Touro University TESOL Candidate Soha Girguis’ NYSESLAT Grade 5-6 Reading Text Analysis

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.

Soha Girguis: She serves as a special education teacher at P4K School in Brooklyn, New York. Having graduated from Touro College in 2023 with a Master’s degree in General Education and Special Education, she is enthusiastic about her ongoing educational journey. Currently, she is enrolled in a TESOL Master’s program at Touro College, aiming to expand her expertise and impact in the field of education.

Ms. Girguis submitted an outstanding text analysis.

Assignment description: Text Analysis & Critique

Analyzing Complex Texts and Addressing Challenges for ELLs/MLs in the Content Areas

Objective:

The objective of this assignment is to deepen your understanding of the cognitive and linguistic demands of complex texts in the content areas and to analyze a specific chapter or aspect of a content-area text currently used or recommended by the New York State/BOE. By closely examining the underlying concepts, you will develop a thesis and purpose for your analysis. You will critically evaluate the challenges that make the selected concept or section difficult for ELLs and provide substantial, logical, and concrete development of ideas in your critique.

Analyzing text complexity for English Language Learners (ELL) and Multilingual Learners (ML) requires a comprehensive approach that takes into account various factors. You can begin by examining the linguistic demands of the text, including vocabulary, sentence structure, and discourse patterns, ensuring they align with the proficiency levels of the students. Additionally, you, the teacher should consider the cultural and background knowledge necessary to comprehend the text, as well as the cognitive processes required, such as inference or critical thinking. Furthermore, evaluating the organization and coherence of the text, along with its purpose and intended audience, allows you, the teacher to gauge its appropriateness and relevance for ELL/ML learners. By conducting a thorough analysis of text complexity, you can make informed decisions about instructional strategies, adaptations, and scaffolding techniques to support their students’ language development and comprehension skills.

Deliverables:

Analysis of a Chapter or Aspect: Select a chapter or aspect of a content-area text and thoroughly analyze its complex nature. Identify and explain the quantitative elements, qualitative factors, and reader and task considerations that contribute to its complexity.

Development of Thesis and Purpose: Based on your analysis, develop a clear and concise thesis statement that reflects the main idea or argument of your analysis. State the purpose of your analysis, outlining the specific goals and objectives you aim to achieve.

Linguistic analysis which involves examining the linguistic features and demands of a text in order to determine its suitability for language learners. It focuses on various aspects of the text, including vocabulary, sentence structure, and discourse patterns, with the aim of aligning them with the proficiency levels of the students. Here’s a breakdown of these elements:

Vocabulary: The analysis considers the range and complexity of words used in the text. It examines whether the vocabulary is appropriate for the students’ language proficiency level, taking into account factors such as word frequency, difficulty, and relevance to the topic. It also considers the presence of idiomatic expressions, figurative language, and specialized terminology that might pose challenges for learners.
Sentence structure: The analysis looks at the complexity and variety of sentence structures employed in the text. It considers factors such as sentence length, grammatical structures (e.g., verb tenses, conditionals, relative clauses), and syntactic complexity. The aim is to ensure that the sentence structures are within the grasp of the students’ language proficiency level, allowing for gradual progression and challenges appropriate to their abilities.
Discourse patterns: This aspect of linguistic analysis examines how ideas and information are organized and presented in the text. It includes analyzing discourse markers (e.g., conjunctions, transitional phrases) that indicate relationships between ideas, as well as cohesive devices (e.g., pronouns, repetition, referencing) that connect sentences and paragraphs. The analysis ensures that the text’s discourse patterns are comprehensible and aligned with the students’ proficiency levels, promoting their understanding of the text’s overall structure and coherence.

Sequencing Ideas with Textual Evidence: Organize your ideas in a coherent and logical manner, using evidence from the selected text to support your important points. Explain how the evidence reinforces your analysis and contributes to the understanding of the challenges faced by ELLs.

Critique of Challenging Concepts for ELLs: Engage in substantial and concrete development of ideas to describe the specific challenges ELLs encounter when accessing the chosen concept or section of the text. Discuss the linguistic, cultural, and cognitive barriers that hinder their comprehension and propose strategies to overcome these challenges.

Attention to De-Mystifying Complex Texts: Reflect on the concept of “complex” texts and explore strategies to ensure that ELLs/MLLs can access them effectively. Consider the quantitative, qualitative, and reader/task elements involved in text complexity and how they relate to supporting ELLs’/MLs comprehension.

Format and Length: The assignment should be a typed, double-spaced paper with a 12-point font. The length of the paper should be 5-6 pages, excluding references. Follow the provided grading rubric for formatting guidelines and requirements.

girguis-text-analysis Download

Join my webinar for Everyone Academy: Structured AI Prompting Strategies for Language Educators

At the heart of my professional journey is a commitment to transformative education, grounded in integrating concepts like Lynda Miller’s philosophy of abundance, which counters Ruby Payne’s notion of a Culture of Poverty (2005). This philosophy of abundance emphasizes viewing experiences as assets filled with positivity and optimism, particularly valuable in an often dystopian-seeming world. Aligned with the UN’s Sustainable Development Goal 4, she has contributed to initiatives like Computers for Schools Burundi, TESOL “Train the Trainer” programs in Yemen and Morocco. As an educator in the Fourth Industrial Revolution era, I prepare future teachers by incorporating innovations in education to shape worldviews and cultivate an adaptable skillset for Volatile, Uncertain, Complex, Ambiguous (VUCA) environments. Her research explores simulations for educators-in-training, AI in education and assessment, educational Metaverse applications, and educational transformation for language educators.

“Rather than remain fixed in familiar practices, we will need to harness an agile, growth-oriented mindset. Now is the time for courage, vision, and perseverance.”
Dr. Jasmin (Bey) Cowin

Through my pro-bono work, I support SDG 4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.

Mon, Mar 11 | Webinar Time & Location Mar 11, 2024, 4:00 PM – 4:30 PM GMT (Casablanca, Morocco)

– click the link to register

Structured AI Prompting Strategies for Language Educators

https://www.everyoneacademy.org/event-details/structured-ai-prompting-strategies-for-language-educators

Stankevicius: Exclusive talk with industry’s known educator Dr. Jasmin Cowin

https://stankevicius.co/world/exclusive-talk-with-industrys-known-educator-dr-jasmin-cowin/

I am pleased that I was featured in https://stankevicius.co/

WORLD

Exclusive talk with industry’s known educator Dr. Jasmin Cowin

6 MINS READ

FEBRUARY 25, 2024

BYSTANKEVICIUS

Recently, the U.S. Department of State announced the selection of Prof. Dr. Jasmin Cowin of Touro University for an English Language Specialist project focusing on Assessment and Artificial Intelligence in Russia. Dr. Cowin is part of a select group, as her project is one of approximately 240 that the English Language Specialist Program supports each year. Prof. Cowin will serve as an English Language Specialist as plenary speaker and deliver a workshop for university professors and graduate students in Russia as part of a regional conference dedicated to linguistics, language teaching, and assessment.

In this interview we ask Dr. Jasmin Cowan about her experience and her thinking when it comes to various aspects of overcoming obstacles and achieving success.

Dr. Jasmin Cowin is an Associate Professor at Touro University, a Fulbright Scholar, an SIT Graduate, a past Education Policy Fellow at Columbia University, Teachers College, a U.S. Department of State English Language Specialist and harpist. Living in the era of the Fourth Industrial Revolution, she acknowledges the significant role she plays in preparing future educators who will teach well into the 2050s.

At the core of her personal and professional ethos lies a passionate commitment to Sustainable Development Goal 4, which aims to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’ This goal serves as the guiding principle for her work both at Touro University and as a pro-bono advisor to various not-for-profits and teacher education organizations in the US, Burundi, Morocco, and Yemen. Dr. Jasmin Cowin believes that education ignites the imagination, serves as the foundation for prosperity, and opens doors to a multitude of opportunities in our increasingly interconnected global economy.

Closer to home, as a board member of ‘Today’s Students, Tomorrow’s Teachers’, she actively supports efforts to recruit, mentor, and train culturally diverse and economically challenged students from high school through college, with the objective of placing them as effective teachers and committed leaders who can strengthen schools and communities. Similarly, her involvement with Computers for Schools Burundi underscores her commitment to leveraging education and technology to enhance educational outcomes in Burundi. By providing computers, technical training, cultural competency training, and English language training founder and CEO Emmanuel Ngendakuriyo, his incredible team, and Dr. Jasmin Cowin, aim to bridge the digital divide and empower both educators, students, and communities in Burundi with the skills necessary for success in the 21st century.

As an educator, teacher, mentor, and advisor, Dr. Jasmin Cowin has seen firsthand how passion transcends transactional processes. Her drive to leave the world a better place through education and technology goes beyond conventional metrics of success. It is about nurturing potential, fostering diversity, and creating lasting, positive change.

In the past year, what is the greatest business achievement you have achieved?

I am honored to have been selected by the U.S. Department of State for a prestigious English Language Specialist project focusing on assessment in education and Artificial Intelligence in Russia. My project, one of approximately 240 supported annually by the English Language Specialist Program, will involve serving as a plenary speaker and delivering a workshop for university professors and graduate students at a regional conference dedicated to linguistics, language teaching, and assessment. In addition, in 2023, I presented at the TESOL International conference in Portland and went to Morrocco and Germany to conduct workshops for both educators and students.

Business is all about overcoming obstacles and creating opportunities for growth. What do you see as THE real challenge right now?

In the context of my work, and reflecting on my journey and ethos as an educator I am deeply invested in transformative education and the principles of Lynda Miller’s philosophy of abundance. For me the paramount challenge today is navigating the complexities of a Volatile, Uncertain, Complex, Ambiguous ( VUCA) world, especially with the rapid advancement of AI. This VUCA environment directly impacts all facets of our work and heralds a fundamental shift in how we should prepare our future workforce. This shift requires of being fully informed through discussion, vetting, and the responsible integration of AI and 4IR (Fourth Industrial Revolution) innovations into education and work.

For me, this VUCA world presents a double-edged sword: challenges and potential, but also risks and unintended consequences. While the rapid advancement of AI undeniably shapes the global business landscape, its integration into education requires cautious consideration. We must not solely focus on technological prowess at the expense of nurturing crucial human qualities like resilience, adaptability, and ethical judgment. Truly transformative education, therefore, necessitates a balanced approach that critically evaluates the role of 4IR technologies in learning, ensuring they serve as tools to augment, not replace, the irreplaceable human element in education.

My focus on quality education, aligned with the United Nations Sustainable Development Goal 4, positions me to address these challenges head-on. Through initiatives like Computers for Schools Burundi (CfSB) and TESOL “Train the Trainer” programs in Yemen and Morocco, I contribute to building a globally competent, technologically savvy, and ethically grounded teacher workforce. These programs, underpinned by a philosophy that views diversity and individual experiences as assets filled with positivity and optimism, are particularly valuable in preparing students and educators alike for the complexities of a VUCA world.

Moreover, the integration of AI into educational practices is not just about teaching technical skills; it’s about fostering a mindset that is prepared for continuous learning, ethical reasoning, and adaptability in the face of uncertainty. This involves cultivating an ethos among students and educators that values critical thinking, creativity, and the ethical use of technology, ensuring collectively we are not only consumers of AI but also informed contributors to a society that leverages AI for the common good.

What does “success” in the year to come mean to you? It could be on a personal or business level, please share your vision.

Success in the forthcoming year, from my perspective, centers on advancing my research and practical applications within metaverses like Agora World. This endeavor aims to revolutionize educational spaces for educators in training, both domestically and internationally. By integrating cutting-edge virtual environments, the goal is to transcend traditional learning methodologies, offering immersive and interactive experiences that cater to the evolving needs of educators and students.

Simultaneously, my work with simSchool in simulation training underscores my commitment to enhancing pedagogical strategies. This involves using simulations to prepare educators more effectively, by providing them with realistic scenarios and challenges they are likely to encounter in their classrooms.

Expanding my keynote speaking engagements is another facet of my goal for 2024/2025. By sharing my insights at various forums, I aim to influence the educational landscape positively. My perspective on success is fundamentally anchored in a non-transactional philosophy. It champions the idea of experiences as invaluable assets, imbued with positivity and optimism. Such a stance is crucial in counteracting the often dystopian narratives that pervade our contemporary discourse.

Personally, nearing the end of a decade and looking at a different life stage, I often reflect on [28] With them the Seed of Wisdom did I sow by Omar Khayyam (English version by Edward FitzGerald, Original Language Persian/Farsi):

With them the Seed of Wisdom did I sow,

And with my own hand labour’d it to grow:

And this was all the Harvest that I reap’d —

“I came like Water and like Wind I go.”

This particular quatrain from the poem “Rubáiyát of Omar Khayyám,” translated by Edward FitzGerald encapsulates for me a philosophical reflection on life, wisdom, and the transient nature of human existence. Omar Khayyám, a Persian mathematician, astronomer, philosopher, and poet, is known for his exploration of the universe’s mysteries and the human condition through his poetry. For me, the lines metaphorically discuss the poet’s journey of sowing the “Seed of Wisdom,” signifying the pursuit of knowledge and understanding throughout one’s life. The act of sowing and laboring with his own hands indicates a personal and active engagement in this quest for wisdom. However, the harvest or the outcome of this lifelong endeavor is described in a poignant realization: “I came like Water and like Wind I go.” This statement reflects on the ephemeral nature of life and achievements, suggesting that despite the efforts and wisdom gained, one’s existence and accomplishments are as transient as the elements of water and wind. This quatrain, therefore, speaks to the humility and acceptance of the limits of human life and achievements. I need to acknowledge that despite my deepest endeavors to understand and bring joy to the world around me, I am ultimately part of the natural cycle, coming and going with the fluidity of water and the fleetness of wind.

In your experience, what tends to be the most underestimated part of running a company? Can you share an example?

Given the multifaceted nature of my role as a pro bono consultant, keynote speaker, conference organizer, workshop provider, and full-time Associate Professor, the underestimated parts of managing such a diverse portfolio revolve around several critical but often overlooked aspects. Even in a pro bono capacity, the administrative tasks can be substantial. This includes planning and coordinating events, managing communication with multiple organizations, and preparing materials for workshops and presentations, and keeping track of my expenses. The paperwork and logistical coordination involved in these activities can consume a significant amount of time and energy. I need to be very cognizant of pacing and focus given the diversity of my engagements. Pacing myself and maintaining focus becomes crucial. It’s easy to become overwhelmed by the sheer volume of work or to get sidetracked by new opportunities that arise from my engagements. Staying focused on my objective of SDG 4 and pacing my efforts to avoid burnout are essential strategies. In regards to self-care and maintaining personal space, it is critical to recognize the signs of overcommitment and to understand the value of saying no to protect my well-being.

U.S. Department of State Press Release: Prof. Jasmin (Bey) Cowin, Ed.D. Selected for Prestigious English Language Specialist Project

I am humbled and excited to serve the U.S. Department of State in the capacity of English Language Specialist.

The English Language Specialist Program is the premier opportunity for leaders in the field of teaching English to speakers of other languages (TESOL) to enact meaningful and sustainable changes in the way that English is taught abroad. Through projects developed by U.S. Embassies in more than 80 countries, English Language Specialists work directly with local teacher trainers, educational leaders, and ministry of education officials to exchange knowledge, build capacity, and establish partnerships benefiting participants, institutions, and communities in the United States and overseas. Since 1991, the English Language Specialist Program has supported in-country, virtual, and mixed projects in which hundreds of TESOL scholars and educators promote English language learning, enhance English teaching capacity, and foster mutual understanding between the U.S. and other countries through cultural exchange. During their projects, English Language Specialists may conduct intensive teacher training, advise ministries of education or participate in high-level educational consultations, and offer plenary presentations at regional, national, or international TESOL conferences. These projects are challenging and those selected represent the best of the U.S. TESOL community. In return, the program provides professional development opportunities to help participants experience different cultures and build skills that can greatly enhance their TESOL careers at home. English Language Specialists are counted among the more than 50,000 individuals participating in U.S. Department of State exchange programs each year. The Specialist Program is administered by the Center for Intercultural Education and Development at Georgetown University.

u.s.-department-of-state_pressrelease_prof.-jasmin-cowin_english_language-specialist-program-02212024-final Download

Touro Shines: Call for Proposals for the 1st AnnualTouro University Graduate School of Education Conference

2E+I+U=T
As a member of the conference committee Touro Shines, it is my pleasure to share our Call for Proposals for the 1st Annual Touro University Graduate School of Education Conference 2024.
Dr. Jasmin Cowin, Associate Professor, Touro University

When: Tuesday, June 18, 2024 9-3

Where: Touro University Cross River Campus, 3 Times Square, New York, NY 10036

Who: GSE faculty, candidates, alumni; Touro University faculty, candidates and alumni; school partners

Our theme this year is “GSE Shines! Excellence and Equity, combined with Innovation and implemented by You leads to Transformation.”
We, as educators, need to take a fresh look at how we diversify our teaching methods to suit the needs of various populations, as well as uplift the voices of those educators and scholars not often heard as leaders in their fields. This is an interactive learning conference for Touro University faculty, degree candidates, alumni, school partners, and community stakeholders. Interactive and poster sessions will explore transformative practices, technologies, and mindsets that make space for proactive agility in meeting the challenges of an ever-changing world. We envision a space for networking and the free and respectful exchange of ideas.

By creating a lived space where all voices are valued, the GSE Shines Conference embodies GSE’s mission to prepare a diverse cadre of highly qualified teachers, leaders, knowledge developers, and disseminators, in keeping with the Judaic commitment to social justice, intellectual pursuit, and service to humanity.
The Details:
Call for Proposals for the 1st Annual
Touro University Graduate School of
Education Conference
Submit by March 5th, 2024
Access the proposal form:

gse-shines-updated Download

Touro University TESOL Candidate Jasmeet Kaur on Review & Assessment

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 prepares candidates to be eligible for recommendation for ESL certification.

Jasmeet Kaur, Touro University TESOL candidate, a graduate of York College in Childhood Education (Grades 1-6) with Summa Cum Laude honors in 2022, is currently employed as a Substitute Teacher. Concurrently, she is pursuing a Master’s degree in TESOL at Touro College. Her professional objective is to support bilingual and multilingual students, aiming to instill confidence in their abilities and guide them towards academic and personal success.

“In my journey towards becoming a TESOL professional, Touro College has not only deepened my understanding of teaching pedagogy but has also introduced me to the latest educational technologies, which I believe will significantly enhance my future effectiveness in the field.”
Jasmeet Kaur, Touro University TESOL candidate

eddn637jasmeet-kaur_-review-and-assessment-ppt-slides Download

Artificial Intelligence, Augmented Reality, Digital Technologies, and Blockchain: Musings on Education and Language Acquisition in the Digital Age by Dr. Jasmin Bey Cowin

Gen Z and Gen Alpha continue to drive the expansion of augmented reality digital technologies (ARDTs) into all industries from corporate environments and marketing to health care, from gaming to language acquisition. Location-independent virtual environments hold the promise of exponential expansion beyond the brick-and-mortar presence of schools, colleges, universities, and other institutions of learning, such as virtual schools and universities.

It is my great pleasure to share my newest publication “Artificial Intelligence, Augmented Reality, Digital Technologies, and Blockchain: Musings on Education and Language Acquisition in the Digital Age”, JAN 16, 2020by LONDON-TVin BUSINESS

Artificial Intelligence, Augmented Reality, Digital Technologies, and Blockchain: Musings on Education and Language Acquisition in the Digital Age

Teaching as an Act of Love by Prof. Jasmin Bey Cowin, Ed.D.

Touro College, Graduate School of Education featured my philosophy on teaching via a video clip with the following observation: Touro’s Graduate School of Education Professor Jasmin Cowin’s Lessons Go Beyond the Classroom:

Jasmin Cowin, Ed.D., wants the students in her Teaching English as a Second Language (TESL) program to know that language isn’t only grammar and vocabulary.

“My focus is not just on the acquisition of grammar and vocabulary, but also the understanding that language is a culture,” explained Dr. Cowin, an assistant professor at Touro’s Graduate School of Education (GSE). “You have to meet people where they are and help guide them so that they can fulfill their potential.”

“I’ve always thought of teaching as an act of love,” continued Dr. Cowin. “The students are coming here for something that is important to them, not only professionally, but also personally.”

Watch the video:

Teaching as an Act of Love

Proteus vs Papert – Musings by Dr. Jasmin B. Cowin

20171007_130903

What does the future of public, private and corporate education hold for us? I believe Augmented Reality, Artificial Intelligence (AI), machine learning, natural language processing, neural nets and deep learning will be the catalysts for world-changing disruptions in fields such as medicine, education, and job creation. Google, Facebook, Amazon, Microsoft, Baidu, Ford, Tesla to name but a few are positioned to be leaders in this transformation. Questions on institutional pathways to success and viability need to be framed against the background of AI, super intelligent machines and the broader questions of humanity and human consciousness.

In The Gears of my Childhood, Seymour Papert states “What an individual can learn, and how he learns it, depends on what models he has available. These questions raise, recursively, the question of how he learned these models. Thus the “laws of learning” must be about how intellectual structures grow out of one another and about how, in the process, they acquire both logical and emotional form.” Papart sees the computer as the “proteus of machines,” the universal enabler, an instrument flexible enough so that “many children can create something” which assimilates new models of knowledge into their individual styles of learning. However, kindling the spark of “love” for learning and inquiry as the driving force in creating a “genesis of knowledge” is the dominant message of Papert’s essay and the universal message to and for educators.

For Ray Kurzweil “Technology goes beyond mere tool making; it is a process of creating ever more powerful technology using the tools from the previous round of innovation.” As a generation of students prepares for their future, they must be prepared for a fluid and lifetime assimilation of new technology and models of national and international coexistence. However, Luke Rhinehart aka George Cockcroft, a psychiatrist, university professor, and writer of the cult novel The Dice Man wrote: “Man must become comfortable in flowing from one role to another, one set of values to another, one life to another. Men must be free from boundaries, patterns, and consistencies in order to be free to think, feel and create in new ways. Men have admired Prometheus and Mars too long; our God must become Proteus.”

Thinking about the future of education and humanity brought forth the questions: Is the quest for AI a quest to create God? If yes, in whose image? Alternatively, is this quest for the ultimate AI the ultimate archetypical story on the search for immortality? After all, humans have fantasized about the possibility of bringing a loved one back from the dead ever since that fateful, everlasting separation of Eurydice and her husband Orpheus on their wedding day through the venom of a viper. In this light, Rhinehart’s words that “men must be free from boundaries” seem prophetic.

Education, Virtual Reality and the 3D Campus

Virtual Worlds (VW’s) are bringing new challenges and a possible disruption of campus life as we know it to the forefront of higher education institutions via virtual campus creation. The quest for exceptional immersive learning spaces requires leaders in higher education and institutions to reflect on processes and practices into VW and 3D environments.

In their book E-Learning Ecologies: Principles for New Learning and Assessment, Bill Cope and Mary Kalantzis explore the role of new technologies in communication with learners, changing knowledge representation and the role of new technologies in transforming educational institutions. E-learning has created robust learning societies outside academia. I predict that in the near future, educators, students, and VW participants will spend considerable time in VW’s interacting with each other.

Exploring new technological resources such as VW’s and their unique environments opens new dimensions of the formative teaching and learning process. The landscape of these”multimodal” workspaces has a global reach. Pierre Baldi and Crista Lopez discuss in their article The Universal Campus: An open virtual 3-D world infrastructure for research and education the “Universal Campus”, providing a campus 3-D virtual world with multiple buildings featuring fully furnished laboratories, classrooms, meeting rooms, auditoriums, concert spaces, libraries ,and lecture halls enabling virtual meetings and interactions for faculty, students, visitors, and administration. In my opinion, VW together with 3 D technology such as the Oculus will create innovative, global, transformative knowledge spaces.