As a member of the CALL-IS Team, I want to share our call for proposals and invite you to submit a proposal for the Electronic Village at TESOL 2024. The call for proposals will be open between October 15 and December 15, 2023. We look forward to a dynamic exchange of ideas and practical insights during the Digital Dive & Tinkering with Technology sessions at TESOL 2024. Submit your proposal here: https://call-is.org/ev/
TESOL International Convention & Expo: With thousands of attendees, hundreds of education sessions, and 50+ exhibits, the TESOL International Convention & Expo is the largest professional development event in English language teaching.
The convention offers a wide range of engaging professional development opportunities to English language teaching (ELT) professionals at all levels worldwide. In lively interactive sessions, you’ll develop a global perspective through the exchange of ideas, research, and practices. Gain knowledge about current trends in the field while expanding your professional network.
You’ll also have the opportunity to connect with English language teaching-related companies and organizations at the English Language Expo! Learn about the latest products, publications, services, and resources in the field.
Cowin, J. (2023, October 21). Strengthening communities of practice through community asset mapping in the ChatGPT era [Virtual presentation]. Sunshine TESOL, Florida.
It was a pleasure presenting today virtually for Sunshine TESOL.
As education moves into the age of generative Artificial Intelligence, it is important to consider the role of culturally responsive pedagogies and community asset mapping for enhancing student learning and achievement and proof of work. This practice-oriented session will discuss and showcase practical frameworks on ways community asset mapping can be used as an example of culturally responsive pedagogy to leverage community resources and honor student identities and lived experiences. Additionally, we will explore the re-framing and exploration of issues related to the use of generative AI in 21st-century language teaching and the concept of student proof of work.
Cowin, J., (2023). AR, VR and XR: Multidimensional Resources for Educators In European Cultures in Business and Corporate Communication (EUCO) [poster presentation]. EUCO 2023, October 19-21, Lucerne, Switzerland.
Heartfelt thanks to Sunshine State TESOL for the behind-the-scenes magic in prepping for the upcoming virtual powerhouse. Having steered the ship as conference chair for NYSTESOL 2021 and been the co-pilot for Virtua-TELL ’22 and ’23, I’m well-versed in the grit and grind it entails. Here’s to a stellar conference! 🌟 Kudos to the team for their unwavering dedication. 👏
It is almost presenting time:
Saturday, Oct. 21, 9:00 AM – 9:45 AM 10:45 AM – 11:30 AM 1:30 PM – 2:15 PM STRENGTHENING COMMUNITIES OF PRACTICE THROUGH COMMUNITY ASSET MAPPING IN THE CHATGPT ERA PRESENTER: JASMIN COWIN 7- STEP VOCABULARY STRATEGY TO BRIDGE ENGLISH LANGUAGE ACQUISITION AND CONTENT LITERACY PRESENTER: YEUKAI CHIROODZA- IMEH ENGAGE ENGLISH LEARNERS IN THE POETRY WRITING PROCESS BY UTILIZING POETRY FRAMES PRESENTER: LILLIAN RAMIREZ English learners can not only write poetry, they can shine! Five Pinellas County middle schools participated in a poetry project in which students in ESOL Elective Courses wrote a poem utilizing one of two poetry frames and were then published into a poetry book. Some students created bilingual versions of their poems. In the demonstration part of this session, you will view the poetry templates and examples, the finished product, and learn about the process. Then, you will have the opportunity to create a frame and example yourself that you could use with your students. As education moves into the age of generative Artificial Intelligence, it is important to consider the role of culturally responsive pedagogies and community asset mapping for enhancing student learning and achievement and proof of work. This practice oriented session will discuss and showcase practical frameworks on ways community asset mapping can be used as an example of culturally responsive pedagogy to leverage community resources and honor student identities and lived experiences. Additionally, we will delve into the re-framing and exploration of issues related to the use of generative AI in 21st-century language teaching and the concept of student proof of work.
The 23rd interdisciplinary conference of the EUCO research network will take place in Lucerne in 2023 from October 29-21. The theme this year is “Next Generation Communication: Communication in a Changing World.” The symposium aims to bring together researchers and practitioners from different disciplines and foster a lively exchange of ideas.
I am delighted to share our collective paper abstract which grew through transdisciplinary communication with my colleagues:
The (Algorithmic) Cage *Jasmin COWIN[1] Department of TESOL/Bilingual Education, Graduate School of Education, Touro University, NY, 10036, U.S.A. Cristo LEON[2] Office of Research & Development, NJIT, Newark, NJ, 07102-1982, U.S.A. Birgit OBERER[3] ETCOP Institute for Interdisciplinary Research, Klagenfurt, Austria
Abstract:
This paper and presentation explore the dual role of algorithmic technologies in shaping digital communication, acting both as catalysts and barriers. We critically analyze the AI revolution’s socio-economic consequences, grounded in Yuval Noah Harari’s discourse on the emergence of a potentially ‘useless’ class and reflecting upon the predictions of Ray Kurzweil regarding human augmentation. Our investigation pivots around the pivotal questions of job displacement and the evolving definition of meaningful employment in a landscape progressively dominated by automation. The paper debates the nuanced relationship between human cognition and digital technology, juxtaposing the theories of embodied cognition and digitization. Special attention is paid to the implications of language digitization, exploring ramifications such as diminished linguistic diversity, the homogenization of expression, and the perpetuation of dominant languages. We also confront issues emanating from the digital divide and raise pressing concerns about privacy and security in an increasingly digitized society. The paper concludes by highlighting the necessity for interdisciplinary collaboration to navigate the complexities and challenges arising within digital communication spheres.
Dystopian Visions – Figure 1: Amazon patent number 20150066283 A1
As a Professor for TESOL, 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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: 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 upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork.
Kayla Challenor currently works as a Reading Teacher at Island Trees Memorial Middle School in Levittown, NY. She holds a master’s degree in Reading and Literacy (K-12). Passionate about furthering her education, she is currently in the process of earning her TESOL certification at Touro University. Her dedication is evident in her ongoing efforts to ensure the success of all learners.
“I am dedicated to applying our coursework knowledge into my classroom.”
As a Professor for TESOL, 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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: 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 upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork.
Amelia Cusack is a second-grade teacher certified in general and special education, grades 1-6, and in the process of obtaining a TESOL certification at Touro University.
I recommend Touro University to all my friends who want to become teachers. Their education programs gave me the flexibility to receive a quality education while working full-time.
Amelia Cusack, Touro University TESOL certification candidate
The following passage is an excerpt from a 4th grade workbook. The reading program is HMH: Into Reading
As a Professor for TESOL, 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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: 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 upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork.
Jasmeet Kaur graduated from York College in Childhood Education Grades 1-6 with honors in 2022 ( Summa Cum Laude). Currently, she is working as a Substitute teacher and pursuing a Master’s in TESOL from Touro College. Her goal is to inspire Bilingual/ Multilingual and the next generation to have confidence in their abilities and use those skills towards their success.
“Touro provided me with insight into how being Bilingual/multilingual is an asset that opens the door for opportunities and cultivates tolerance and respect for other cultures.”
Jasmeet Kaur, Touro University, TESOL Candidate
Here is the second discussion board for Module 2/EDDN 637 by Jasmeet Kaur:
I am pleased that my presentation was received well at the International Conference on Interactive Collaborative Learning and 52nd IGIP International Conference on Engineering Pedagogy (ICL2023). This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy.
Our paper’s Abstract: “Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training.”
Abstract This paper conducts an interdisciplinary investigation into the transformative potential of Artificial Intelligence (AI) in the realm of teacher education by integrating methodologies and frameworks from education, business admin-istration, and computer science. The rapid advancements in AI are ushering in a possible Cambrian explosion of systems transformation for educational and governmental institutions. Simulation mentoring and training are gaining traction for teacher education. The authors’ investigation into simulation-based training and AI coaching for high-leverage teacher training practices intertwines an interdisciplinary dialogue on modernizing 21st-century teacher training and the possibility of a Cambrian explosion in teacher education for higher education institutions. By examining asynchronous AI-driven simula-tion mentoring and teaching experiences and their impact on instructional teacher effectiveness, the authors frame, explore, and consider possible new resource allocations and economic implications for teacher training in higher education. Simulation tools promise to promote scalable approaches to fos-tering pedagogical expertise by incorporating research-based psychological, sensory, and cognitive domains inspired by Bloom’s educational objectives taxonomy. Using the examples of simSchool and Mursion, the authors co-construct meaning-making and hypothesize on forward-looking, scalable ed-ucator training approaches, the interplay between learning, knowledge acqui-sition, and embodied cognition, highlighting the importance of reflective practice in teacher education. AI-driven mentoring holds promise for scala-bility to achieve by 2030 the Sustainable Development Goal 4.c, aiming to “increase the supply of qualified teachers, including through international cooperation”. In conclusion, this paper will explore using AI simulations as practice arenas to stimulate and shape the dialogue between stakeholders in higher education, focusing on integrating existing best practices that will eventually change teacher education locally and globally, accelerating a higher education Cambrian explosion.
Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2023). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training. (Virtual Presentation, Sept. 27, 2023). 26th International Conference on Interactive Collaborative Learning and 52nd IGIP International Conference on Engineering Pedagogy (ICL2023)
My infographic “Practical Pedagogy: Leveraging Word Families in Enhancing Lexical Acquisition for English Language and Multilingual Learners” highlights the practical application of word families—clusters of words that originate from a shared root. These clusters provide a pragmatic strategy for vocabulary development, enabling more efficient Second Language Acquisition (SLA) for English learners. Through my infographic, I aim to equip educators with a clear, actionable guide on implementing explicit vocabulary teaching.
I hope my infographic serves as more than just an illustrative tool. I envision it as a practical spotlight on the tangible benefits of word families in enhancing language retention and comprehension for English Language Learners (ELLs). By having a visual guide on pedagogical implications on vocabulary aquisition and teaching, educators are better positioned to integrate word families into their lesson plans, thereby promoting enhanced vocabulary growth among their students, regardless of their linguistic backgrounds.
I hope my infographic “Practical Pedagogy: Leveraging Word Families in Enhancing Lexical Acquisition for English Language and Multilingual Learners”will serve more than just an illustrative purpose. I hope it will be a practical spotlight on the concrete benefits of word families in boosting language retention and comprehension. By understanding these pedagogical implications, teachers are better positioned to incorporate word families into their lesson plans, fostering enhanced vocabulary growth in their students, irrespective of their linguistic backgrounds.
Dr. J's Education Blog 