Tag: learning

Xavier Campoverde’s work with CoPilot and Materials Critique & Redesign for Touro University’s TESOL Course EDPN 673

The Touro University Copilot Grant supports my work as a faculty member in explicitly teaching teacher candidates how to use Copilot as an instructional design tool within a structured, standards-aligned pedagogical framework. In this course, Copilot is not introduced as an optional productivity aid. It is taught as a professional instructional resource whose use must be intentional, transparent, and grounded in TESOL theory, state standards, and multilingual learner pedagogy.

The instructional focus of this grant-funded work is on teaching candidates how to work with Copilot, rather than merely allowing its use. Candidates are guided through a faculty-modeled process that emphasizes instructional problem identification, constrained prompting, critical evaluation of AI-generated outputs, and revision based on professional judgment.

Instructional context and assignment purpose

The Copilot integration is based on a major assessment titled “Instructional Material Critique and Redesign with Infographic.” The assignment is designed to teach candidates how to critically analyze instructional materials and redesign them to improve accessibility and rigor for multilingual learners.

Materials may include complete texts or individual chapters from instructional resources commonly used in schools. The assignment explicitly teaches candidates how to engage in mastery-level material critique and redesign using established TESOL and multilingual education frameworks.

Explicit teaching of Copilot as an instructional design tool

Within this assignment, I explicitly teach candidates how Copilot can be used as a co-creative instructional design partner under faculty supervision and pedagogical constraints. Copilot is introduced through direct instruction and modeling, not discovery-based experimentation.

  • Generates draft instructional materials, not finished products
  • Requires human evaluation using research-based criteria
  • Must be revised to ensure linguistic accuracy, cultural responsiveness, and standards alignment

This explicit framing positions Copilot as part of the instructional design process, not as an authority or substitute for professional educators’ expertise.

Xavier Campoverde is a bilingual social studies teacher at the high school he attended growing up. He is passionate about ensuring that every student has the ability to learn based on their individual needs, building on what they already know, and establishing a safe learning environment for all. He is also a proud husband and father to two wonderful children.

I learned that being a TESOL educator means being an advocate, a designer, and a listener, using data, culture, and technology to ensure every multilingual learner can thrive. Xavier Campoverde, Touro University TESOL Candidate.

Materials Critique Redesign XavierDownload

Rachel Melamed master’s degree candidate in TESOL at Touro University: AI Literacy Through Method Embodiment


This assignment, Instructional Method Assignment – Teaching a Mini-Lesson to an ML Audience, required creating a simulated teaching video that demonstrates one specific language teaching method from our course readings. This is a pretend lesson where you act as the teacher presenting to an imaginary multilingual learner audience for EDPN 673 Methods and Materials for Teaching English as a Second Language. This course provides a 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 ESL instruction, which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

The assignment was designed to deepen TESOL candidates’ methodological expertise while positioning them to engage with artificial intelligence in purposeful and pedagogically sound ways. It reflects Touro University’s broader initiative to strengthen AI literacy across its programs through a Touro Faculty AI Grant headed and supported by Shlomo Engelson Argamon, Associate Provost for Artificial Intelligence and Professor of Computer Science, and Jamie Sundvall, Ph.D, Psy.D, LP, LCSW, Assistant Provost of Artificial Intelligence. Within this institutional landscape, the assignment serves as a structured model for preparing educators to work in learning environments where AI is increasingly integrated into curriculum, assessment, and multilingual support.

My motto, Education for 2060, emphasizes the development of shared spaces of competencies influenced by AI and large language models. As schools and districts integrate AI into core instructional processes, teacher education programs must develop candidates who can navigate these systems with ethical judgment and instructional precision. This assignment, therefore, balances two essential design principles: strong safeguards against unverified AI substitution and intentional guidance for targeted AI use.

The AI-resistant component centers on a six to seven-minute simulated teaching video that requires candidates to embody a single method from the course readings. By performing the method in a real physical space with realia, gesture, classroom presence, and teacher talk, candidates demonstrate the translation of theory into practice. This performance reveals decision-making, sequencing, and pedagogical rationale that cannot be delegated to AI, ensuring that candidates are evaluated on their own instructional competence.

Targeted AI use is built into the assignment through Copilot-supported planning and reflection. Copilot is positioned as a thinking partner that helps candidates examine the structural logic of the method, refine the flow of the activity, and interrogate their own understanding. Proof of work in the form of screenshots and reflective commentary ensures transparency and allows candidates to analyze the accuracy, limitations, and pedagogical value of AI-generated suggestions. In this way, the assignment teaches AI literacy as a reflective and evaluative process rather than a generative shortcut.

The written analysis links the performance to course theories, identifies the method features demonstrated in the video, and articulates how Copilot contributed to planning choices. This component reinforces conceptual understanding while modeling a professional stance toward responsible AI use.

By combining embodied demonstration with documented AI-supported thinking, the assignment prepares candidates for a future in which educators and AI systems occupy interconnected roles. It brings the work full circle by returning to the idea of shared spaces of competencies. Candidates learn to inhabit these spaces with confidence, contributing their own pedagogical judgment while engaging with AI in ways that enhance, rather than replace, their professional expertise.

Rachel Melamed is a high school teacher in Brooklyn, New York. She earned her bachelor’s degree in Inclusive Education from SUNY Cortland and is a first-generation graduate student pursuing her master’s in TESOL at Touro University. Growing up in a Russian-speaking household helped her develop a passion for teaching multilingual learners and shaped her approach to connecting with them in the classroom.

Using Copilot helped me rework a lesson I had taught before and make it more accessible for English language learners. I learned how small adjustments and simplified, repetitive language can make a big difference when designing lessons.

Rachel Melamed master’s degree candidate in TESOL at Touro University
Rachel M_Instructional Teaching method25Download

Joyann Castilletti, Touro University TESOL Candidate, on her experience working with structured prompt engineering and AI

MS in Teaching English to Speakers of Other Languages
TESOL – New York is a state that speaks many languages. We need teachers who can find the common ground.

🏛️ As part of Touro University’s comprehensive initiative to introduce #AI #literacy to our students, I am engaged in a #Touro #University #grant focused on developing AI literacy in #TESOL candidates. My project-based approach empowers future educators to leverage AI as a strategic partner in curriculum design, bridging theoretical understanding with applied classroom practice.

Joyann Castilletti is a 7th–12th grade certified English teacher,  currently working as a permanent substitute teacher while pursuing her TESOL degree at Touro University. She is passionate about creating learning environments where every student feels seen, heard, and loved, and where each learner is supported in achieving success. She continues to inspire a love of learning in every English learner while equipping them with the skills to communicate confidently and effectively. 

Although my time at Touro has been brief, it has inspired me to reconnect with my cultural roots through my father and grandmother, celebrating the legacy that came before me. Through Touro’s TESOL graduate program, I’ve had the opportunity to engage with peers from diverse backgrounds, sharing experiences that have enriched me professionally and sparked conversations I might never have had otherwise. 

Joyann Castilletti, Touro University TESOL Candidate

Joyann Castilletti, Touro University TESOL Candidate, on her experience working with structured prompt engineering and AI:

Using this prompt showed me a few things about designing rubrics. For starters, specifics are key to a solid rubric. When I first started student teaching, every assignment I gave had some sort of rubric mainly to protect myself in case a student didn’t do too well. Since student teaching, I have still utilized rubrics but have worked towards making them more specific and rooted in whatever standard I was working on. The rubric that CoPilot and ChatGPT provided is a great jumping point if my students were doing this presentation. My biggest negative with this rubric is that since CoPilot is primarily analytic based, it does not allow for a holistic view of my students (especially since all of my key domains were also analytical). When I make my rubrics, I try to include some element that allows my students that may struggle with the assignment a chance to achieve highly in one category. Additionally, since this rubric was generated from a prompt it did not allow me to have student insight which I like to do (unless I took this rubric to the students and had a discussion about it with them for recommendations or suggested changes). I do like that CoPilot clearly establishes the format of “you do exactly this– you get this score”. When I make my rubrics, I tend to struggle with the verbiage to express exactly what I am looking for and to separate between each score point. With this said, by utilizing this format, I can create more efficient rubrics and change them as needed to make my accommodations.   

Joyann Castilletti 673 db 4 FinalDownload

Touro TESOL Candidate Maria Quiroz’ Curriculum Analysis for EDDN 635 Curriculum Development and Classroom Management in the Technology Era

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.

Maria Quiroz is a certified World Language teacher in Spanish for grades 7–12, who also holds a FLES extension for grades K–6. She is currently pursuing her Master’s degree in TESOL at Touro University. Her goal is to create inclusive, engaging learning environments that support diverse language learners across all age levels.


Maria Quiroz’ reflection on the assignment itself: This assignment was part of the Curriculum Analysis project in the Touro TESOL program. I analyzed the Getting to Know New York City unit for high school Emerging-level Multilingual Learners, using the EDDN 635 Alignment Reflection Tool. The work involved examining alignment with New York State Next Generation ELA Standards and WIDA ELD Standards, identifying supports and barriers for multilingual learners, and reflecting on ways to strengthen language and content integration. The process included multiple drafts and revisions, allowing me to develop a deeper synthesis of research-based ESOL strategies and culturally responsive curriculum design.

“Touro has inspired me to embrace innovation and equity in my teaching and given me the tools to support multilingual learners with confidence and purpose.”
Thank you again for this opportunity.

Maria Quiroz, Touro TESOL Candidate
Mira 635 FINALcurriculm map analysisDownload

Touro University TESOL Candidate Oralia Lainez-Tutka’s Instructional Material Critique & Redesign with Infographic

EDPN 673: Methods and Materials for Teaching English as a Second
Language: The Instructional Material Critique & Redesign with Infographic assignment prepares Touro University TESOL candidates to critically evaluate and adapt instructional materials for multilingual learners across diverse educational contexts. The assignment structure addresses specific TESOL and AAQEP standard requirements while developing essential professional competencies our graduates need in the field.
The dual-material analysis requirement ensures candidates develop expertise in material evaluation across developmental levels, addressing TESOL Standard 2 by requiring deep analysis of how language acquisition intersects with academic content delivery. Candidates must demonstrate understanding of developmental language trajectories and their implications for instructional material selection, a core competency for effective TESOL practice.
The WIDA PRIME protocol integration provides candidates with industry-standard evaluation tools currently used by school districts nationwide for material adoption decisions. This practical application directly aligns with AAQEP Standard 1’s emphasis on evidence-based practice while ensuring our graduates can contribute meaningfully to curriculum adoption processes in their professional contexts.
The non-negotiable criteria assessment develops candidates’ capacity to identify and address systemic barriers that multilingual learners face in accessing grade-level content. This component operationalizes TESOL Standard 3 by requiring examination of cultural representation and linguistic accessibility, while AAQEP Standard 2’s equity focus is addressed through critical analysis of how materials support or hinder multilingual learner success.
The redesign component transforms theoretical knowledge into practical application through differentiated material adaptation. Candidates must operationalize TESOL Standard 5 by creating instructionally sound modifications that maintain academic rigor while providing appropriate linguistic scaffolding across proficiency levels. This authentic assessment demonstrates candidate impact on multilingual learner outcomes, satisfying AAQEP Standard 3 requirements.
The infographic creation simultaneously addresses AAQEP’s technology integration competency requirements and develops visual literacy skills essential for multilingual learner instruction. Candidates must demonstrate proficiency with digital design tools while creating pedagogically sound visual supports that enhance comprehension for diverse learners. This component ensures graduates can effectively integrate educational technology to improve multilingual learner outcomes while building practical skills for immediate classroom application.
This assignment ensures our graduates possess both analytical expertise and practical competencies necessary for effective multilingual learner instruction.

Oralia Lainez-Tutka is a middle school Spanish teacher on Staten Island. Coming from a Spanish-speaking household, she is proud to be a first-generation college graduate now pursuing her master’s in TESOL at Touro College. She’s also a mom to a bilingual toddler, which makes this journey even more meaningful to her. She’s currently in her third semester.

I am already applying new scaffolding strategies and techniques in my teaching.  I’ve learned a lot so far during my Touro journey and am truly enjoying the learning process. I feel well supported by my professors and the program as a whole. 

Oralia Lainez-Tutka, TESOL Master’s Candidate, Touro University
Oralia Lainez-Tutka_Instructional Material Critique & Redesign with InfographicDownload

Touro University TESOL Candidate Maria Fernandez on Assessment and Professional Responsibilities

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:

  1. 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.

Chapter 9 Review & Assessment (3)Download

Touro University TESOL Candidate Madison Derwin’s Field Log

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.

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.”

Michael Declan
Madison FIELDWORK EDPN 673Download

Sara Sylaj, Advanced TESOL Certificate Candidate at Touro University on Differentiated Assessment

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.

Differentiated Instructional Activity Assignment Sara SDownload
Differentiated Instructional Activity AssessmentDownload

Touro University Bilingual Teaching Certificate Candidate Sandy Gonzalez using Total Physical Response for Math

Celebrating Exemplar Work in TESOL
One of the most rewarding aspects of my role as faculty at Touro University’s TESOL & Bilingual department is the opportunity to highlight and honor the exceptional work of our students – work that embodies the high standards we aspire to our TESOL & Bilingual Education department under the leadership of Seongshin Kim, Ph.D. – Chair/Associate Professor for TESOL, Bilingual Education, & Teaching Literacy. When students grant permission to publish their work, they allow us to share model examples of excellence that illustrate the effective integration of theory and practice in our field. This act not only celebrates their achievement but also fuels a commitment to continuous improvement and ethical teaching practices.


The Value of Publishing Student Work
By publishing exemplary student work, we:
1. Validate their efforts and creativity: Recognizing outstanding accomplishments reinforces a culture of achievement and motivates others to strive for excellence.
2. Showcase authentic application of learning: These works serve as tangible examples of how theory—especially historical perspectives on language acquisition and current teaching methods—translates into effective classroom practice.
3. Promote transparency and scholarly dialogue: Sharing these projects encourages constructive discussion among educators and candidates, furthering professional growth and innovation.

Connection to AAQEP Standards
Linking this practice to AAQEP standards emphasizes the importance of quality assurance and rigorous assessment in educational programs. AAQEP champions initiatives that demonstrate:
1. Evidence-based Practice: The publication of exemplar work acts as concrete evidence of effective instructional strategies and culturally responsive teaching—key tenets of Touro’s TESOL paradigm.
2. Continuous Improvement: By openly sharing high-quality work, we establish benchmarks that peer educators and teacher candidates can analyze and aspire to, fostering an environment of consistent professional development.
3. Accountability and Transparency: This process highlights our commitment to ethical practices and quality instruction, reinforcing the values that AAQEP standards advocate.
In essence, when exemplary student projects are disseminated publicly (with the proper permissions), they serve as motivational tools and proof points for the quality and impact of our instructional approaches. By publishing work produced in such a dynamic and impactful course, I am not just celebrating student success; I am also providing a clear, accessible model of how thoughtful integration of differentiated instruction and cultural responsiveness can lead to authentic excellence for aspiring TESOL & Bilingual teachers.

EDPN 673: Methods and Materials for Teaching English as a Second Language

This course provides a 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 ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

Sandy Gonzalez holds a B.S. in Legal Studies from Post University and an M.S. in Education from St. John’s University. As a Special Education Secondary Generalist since 2013, she has always been dedicated to supporting diverse learners. Already fluent in Spanish, Portuguese, and English, intermediate in Italian, and now learning French, she is currently pursuing an Advanced Bilingual Teaching Certificate at Touro University to better serve the growing needs of English Language Learners in her high school. Her passion for language learning and inclusive education drives her commitment to empowering students with the skills and confidence to succeed.

Touro University has reinforced my passion for bilingual education while allowing me to grow as an educator enhancing my teaching strategies to better support the diverse linguistic backgrounds of my students.

Sandy Gonzalez,
Touro University Bilingual Teaching Certificate Candidate

Mini Lesson Vimeo Video Link:

CLICK HERE for Methods Presentation Slides Canva Link

Sandy Gonzales Methods Presentation_Sandy GonzalezDownload

Touro University TESOL Candidate Anastasios Panagiotidis on Complex Texts and Addressing Challenges for ELLs/MLs in the Content Area

EDDN 637 Second Language Learners and the Content Areas

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.

Anastasios Panagiotidis states that he is “a high school Earth Science teacher who proudly serves the South Huntington Union Free School District. As I enter my tenure year at the age of 25 my love and compassion towards the culturally and academically diverse student population have inspired me to craft lessons that not only target individual student needs but make learning relatable to the world outside of school. This is all in hopes that each student, regardless of language or academic abilities, can reach their highest possible potential through my instruction. “

I am eager to continue growing as a young educator, and Touro University has gifted me the tools, knowledge, and wisdom I strive to acquire as I continue to develop and mature as an educator, while allowing me the opportunity to broaden my horizons in a wide variety of areas relative to the rapidly evolving field of education.

Anastasios Panagiotidis, TESOL candidate, Touro University

The assignment description: Text Analysis & Critique
Analyzing Complex Texts and Addressing Challenges for ELLs/MLs in the Content Area

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:

  1. 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.
  2. 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.
  3. 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.
P_Text Analysis and CritiqueDownload