Touro College, Graduate School of Education and 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. 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.

Gabrielle Mescia is a Pre-K teacher in the West Islip School District in Long Island, NY. Gabrielle graduated from St. Joseph’s College in May 2020 with a Bachelor of Arts degree in Child Study and is currently pursuing a Master’s degree in TESOL at Touro College. In her free time, she enjoys cooking, reading, exercising, and spending time with her loved ones.

I think that it is important to give students real-life context and how learning is applicable to real-world, everyday tasks.

Gabrielle Mescia, Touro College, GSE, TESOL Candidate

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

After reading this question and article I can think back in particular to my fieldwork hours last semester. For some of my fieldwork experiences, I went to one of our district’s middle schools, where I could see more of this divide between proficiency in social versus academic language. I teach very young students, so it was easier to see the use of more dense and challenging academic language at the secondary level. I was also able to see how the ENL teacher collaborated with content area teachers to give them insight on how to better help their students, as suggested in the above article. 

If so, how did their social and academic language use differ?

Many of the students were proficient in conversational English and would appear “fluent”, however, when it came to completing assignments such as science labs and social studies reports, they struggled to understand some of the academic language. For example, one student had difficulty completing an assignment because he did not understand what an egg “hatching” meant before the ENL teacher showed him a video. After seeing it, he was able to complete the assignment. Or with the social studies report, when a student was having difficulty interpreting one of the prompts, the ENL teacher had to rephrase the prompt for him. He was struggling to understand words and ideas such as the causes of war and how it affected people. 

Did anything in their language abilities surprise you?

It certainly surprised me to see how some of these students could communicate so well but really got “stuck” when it came to certain terms and ideas for assignments. In speaking with my mentor ENL teacher, she explained to me how dense the academic vocabulary and language can be, especially in a subject area like science. 

What are some examples that could be used to compare social and academic language in your classroom?

A couple of examples I could think of at the level that I teach (Pre-K) include something such as if I asked students to “sort” objects (academic) instead of “putting them in groups” (social). Or, a word such as “opposite” (academic) instead of “hot and cold are different” (social). 

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? Celce-Murcia Chapter edition 4 Chapter 1:

After reading Chapter 1 of the Celce-Murcia textbook, it is quite evident that there has been a “swinging of the pendulum” in respect to teaching pronunciation, grammar, and vocabulary in the many approaches used in teaching second language acquisition. For example in the grammar-translation approach, “The focus is on grammatical parsing, that is the forms and inflections of words” (Celce-Murcia et al., 2014). Then after that in the direct method, “Grammar is learned inductively”, and “Literary texts are read for pleasure and are not analyzed grammatically” (Celce-Murcia et al., 2014). Then there was the reform movement in which phonetics was a strong focus to be applied to language teaching. Following that came the reading approach in which vocabulary is controlled at first and then expanded. After that came the audiolingual approach in which “Grammatical structures are sequenced and rules are taught inductively”, “Accurate pronunciation is stressed from the beginning”, and “Vocabulary is severely controlled and limited in the initial stages” (Celce-Murcia et al., 2014). These are several examples of the various approaches that have been used with ELs over time, and the differences in focuses between them. Now, thinking has evolved so that we are aware that there is no “one-size-fits-all” approach, and that not one of these approaches is the “correct” answer all of the time. 

How is Communicative Language Teaching (CLT) related to other proficiency-based approaches to language teaching? Celce-Murcia Chapter edition 4 Chapter 2:

Communicative Language Teaching (CLT) “is an approach to language teaching that emphasizes learning a language first and foremost for the purpose of communicating with others” (Celce-Murcia et al., 2014). It relates to the American Council on Teaching Foreign Languages (ACTFL) Standards for Foreign Language Learning for the 21st Century, or the Five Cs model, Common European Framework of Reference for Languages (CEFR), Canadian Language Benchmarks (CLB), content-based language teaching, task-based language teaching, and service learning. CLT is related to these other proficiency-based approaches to language teaching because it is both informed by some of the approaches that preceded it and then influenced other approaches that came after it. Similar to these other approaches, CLT focuses on helping language learners communicate effectively and exchange messages across various contexts and purposes. CLT aims to make language practice interesting, useful, and relevant while building the confidence of language learners. CLT has evolved over time and has been used and adapted for various curricular purposes. 

References

Breiseth, L. (2014, January 7). Academic Language and ELLs: What Teachers Need to Know. Colorin Colorado. Retrieved January 31, 2022, from https://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know

Brinton, D., Celce-Murcia, M., & Snow, M. A. (2014). Teaching English as a Second Or Foreign Language (M. Celce-Murcia, D. Brinton, & M. A. Snow, Eds.; Fourth ed.). National Geographic Learning.

Peer responses

Hi B!

It was great to read your post this week. I liked how you discussed your experiences with your own students regarding social and academic language. It was interesting to read about your experiences. It seems to be pretty common that ELLs seem much more easily able to have basic conversations and make friends, but academic language use, both orally and in writing is completely different. I liked what you said regarding your surprise about your students’ language abilities. They were able to answer “right there” questions but had difficulty extending their thinking. I also like how you mentioned helping your students develop their answers to questions from basic to more detailed and specific responses. You also gave a great and thorough summary of the changes that have occurred in the teaching of grammar, pronunciation, and vocabulary.

Hi K!

I enjoyed reading your post this week. Your experiences with your students regarding social and academic language was very interesting. I like how you described your students’ growing independence and social skills at that age as they begin to get ready for middle school. At that age, socializing with friends seems to become an even more important part of their life than it already has been. It is also interesting how although you said that they do not use academic language as fluently, they were able to work and discuss with their group to figure out the particular task at hand. I also like those suggestions of comparison between social and academic language. I think that it is important to give students real-life context and how learning is applicable to real-world, everyday tasks.

Good afternoon J.,

This was a great post! I like how you mentioned that the verbal language production of the students seemed fairly proficient in social context, but how it was very different when it came to an academic task such as writing. I have seen that writing can be quite a difficult task for many students and is not always something that they enjoy doing. As you said, I am sure that your students were great at expressing their personal opinions and needs! Academic tasks are very different though. It is important how you mentioned that they struggled to use critical linking words in their writing to connect their ideas. Those types of words can be very difficult. That is the idea of “bricks and mortar”, and in this case the phrases such as even though, alternatively, consequently are “mortar” words. Students need to understand these connecting words to fully understand something that they are reading, and they must be able to then use them in order to produce clear writing. “Understanding signal words and phrases is a key step in a student’s ability to “unlock” the academic language they encounter, as well as to start using it correctly themselves” (Breiseth, 2014). As you mentioned, a chart highlighting the differences between social and academic language would be a great idea.

Reference

Breiseth, L. (2014, January 7). Academic Language and ELLs: What Teachers Need to Know. Colorin Colorado. Retrieved January 31, 2022, from https://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know

Putting Theory Into Practice

Touro’s Teaching English to Speakers of Other Languages and advanced certificate programs reflect two core principles: Praxis and community.

Every one of our programs meets the U.S. Department of Education’s most current curricular standards, and include plenty of fieldwork and preparation for New York State Education Department (NYSED) certification exams. Many programs offer online, evening, and weekend courses. We’re leaders in educating educators and meeting the needs of our communities.

Discussion Boards offer the opportunity not only to reflect on readings but also contribute with peer responses to the learning process of the course cohort. As a facilitator and educator, I pursue a variety of strategies for fostering student engagement. One approach is to emphasize the quality and thoughtfulness of responses over quantity and frequency. Touro TESOL Candidate Liana Ignarro submitted thoughtful responses and analyses to the readings.

Touro TESOL Candidate Liana Ignarro is a graduate student at Touro College’s TESOL program. She had the opportunity to fill roles in the Eastport South Manor School District as a permanent substitute teacher. Ms. Ignarro teaches Pre-K through SCOPE’S Education Services. During her free time, she enjoys working out and spending time with her family.

1. Have you had any students who were proficient in social language but struggled with academic language?
2. If so, how did their social and academic language use differ?
3. Did anything in their language abilities surprise you?
4. What are some examples that could be used to compare social and academic language in your classroom?

I have had students who were proficient in social language but struggled with academic language. Their language uses differ because in social settings students were able to have conversations and form sentences using correct word structure. However, one particular student struggled with writing. The student often needed sentence starters to assist him. This was not surprising to me as I knew the primary home language was Spanish. A strategy that I learned from the article, Academic Language and ELLs: What Teachers Need to Know, explains how Dr. Robin Scarcella helps her students understand the difference between social and academic language. She does this by providing her students with similar sentences that portray the same meaning. They are just written in different styles. 

Celce-Murcia Chapter edition 4 Chapter 1: What changes have occurred regarding the teaching of:

1. a) pronunciation- According to the text, it states that language learning is viewed as rule acquisition, not habit formation. When students speak, their pronunciation is deemphasized and perfection is viewed as unrealistic and unattainable. To help students, listening comprehension is important and a basic skill and it will allow speaking, reading, and writing to develop. 

• b) grammar- There are key elements of the grammar-translation approach. For example, instruction is given in the native language of the students, there is little use of the target language for communication, the focus is on grammatical parsing. In other words, the forms and inflection of words. The result of this approach is usually an inability on the part of the student to use the language for communication. (Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014)

• c) vocabulary in the many approaches discussed in this chapter- Vocabulary learning is stressed at intermediate and advanced levels. When students work in groups or pairs they can discover the meaning in situations by engaging in role play or dramatization. 

Celce-Murcia Chapter edition 4 Chapter 2: How is Communicative Language Teaching (CLT) related to other proficiency-based approaches to language teaching?

Communicative language teaching is defined as an approach to language teaching that emphasizes learning a language first and foremost for the purpose of communicating with others.

A framework/model that arose alongside Communicative Language Teaching is the American Council on the Teaching of Foreign Languages (ACTFL). This model consisted of communication, cultures, connections, comparison, and communities. Each component represents an interlocking knowledge domain for language education.

Like CLT, learning theories informing the model underscored both top-down and bottom-up orientations to learning and processing language. 

References: 

Breiseth, Lydia. (2021, May 10). Academic language and ells: What teachers need to know.

Colorín Colorado. Retrieved February 2, 2022, from https://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know 

Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a second or foreign language. Boston: National geographic learning.

As the TESOL Practicum Coordinator, it is always exciting to showcase our Touro TESOL Graduates Digital Portfolios for EDDN 680. Touro College’s TESOL and Bilingual Program goal is to train teachers to create effective, responsive learning environments where all students can thrive. Online courses are available, and students can transfer up to twelve credits from previous graduate-level study toward our requirements. Students pursuing an Advanced Certificate in TESOL may apply their credits toward the Master’s degree. Completion of the program makes you eligible for New York State certification as a TESOL teacher for PreK-12.

The learning theory behind ePortfolios

According to Basken (2008), ePortfolios “are a way to generate learning as well as document learning”. Both generating learning and documenting or recording learning are important, but the process of generating learning sometimes gets overlooked. ePortfolios generate learning because they provide an opportunity and virtual space for students to critically assess their academic work, to reflect on that work, and make connections among different courses, assignments, and other activities, such as work experience, extracurricular pursuits, volunteering opportunities, and more. ePortfolios are effective learning tools because they support students’ own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners’ motivation. (Basken, P. (2008, April). Electronic portfolios may answer calls for more accountability. (Links to an external site.) The Chronicle of Higher Education.)

For non- ESL educators, I would like them to know that you cannot just know a student based on their test data. You have to know what cultural differences may be influencing their learning styles and habits. Educators need to continue to modify their instruction that fits the needs of every individual. It is important for non- ESL educators to really know the importance of understanding the cultural background of their students. It can build a connection and relationship with the teacher and student, where it forms a trusting and nurturing learning environment.

ANNIE QUACH, Graduate of the Touro College TESOL Program, Graduate School of Education

Please enjoy Ms. Quach’s e-portfolio and website.

Touro College has taught me a variety of effective and reliable practices when it comes to assisting students in learning English as well as mastering their content areas while growing on their linguistic modalities.

John Bacci

The learning theory behind ePortfolios

According to Basken (2008), ePortfolios “are a way to generate learning as well as document learning”. Both generating learning and documenting or recording learning are important, but the process of generating learning sometimes gets overlooked. ePortfolios generate learning because they provide an opportunity and virtual space for students to critically assess their academic work, to reflect on that work, and make connections among different courses, assignments, and other activities, such as work experience, extracurricular pursuits, volunteering opportunities, and more. ePortfolios are effective learning tools because they support students’ own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners’ motivation. (Basken, P. (2008, April). Electronic portfolios may answer calls for more accountability. (Links to an external site.) The Chronicle of Higher Education.)

Project Description

The purpose of creating and maintaining an electronic portfolio is for Touro TESOL/Bilingual teacher candidates to reflect on their course of study at Touro College and create a digital repository of their work done during the program. The portfolio includes a statement of the teacher candidates’ goals, philosophy of education, and files which showcase the candidates best work.

“Through my time at Touro College, my eyes were opened to where I limited my students as learners and growing minds. Touro College has introduced me to the necessity of equitable, authentic, and appropriate instruction for students of the most diverse populations this world has ever seen. Touro College has taught me a variety of effective and reliable practices when it comes to assisting students in learning English as well as mastering their content areas while growing on their linguistic modalities. The program at Touro College has also taught me the importance of opening my educational doors to incorporate all cultures and represent and appreciate all cultures and backgrounds that can be experienced, learned through, and understood as an important part of our interconnected society and world. Touro College has assisted me in understanding what classrooms need to look like and function nowadays in order to assure all students have an equal opportunity at a fair, effective, and authentic education.”

https://johnbacchitesol.weebly.com/