In my exclusive article for Stankevicius Foundations or Facades? Duolingo, AI, and the Antaeus Paradox in EdTech, I explore how the platform’s rapid shift toward AI optimization may be weakening the core elements that once defined its success. Like Antaeus losing his strength when lifted from the ground, Duolingo risks disconnecting from the educational and cultural foundations that gave it power. The article investigates whether the pursuit of growth is coming at the cost of pedagogical integrity and user trust.
MS in 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.
Maria Fernandez is a former English Language Learner who enjoys exploring other cultures through travel whenever possible. Currently, she serves as a 12:1:1 special education teacher in District 75, where she brings enthusiasm and dedication to her teaching practice.
In EDDN 637 Second Language Learners and the Content Area 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.
One of the discussion boards asks:
What is your responsibility AS A TESOL PROFESSIONAL in terms of Initial Assessment of Language Proficiency? Demonstrate by showing realia the difference between formal and informal assessment. You can take photos of anonymized assessment types from YOUR classroom. For example, if you used Kahoot, or a test or an exit ticket. 2.How do YOU assess student progress and learning for your ELLs? Take ONE of the realia student samples from telpas-annotated-examples-of-student-writing.pdf and assess the example using academic TESOL terms. Include a photo of your example in your presentation. What are ways to provide specific constructive affirmations to students to keep them progressing and motivated? (Think about technology tools too, badges etc.) share at least one link, hand-out, exit ticket, or other realia to an assessment tool you use in your professional practice. (Take a photo!)
Maria Fernandez’s contribution shows her attention to detail and depth of contribution.
EDPN 673: Methods and Materials for Teaching English as a Second Language
This course provides an 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 ENL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. The course also analyzes the applicability of applied linguistic studies to such teaching and the appropriateness of various methods and techniques to different developmental and skill levels. Special attention is given to curriculum development, planning and executing instructional activities. Additional emphasis is given to the selection of materials and the design of evaluation instruments for measuring cognitive development if the core subject areas.
This assignment focuses on exploring and analyzing K-12 pedagogical approaches, methods, and strategies relevant to teaching English to speakers of other languages (ESOL) in diverse classrooms. The objective is to develop a deep understanding of the strategies that effectively convey state and professional standards-based curricula to students from different age groups, ability levels, and cultural backgrounds. Additionally, the assignment aims to facilitate the development, adaptation, and evaluation of materials for lesson planning and assessment.
Originally from Long Island, New York, Madison Derwin holds a bachelor’s degree in Inclusive Childhood Education and is currently pursuing a graduate degree in TESOL. As an aspiring educator, Madison’s goal is to inspire students to reach their full potential through engaging lessons and hands-on learning experiences.
Ms. Derwin clearly connected her fieldwork to the course objective on second language teaching methods. Her interactions with the ENL-certified educator and attention to culturally responsive practices demonstrate strong professional engagement. Her descriptive focus on practical strategies such as scaffolding and visual aids, along with her recognition of the importance of inclusion and collaboration, reflects a thoughtful and intentional approach to her teaching observations.
“The only dreams impossible to reach are the ones you never pursue.”
In a world increasingly influenced by rapid technological change, where algorithms and AI can generate art in mere seconds, what becomes of authenticity, creativity, and craft? The author wrote exclusively for Stankevicius in January about At the Cusp of Tomorrow: AI’s 2024 Milestones and the 2025 Horizon.
To further explore questions on the cusp of tomorrow, I sat down with Alex Beard, artist, author, and keen observer of nature’s intricate patterns. Beard shared his reflections on art, AI, and the enduring human spirit that breathes life into creative work from his New Orleans studio.
Publishing my students’ work in a blog or other professional outlet is a deliberate choice to affirm their professional identities and position them as active contributors to the TESOL field. It highlights the professionalism, academic rigor, and exceptional quality of our program, while honoring the dedication and intellectual engagement our TESOL teacher candidates at Touro University bring to their work. By showcasing their scholarship publicly, I want to reinforce my commitment to cultivating educators who are prepared to shape and elevate the discourse around multilingual education.
Lauren Eisenman is a third-grade teacher who has been teaching for the past four years in a diverse school district. She currently holds a Bachelor’s Degree in English and Elementary Education and a Teacher of Students with Disabilities Endorsement from Monmouth University. She is enrolled to receive her Master’s Degree in TESOL at Touro University in order to enhance her teaching practices and better support Culturally and Linguistically Diverse (CLD) students in her classroom.
Touro University has empowered me to better support multilingual learners through meaningful, research-based instruction. The program has strengthened my understanding of language acquisition and culturally responsive teaching. I feel more confident and equipped to meet the diverse needs of my students.
Lauren Eisenman, Master’s Degree Candidate for TESOL at Touro University
New York is a state that speaks many languages. We need teachers who can find the common ground. Request Info ApplySchool CatalogSchool Catalog (opens in a new tab) 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 5-15 hours of fieldwork embedded in each course and at least 10 days or 50 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification. 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. If you have questions about our admissions requirements, certification guidelines, or transfer credits, feel free to contact us. Contact Wanda Agosto Program Associate for TESOL & Teaching Literacy wanda.agosto@touro.eduwanda.agosto@touro.edu (opens in a new tab) 646-777-9296 or Seong-Shin Kim, Ph.D. Program Chair for TESOL, Bilingual Programs & Teaching Literacy seongshin.kim@touro.edu 646-777-9857
There is a need for high-quality educators trained to offer bilingual education and services. For certified teachers and professionals, a bilingual certificate can extend your certification and opportunities. All Touro courses stress the importance of considering cultural factors alongside individual abilities in teaching bilingual students.
We offer three advanced certificates in bilingual education and services:
Bilingual General Education, PreK-12
The Advanced Certification in Bilingual General Education, PreK-12 is designed for mainstream teachers looking to work with bilingual students and teach your content area in two languages. This five-course program will equip you with the necessary knowledge, skills and strategies to effectively teach in bilingual classrooms, supporting students’ language development and academic success.
Courses
EDDN 636 – Linguistic Structure of the English Language – Sociolinguistic Perspectives
EDDN 638 – Teaching English as a Second Language through Modern English Approaches to Grammar
EDPN 671 – Theory and Practice of Bilingual and Multicultural Education
EDPN 673 – Methods and Materials for Teaching English as a Second Language
EDPN 675 – Methods and Materials for Teaching in the Native Language
Bilingual Special Education and Speech & Language Disabilities
The Advanced Certification in Bilingual Special Education and Speech & Language Disabilities is designed to prepare bilingual educational professionals to meet the unique needs of students with disabilities who are also English language learners. This five-course program will equip educators with specialized knowledge, skills, and strategies to provide effective bilingual education and services to students with special needs, speech and language disabilities, ensuring their academic, social and emotional growth. Upon completing this program, you will be equipped with the expertise and competencies necessary to positively impact the lives of students with disabilities who are English language learners.
Courses
EDSN 640 – Assessment of Individual Differences in General and Special Education: A Socio-Cultural Perspective
EDPN 671 – Theory and Practice of Bilingual and Multicultural Education
EDPN 672 – Methods of Teaching and Service Delivery in Languages Other Than English
EDPN 673 – Methods and Materials for Teaching English as a Second Language
EDPN 675 – Methods and Materials for Teaching in the Native Language
Bilingual Pupil Personnel Services
The Advanced Certification in Bilingual Pupil Personnel Services prepares educational professionals – including school psychologists, school social workers, school counselors, school administrators, and other pupil personnel services staff – to effectively support the diverse needs of bilingual students and their families. This four-course program will equip you with specialized knowledge, skills and strategies to provide culturally and linguistically responsive services, ensuring bilingual learners’ academic, social and emotional well-being.
Courses
EDPN 620 – Child Development and Learning in Cultural Context
EDPN 671 – Theory and Practice of Bilingual and Multicultural Education
EDPN 672 – Methods of Teaching and Service Delivery in Languages Other Than English
PSGN 698 – Field Experience in Bilingual Education and Service Delivery
Kenia Torres is a Bilingual Kindergarten teacher in the Brentwood Union Free School District. She received her Bachelor’s Degree in Child Studies with a concentration in Speech Communication from Saint Joseph’s University, a Bilingual Extension from Touro University, and is currently enrolled in a TESOL program in Touro University. Kenia is passionate about developing a classroom community that allows all children to achieve their academic and personal goals. In the future, she would like to pursue an educational leader role to empower educators and students to catalyze school success.
A quote that reflects Kenia’s vision about the educational field is:
“A teacher affects eternity; he can never tell where his influence stops.” – Henry Adams.”
🎯 My interview and podcast and interview is live: Season 4, Episode 2: The Future of Artificial Intelligence with Dr. Jasmin Cowin, Touro University Graduate School of Education. 💡 Thank you to my interviewer and excellent moderator, Gena Bardwell. It is an honor to be part of this episode of hashtag#Tourohashtag#Facultyhashtag#Chronicles. 🔴 We discussed the infallibility myth of AI, the often-held belief that AI outperforms human cognition. Yet, AI lacks human hashtag#commonsense. ✔️ We also discussed hashtag#nanotechnology, hashtag#syntheticdata, hashtag#socraticdiscourse, hashtag#algorithms and much more. 📖 I believe there is a difference between hashtag#intelligence and hashtag#consciousness. 💫The interview ends with a personal favorite quote by hashtag#Ovid: “All other creatures look down toward the earth, but man was given a face so that he might turn his eyes toward the stars and his gaze upon the sky.”
I completed the Specialist Master Class! In this course, Specialists Jeff Kuhn and Elizabeth Plummer introduced foundational concepts and critical considerations for integrating emerging technologies, such as generative AI, in English language learning spaces.
Our advanced certificates lead to NYSED certification in specialized areas and an extension/annotation on your NYS teaching credentials.
The extra credits can make all the difference, and specialization can help make you a more marketable, knowledgeable, and well-rounded educator.
Intensive, focused coursework and hands-on learning are benchmarks of the advanced certificate programs at the Graduate School of Education. We unite pedagogical theory and classroom practice, explore innovative teaching and outreach methods, and emphasize culturally responsive instruction.
Pursuing an advanced certificate is an ideal—and affordable—way for experienced teachers and educational personnel to strengthen their expertise in a specific area, from program development for gifted children to teaching English Language Learners with disabilities.
Most programs require 12-15 credits, inclusive of fieldwork. Upon successful completion, you’ll be eligible for an extension/annotation on your New York State teaching credentials, and your earned credits can apply to an additional salary differential.
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.
Teaching English to Speakers of Other Languages (TESOL)
Our 15-credit Advanced Certificate in TESOL will allow you to expand your teaching to ESL or strengthening your capacities to serve a diverse student body. Evening, Sunday, and online courses are available.
Sara Sylaj was born in Albania and moved to the U.S at the age of 12. She holds a master’s degree in Italian education from Hunter College and is seeking an advanced TESOL certificate at Touro University. She currently work as a substitute teacher in the NYC DOE.
My experience at Touro University has been fruitful and productive, learning about different strategies and tools I can use to meet English learners’ language and academic needs and help them build confidence in their abilities as they acquire new knowledge in different content areas.
Sara Sylaj, Advanced TESOL certificate candidate at Touro University
The assignment: 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.
Paper:
Present both the original and modified lesson plans. In-depth discussion on the integration of anonymized student products and their relevance to differentiated assessment. Application of the differentiated strategies suchas Graphic Organizers, RAFTs, Choice Grids, VAK Tasks, etc. to provide clarity on the execution of differentiated assessment.
Video: Produce a 2-4 minute video presenting a chosen aspect of differentiated assessment, specifically showing how a student’s anonymized product illustrates YOUR PERSONALIZED differentiation in action.
Assignment Reflection:
Reflect on your understanding and application differentiation FOR ELLs/MLs. Discuss how differentiated assessment, grounded in student readiness, interest, and learning profile, impacts multilingual learners. Evaluate YOUR practices, challenges, and successes in implementing differentiation. Please note that you will write your reflection from an I-perspective, with explicit references to your work and professional growth.
AI Meets Law: How the UAE Is Building the World’s First Dynamic Legislative Ecosystem
In this exclusive article for Stankevicius, I explore the United Arab Emirates’ (UAE) comprehensive transformation of its legislative system through the strategic integration of artificial intelligence (AI). With the UAE Cabinet’s approval of an AI-powered legislative ecosystem, the nation is boldly stepping into a new era of governance where laws evolve in real-time, powered by data and artificial intelligence. This paradigm shift signifies the UAE’s strategic vision: legislation that is efficient and adaptive to the social, economic, and technological currents of the 21st century.
Dr. J's Education Blog 