossroads of Languages: Morocco Sings Its Diversity,” portrays Morocco’s linguistic diversity, celebrating the rich tapestry of languages spoken nationwide. It explores the prevalence and cultural significance of Arabic, Berber, French, Darija, and Tamazight, illustrating how each contributes to Morocco’s unique societal and cultural identity.

Bailey Konen, Touro University, TESOL Master’s Candidate Differentiated Assessment Using Authentic Student Products

As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.

Touro University has made it possible for me to be a full-time educator while also pursuing my master’s degree. The professors in the Touro GSE have been accommodating, knowledgeable, and incredibly helpful in my teaching journey, and I look forward to continuing my master’s degree.

Bailey Konen, Touro University, TESOL Master’s Candidate

The assignment calls for:

Differentiated Assessment Using Authentic Student Products with Emphasis on The Practices and Principles of Differentiation

Assignment Objectives:

  • Understand and integrate principles of differentiation into assessment techniques.
  • Modify existing lesson plans to incorporate differentiated assessments using authentic student products.
  • Integrate and discuss anonymized student products, focusing on differentiating assessment based on readiness, interest, and learning profile.
  • Reflect on the practices and principles of differentiation and its impact on multilingual learners.


Assignment Tasks:

  • Review the “Tools for High-Quality Differentiated Instruction: An ASCD Action Tool”, emphasizing differentiated assessment techniques for ELL/ML students.
    Explore the Practices and Principles of Differentiation based on Carol Tomlinson’s model. Open Education resource: (https://rutamaestra.santillana.com.co/wp-content/uploads/2020/01/Classrooms-2nd-Edition-By-Carol-Ann-Tomlinson.pdfLinks to an external site. )
  • Understand the significance of content, process, and product differentiation.
    Modify an existing content lesson plan YOU delivered to ELL/ML students:
    Integrate proactive adjustments based on student readiness, interest, and learning profiles.
  • Discuss anonymized student products as tangible evidence of differentiation in assessment. These products should align with differentiation principles, taking into account students’ readiness, interests, and learning profiles.
  • Align the assignment with the provided assessment criteria and integrate concepts and practices from “Classroom Practices for Multilingual Learners and English Language Learners” and “The Next Generation English Language Arts Learning Standards”

I was struck with the authentic reflection of Baily Konen:

“After teaching this lesson and differentiating it for my ELL/ML students, I’ve realized that some of my practices that I have used in the past may not have been appropriate for my English Language learners. It is important for educators to understand that their ELL/ML students can all learn in different ways, and that often it’s not that the student does not understand, but rather that they were never put in a position to succeed from the beginning of the lesson. It is not fair to expect a student that is a fluent English speaker and a student that is an emergent English Language learner to be able to complete the same academic tasks during a lesson.”

Bio:
Bailey Konen is a graduate student at Touro University and a teacher in a Long Island school district. He completed his undergraduate degree at the State University of New York at Geneseo with a Bachelor of Science in Childhood/Early Childhood Education. B has always had a passion for working with children and is constantly trying to learn more about how he can help all of his students succeed.

Bailey Konen Differentiated Assignment Video

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