Course Description This course provides an understanding of basic linguistic concepts and their applications for TESOL instruction. Students will be introduced to the essential concepts of language development and modern linguistic components that are relevant to first and second language pedagogy. Specific concepts include: phonetics, phonology, morphology, semantics, syntax, pragmatics, discourse analysis, and the nature of regional and social variations in English and the relationship between dialects and ethnic identity. Students will explore the origins, diversity, and functions of human languages, in addition to the relationship between language and society. Students will also study key concepts of sociolinguistics in order to gain a solid understanding of the social and cultural dimensions of language. Includes 10 hours of fieldwork. 3 credits
Marie-Nansie Victor’s personal introduction: My name is Marie-Nansie Victor. I immigrated to the United States from Haiti about two decades ago. I am married and blessed with four children. Currently, I work as a paraprofessional for the New York City Board of Education. I received an associate degree in Liberal Arts from Kingsborough Community College, and I went to York College where I graduated with a bachelor’s degree in French. I am now working toward an Advanced Certificate in TESOL at Touro College after completing a master’s degree in Early Childhood Education (General and Special Education.) Even though I have a busy life between work, school, and family, I manage to find time for some of my favorite hobbies like cooking, baking, and reading. With the help and support of my instructors, I successfully complete all my assignments. Soon I will be working as a teacher. I have a passion for teaching, and I hope to inspire all my students.
Michele Goldin is an Assistant Professor of Bilingual Education and TESOL at Touro University Graduate School of Education. She received her Ph.D. in Bilingualism and Second Language Acquisition from Rutgers University. Her research broadly focuses on child bilingualism. As a heritage speaker of Spanish herself, she strives to increase our understanding of bilingual development with direct implications for successful academic outcomes, language policy and pedagogy, as well as bilingual and dual-language education.
As the TESOL Practicum Coordinator it is always exciting to showcase Digital Portfolios for EDDN 680.
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.
Touro College TESOL faculty Dr. Ching-Ching Lin who prior to her Touro appointment, taught Social Studies (both general education and Chinese-bilingual) and ESL at the secondary levels for more than 14 years. As a transnational and multilingual learner herself, she embraces asset-based approaches and additive multilingualism in instructional designs. Her goal as a teacher as well as a teacher educator is to build and support a classroom environment where diversity in thought, culture, and traits is viewed as positive assets, where ample opportunities are created for students to share their learning experiences, strengths, backgrounds, interests, and needs and where real life/authentic connections and representations from diverse cultures and life experiences are deeply interwoven into student-centered cooperative learning.
Ms. Amanda Innamorato teaches at the elementary level for the NYC Department of Education in District 21. She got her Bachelor’s Degree in Childhood Education from St. Francis College and worked on getting her Masters in TESOL at Touro College. Her goal as a teacher is to support all students in reaching their individual goals. Ms. Innamorato wrote:
Looking at my graduation cap it reads “teaching is a work of heart.” This quote resonates deeply because teaching is not just a job, it’s a game changer. A teacher’s impact is significant to each individual student in their classroom. This leads to my first belief which is in the theory of Asset Approach to Learning. Students need to be viewed as an asset to the classroom with individual strengths and diverse cultural backgrounds.
It was a great pleasure to present today my research on “Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates” at the GLoCALL 2021 Conference. My presentation and research focused on reviewing, contrasting, and framing two different virtual training environments for TESOL educators searching for additional opportunities to offer interactive field and practicum experiences: simSchool and Mursion.
What is GLoCALL 2021?
GLoCALL 2021 is an international academic conference focused on the use of computer technology for language learning (CALL). GLoCALL conferences have been held annually since 2007 in various countries across Asia. When is GLoCALL 2021? The GLoCALL 2021 conference will be held 16th-18th December 2021. The GLoCALL 2021 conference is held online with online sessions presented via the website.
Plenary and Invited Speakers
Every GLoCALL conference features plenary presentations and workshops by internationally renowned CALL experts. This year the invited speakers are:
Dr. Wong Su Luan (Universiti Putra Malaysia)
Dr. Deborah Healey (University of Oregon, USA)
Dr. Mark Pegrum (University of Western Australia)
Dr. Pramela Krish (Universiti Kebangsaan, Malaysia)
Prof. Gordon Bateson (Kochi University of Technology, Japan)
The Touro College TESOL/Bilingual Program course EDPN-673 – Methods and Materials for Teaching English as a Second Language 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 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 fieldwork.
One assignment is the Materials Critique & Redesign where candidates will: (1) prepare a written critique description of the material or resource, analyzing its effectiveness for ELLs and (2) based on your analysis, redesign one section/activity of the original material so that it meets the need of ELLs. The materials chosen will promote culturally and linguistically responsive classrooms and instructional practices.
Touro TESOL/Bilingual candidate Ashley Cosenza submitted an exemplary project. She is receiving her Master’s degree in Teaching English as a Second Language in Spring 2022. She is in her second to last semester at Touro College with Professor Cowin. Ms. Cosenza, “I enjoy learning different strategies to include in my 5th-grade classroom for students to learn the English language. It is important to me to deliver each lesson in such a way to captivate ELLs in each subject.”
Dr. Al Ghurbani, Sana’a, Yemen and I were honored to present at the conference “Fulbright at 75: Celebrating a Legacy of Global Friendships.”
“For 75 years, the Fulbright Program has engaged passionate and accomplished students, scholars, artists, teachers, and professionals of all backgrounds. We believe that by living and learning together with people from different countries and cultures we can shape a more positive vision for our communities and our world. A hallmark of the Fulbright Program has been its longstanding commitment to Diversity and Inclusion (D&I). We strive to ensure that Fulbright reflects and values the diversity of U.S. society and societies. Equally important to diversity is inclusion. Fulbright takes steps to ensure that the Program’s diverse participants have successful and rewarding exchange experiences.” US Fulbright Program – Diversity & Inclusion (fulbrightonline.org)
Carbon Monoxide, an odorless deadly gas, can cause illness, permanent health damage, and death. It is formed by the incomplete combustion of fossil fuels such as gas, coal, wood, and oil. Carbon monoxide is absorbed via the lungs into the bloodstream, where it replaces oxygen.
Carbon Monoxide Poisoning First Aid
Persons who are affected by inhalation of carbon monoxide contaminated air must be seen by a physician as soon as possible.
Until the affected person is receiving care from a qualified medical practitioner the following treatment should be administered:
Move the patient to fresh air and loosen clothing
Open all windows
If breathing stopped: Begin CPR at once
Avoid unnecessary exertion
Call 911 or Go to emergency room
Burning Fuels Safely:
Use fire-resistant materials on walls around wood stores.
Never use flammable liquids to start a fire.
Use only seasoned hardwood. Soft, moist wood accelerates creosote residue which sticks to the inner walls of the chimney. Creosote is a fire hazard and can cause a chimney fire.
Never burn cardboard boxes, trash or debris in your fireplace or wood stove
When building a fire, place logs at the rear of the fireplace on an adequate supporting grate
Never leave a fire in the fireplace unattended. Extinguish the fire before going to bed or leaving the house.
Soak hot ashes in water and place them in a metal container outside your house.
Have a Carbon Monoxide alarm in your home.
Proper ventilation is the key.
Always use the right fuel.
Never leave an open fire unattended without a fireguard.
Always use a securely fitted fireguard when children are in the house.
Have your chimney cleaned once a year by a certified chimney sweeper.
If your appliance starts burning slowly, goes out frequently or if you smell or suspect fumes you should:
Open doors and windows.
Carefully put out the fire, or allow it to burn itself out.
Do not stay in the room any longer than necessary.
Do not attempt to relight the appliance until a professional has checked it.
NOTE: Overloading the fireplace with wood in an attempt to get a longer burn time contributes to creosote buildup.