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.
Instructional Materials Critique and Redesign
This assignment centers on material analysis as a core professional skill. Candidates critically examine two instructional materials at different grade levels to investigate how linguistic demands, discourse expectations, and access points for multilingual learners vary across instructional contexts. This comparative approach is designed to move candidates away from generic notions of “ELL strategies” and toward a disciplined analysis of language use, text complexity, and opportunities for meaning-making. In my view, this kind of analytic work is foundational to effective TESOL practice and is often underemphasized in methods coursework.
Within the context of the AI grant, Copilot is used in a deliberately structured way. It functions as a generative drafting tool that supports instructional redesign, not as an instructional authority. Candidates identify a specific instructional limitation in a selected material, use Copilot to generate a redesign artifact, and then evaluate and revise that output using WIDA English Language Development Standards, New York State Next Generation Learning Standards, and established TESOL frameworks. The requirement to critique and modify AI generated content foregrounds professional judgment and exposes the limitations of automated outputs in addressing linguistic precision and cultural responsiveness.
The infographic component extends this work by requiring candidates to synthesize analytic findings into a visual support that could plausibly mediate content access for multilingual learners. This element emphasizes multimodality as an instructional practice rather than a design exercise. Taken together, the assignment models an approach to AI use that is critical, standards aligned, and grounded in the everyday instructional decisions TESOL educators must make.
Carly Croteau is in her second-to-last semester at Touro University. She serves in her Fourth Year of Teaching as a fourth-grade general education teacher within an ENL classroom. Carly shared a quote to describe her Touro Journey: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” by Maya Angelou
Carly Croteau’s exemplary submission demonstrates a precise, standards-aligned critique of both materials and a redesigned artifact that clearly addresses an identified linguistic barrier for multilingual learners. Her use of Copilot is transparent and disciplined, with revisions that reflect strong TESOL knowledge and well-justified instructional decision-making.
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.
Fieldwork reflection is a critical component of TESOL candidate growth because it functions as the primary mechanism through which theoretical knowledge is transformed into professional judgment. In EDDN 635, curriculum development and classroom management are not treated as abstract constructs but as situated practices shaped by technology, policy, and the linguistic realities of multilingual learners. Reflective fieldwork allows candidates to systematically examine how instructional decisions, technological tools, and classroom management strategies interact to support or constrain language development in real educational settings.
From a pedagogical standpoint, structured reflection promotes metacognition, professional noticing, and evidence based reasoning. By observing classrooms, libraries, and technology infrastructures, and by engaging with ICT specialists and educators, candidates learn to analyze curriculum design choices in relation to student needs, institutional constraints, and state level policies. Reflection deepens this analysis by requiring candidates to connect observations to course readings, TESOL principles, and research on technology mediated instruction. In my opinion, this deliberate linking of theory, observation, and analysis is what moves candidates beyond description toward informed instructional decision making.
Ultimately, reflective fieldwork supports the development of adaptive, reflective practitioners who can design technology integrated curricula that are linguistically responsive, pedagogically sound, and contextually appropriate. For TESOL candidates, this process strengthens professional identity, sharpens analytical skills, and lays the foundation for sustained growth in an increasingly complex and technology driven educational landscape.
Madison Derwin holds a Bachelor’s Degree in Inclusive Childhood Education from SUNY Cortland. She is currently pursuing a Master’s Degree in TESOL and working as a 4th-grade Teacher’s Assistant at an elementary school on Long Island. Her goal as an educator is to create an inclusive, supportive learning environment that empowers every student to reach their full potential and thrive both academically and socially. She shared a favorite quote: “I’m not telling you it’s going to be easy- I’m telling you it’s going to be worth it.”- Art Williams
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
This assignment 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, Professor of Computer Science & Jamie Sundvall, Ph.D, Psy.D. LP, LCSW, Assistant Provost of Artificial Intelligence
My motto, ‘Education for 2060,’ focuses on shared spaces of competencies shaped by AI and large language models. As schools, districts, and our students adopt AI tools for learning, assessment, curriculum development, and multilingual support, teacher education programs must equip our candidates with the knowledge and nuanced judgment needed to integrate these technologies ethically, strategically, and in alignment with sound principles of pedagogy and instructional design. The goal is not technological substitution but pedagogical enhancement. Responsible AI use requires a clear understanding of when and why an AI-supported process strengthens instructional decisions, particularly for multilingual learners who interact with complex academic texts across content areas.
The work of analyzing text complexity offers an ideal entry point for developing AI literacy in teacher preparation. Examining linguistic, cognitive, and cultural demands requires careful reasoning and structured evaluation. These skills align with high-quality instructional design and can be augmented by transparent AI tools that assist candidates in organizing ideas, checking coherence, and strengthening linguistic analysis without taking over intellectual labor. Within this assignment, targeted use of AI support mirrors the professional responsibilities teachers will face when adapting curriculum materials, planning differentiated instruction, and selecting resources for English Language Learners and Multilingual Learners. Candidates learn to pair human expertise with AI-supported review processes that promote accuracy, clarity, and reflective practice.
The integration of Microsoft Copilot for final review models responsible AI use that complements, rather than replaces, analytical work. Candidates are required to complete their paper independently and then invite AI-supported critique, focusing on coherence, alignment with APA standards, and clarity of argumentation. This mirrors practical praxis where educators may use AI tools to refine instructional plans, check alignment to standards, and evaluate materials before implementation. By engaging in this structured workflow, Touro University GSE candidates experience a practical application of AI literacy that reinforces their ability to evaluate complex text for ELL and ML access while maintaining professional accountability.
The broader purpose of embedding AI-supported review is to help our Touro University TESOL teacher candidates develop habits of mind that pair rigorous analysis with reflective metacognition. Engaging in text complexity analysis, considering reader and task variables, and examining linguistic challenges for multilingual learners requires nuanced evaluative skills. When paired with transparent and ethical use of AI as a secondary tool for refinement, candidates learn how exponential technologies can support differentiated lesson planning and curriculum construction. This fosters a readiness to lead in classrooms where multilingual learners depend on teachers who can leverage digital resources while upholding principles of equity, clarity, and culturally responsive practice.
Angelica Marziliano: I have been an educator for ten years, starting my career as a paraprofessional before transitioning to a general education teacher. Over the years, I’ve had the privilege of teaching a large and diverse student population, including many English Language Learners. I am currently pursuing my graduate degree in TESOL at Touro University to further support all students in reaching their full potential.
At Touro University, I learned that effective teaching means meeting each learner where they are, differentiating instruction so every student can reach their full potential.
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.
Dr. Cowin’s Advice on Articulating a Teaching Philosophy
As a professor who has spent years preparing TESOL educators for the classroom, I want to share why developing your teaching philosophy is not just another academic exercise, but the foundation upon which your entire career will stand. When I first began teaching, I thought methodology was everything. I spent countless hours perfecting lesson plans and mastering techniques. Yet something was missing. It wasn’t until I articulated my core beliefs about language learning that my teaching transformed from mechanical application to purposeful practice.
Your teaching philosophy serves as your professional compass, particularly crucial in TESOL where you navigate complex intersections of language, culture, identity, and power. Every day, you make hundreds of decisions in your classroom. Without a clear philosophy grounding these choices, you risk becoming reactive rather than intentional, swayed by the latest trends or administrative pressures rather than guided by deep convictions about what your students need.
Consider how the guiding questions connect to real classroom moments. When a student struggles with pronunciation, your response stems from your beliefs about error correction and the role of accent in communication. When parents worry their child is losing their home language, your philosophy shapes whether you see this as inevitable or preventable, and how you engage families as partners. When standardized test pressures mount, your philosophy determines whether you narrow your curriculum or maintain rich, meaningful language experiences. These aren’t theoretical considerations; they’re daily realities that demand principled responses.The requirement to articulate your core beliefs forces you to examine assumptions you may not realize you hold.
Writing your philosophy demands honest reflection on how your own language learning experiences, both positive and negative, shape your expectations for students. This self-awareness is essential for avoiding the trap of teaching as you were taught rather than teaching as your students need.
Your classroom practice section bridges the critical gap between theory and application. Too often, teachers claim student-centered beliefs while maintaining teacher-dominated classrooms. By explicitly connecting your principles to specific practices, you create accountability for yourself. If you believe in honoring home languages, how does this manifest in your lesson planning? If you value collaborative learning, what structures support meaningful peer interaction? This alignment between beliefs and actions builds integrity in your practice.The student-centered approach component challenges you to move beyond generic commitments to “meeting all learners’ needs” toward aspecific understanding of the multilingual learners in your context. New York’s ESOL students aren’t abstract categories but individuals navigating complex linguistic landscapes. Some are refugees processing trauma while acquiring academic English. Others are heritage speakers reclaiming languages their families were pressured to abandon. Your philosophy must acknowledge this diversity while maintaining high expectations for all learners.
Professional growth isn’t an addendum to your philosophy but integral to ethical practice. Language teaching methodologies evolve as we gain a deeper understanding of second language acquisition. Demographics shift, bringing new languages and cultures into our classrooms. Educational policies change, sometimes supporting and at other times constraining our work. A static philosophy becomes obsolete. A commitment to ongoing development means your philosophy remains a living document, refined through experience and responsive to your students’ evolving needs. The authenticity requirement protects against the temptation to write what you think others want to hear. When challenges arise, and they will, only genuine conviction will sustain you. Your philosophy should reflect hard-won insights from your own journey, not perfect answers from textbooks.
Maureen Young Leggett teaches elementary education in New York City Public Schools. She studied History and English Literature at Colgate University in Hamilton, NY, and chose the field of education as her second career. She received her Master of Science in Education, Birth through Grade 6, from Hofstra University in Uniondale, NY. Maureen is proud that her students leave her classroom each day knowing how to think harder and communicate better.
“So many of by students are multilingual. They are learning English as their second or even third language. My quest to find ways for them to be academically successful has led me to Touro. I am currently pursuing my TESOL certification.”
Maureen Leggett, Touro University TESOL Certificate Candidate
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.
Personal Opinion: Pedagogical Value of Discussion Boards in Online Courses I utilize discussion boards as essential scaffolding tools in my online courses at Touro University, providing multilayered support for my master’s degree candidates’ academic development. These course discussion boards function as preparatory spaces where my teacher candidates can practice academic writing conventions, develop critical thinking skills, and experiment with disciplinary discourse before tackling more substantial assignments such as research papers or presentations. Through regular posting requirements, my candidates create meaningful artifacts that demonstrate their evolving command of academic English and pedagogical understanding, including proper APA citation practices which prepare them for graduate-level academic work. The iterative nature of discussion board participation allows me to track my candidates’ linguistic and academic progress throughout the semester, giving me valuable opportunities to observe candidate growth over time and identify when coaching sessions are needed if I notice disconnects between course materials and student responses. Additionally, peer response activities foster collaborative learning and provide authentic audiences for feedback exchange on their larger assignments. Using discussion boards to introduce emerging technologies such as mind mapping tools, multimedia integration, and collaborative platforms helps prepare my teacher candidates for 21st-century classroom instruction and professional communication demands. I believe, that this scaffolded approach ultimately bridges theory and practice while allowing me to provide targeted, individualized support based on ongoing assessment of candidate performance. Madison Derwin submitted an exemplary Discussion board in EDDN 635 Curriculum Development and Classroom Management in the Technology Era and permitted me to share it.
Madison Derwin, holds a Bachelor’s Degree in Inclusive Childhood Education from SUNY Cortland. She currently pursuing a Master’s Degree in TESOL at Touro University while working as a 4th-grade Teacher’s Assistant at an elementary school on Long Island. Her goal as an educator is to create an inclusive, supportive learning environment that empowers every student to reach their full potential and thrive both academically and socially. Her motto is “I’m not telling you it’s going to be easy- I’m telling you it’s going to be worth it.” – Art Williams
As a teacher’s assistant in a 4th grade classroom, planning and collaborating with my teacher ensures consistent support for our students’ learning needs. Together, we align lesson goals, share resources, and coordinate instructional strategies to create a fun and engaging environment. Because of this, I chose to focus my Wakelet on the math unit that we just recently finished. The collection includes the four lessons that were learned throughout the chapter. Within each one is a YouTube mini lesson video, a reteach worksheet, and an enrichment worksheet. This is going to best support our students by providing them with additional resources to help them to study for the upcoming exam.
Discuss the English Learner Education Collaboration Tool (PDF is provided in the course). How might this tool help you with your Curriculum map? Be specific!
The English Learner Education Collaboration Tool is a guide that is designed to help educators work together to support English learners in both language and content learning. I believe that its main goal is to offer a framework that integrates the WIDA English Language Development Standards into daily lesson planning. The WIDA Standards “can help you [educators] integrate language development and content learning that is suitable to the grade level and the various English language proficiencies of your students” (WIDA, 2025). The Collaboration Tool addresses three essential questions, such as how to teach language and content at the same time, which language skills to prioritize with limited time, and how language and content teachers can collaborate using shared language and processes (DESE, 2025). There are thinking spaces that are divided into two categories: Language for Learning, Thinking, and Being; and Developing Unit-Level Focus Language Goals. The first Thinking Space is about guiding educators to set learning goals, gather evidence, plan for teaching, and plan for student activities. The other Thinking Space connects language goals with content standards.
I believe the English Learner Education Collaboration Tool might help me with my Curriculum Map by providing me with a practical framework to integrate meaningful language supports as well as academic content. The tool focuses on combining language development and content learning together, not separately. I am looking forward to seeing how I can use this knowledge while working on my curriculum map while addressing both areas. I can also align my curriculum map with the WIDA standards and proficiency levels, as they will assist me in checking in to ensure that my curriculum map matches the language skills my students are learning.
Discuss the following curriculum analysis and think about how you might do your curriculum analysis. Think about which curriculum you might use for YOUR analysis. (Curriculum analysis example provided in the course)
Personally, I believe that the following curriculum map analysis has many strengths and areas for improvement. For example, the curriculum analysis provided correlates to the Next Generation ELA Standards while integrating the topic of science to reinforce literacy skills. Although the standards are connected to assessment tasks, they are not WIDA or proficiency level aligned. I feel like if the standards were WIDA aligned, then the student who analyzed this curriculum would have had an easier time combining language development and content learning together and not separately. Second, this curriculum analysis does use phenomena-based learning and incorporates multiple learning methods to enhance understanding. This provides support for Multilingual Learners. One thing that I would change within this analysis is the use of technology. There are some digital tools that were mentioned, however expanding the integration of technology could boost learning beyond the classroom. When it comes time for me to start on my curriculum analysis, I am going to align my standards to WIDA as well as include multiple and different uses of technology for my students to use. For my analysis, I am thinking of using the Personal Identity unit that is part of my 4th grade curriculum.
Department of Elementary and Secondary Education (DESE). (2025). English Learner Education Collaboration Tool. Doe.mass.edu. https://www.doe.mass.edu/ele/instruction/.
The fieldwork for EDPN 673 Methods and Materials for Teaching English as a Second Language focuses on exploring and analyzing K–12 pedagogical approaches, methods, and strategies relevant to teaching English to speakers of other languages (ESOL) and bilingual learners 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. This fieldwork is particularly valuable for TESOL and Bilingual candidates because it sharpens the practical application of observational skills. By systematically documenting, comparing, and evaluating instructional practices, candidates move beyond passive observation to purposeful analysis. They learn to identify nuanced teacher decision-making, scaffolded supports for multilingual learners, and the interplay between language objectives and content objectives. In doing so, TESOL and Bilingual candidates cultivate the ability to translate observations into actionable insights for their own teaching practice, bridging theory with evidence-based application in linguistically and culturally diverse classrooms.
Johana Matute has been teaching for 3 years. She will officially start teaching at a DOE Public School fall 2025. She loves to read books and go for nature walks during my free time.
Her fieldwork report demonstrates an outstanding ability to connect classroom observations with TESOL and bilingual education theories, showing both depth and clarity. The report highlights how instructional strategies supported language and content objectives for multilingual learners with precision and insight. The candidate’s reflections reveal strong professional readiness and a high level of critical analysis.
As someone who understands the power of speaking more than one language, I chose Touro University’s bilingual certification program to help students thrive in both their native language and English.”
Johana Matute, Bilingual Certification Candidate at Touro University
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.
Elizabeth Guallpa teaches Spanish to both heritage and non-heritage speakers at Port Richmond High School in Staten Island, New York. In order to enhance her proficiency in assisting multilingual learners, she is presently pursuing a TESOL/Bilingual Extension at Touro University. Elizabeth’s passion as a teacher is helping kids to thrive academically and linguistically via culturally relevant instruction.
My experience at Touro University has changed my life, providing me with the skills, self-assurance, and vision I need to provide excellent, empathetic multilingual instruction. I’ve been reminded of why I selected this road by each course, which has pushed me to develop as an advocate and educator. In addition to improving my professional abilities, Touro has strengthened my resolve to elevate the voices of multilingual and immigrant pupils.
Elizabeth Guallpa, Touro University Master’s Degree Candidate
Dr. J's Education Blog 