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.
Carly Croteau: She graduated from SUNY New Paltz in 2021, earning a Bachelor of Science Degree in Early Childhood and Childhood Education, with a concentration in Spanish and a minor in Deaf Studies. Throughout her tenure at SUNY New Paltz, she was a four-year varsity student-athlete, playing for the field hockey team and serving as a three-year captain for the program. She began teaching fourth grade in September of 2022 and started pursuing her Master of Science Degree in Teaching English to Speakers of Other Languages (TESOL). Her Touro University journey quote is “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.”— Maya Angelou
Ms. Carly Croteau submitted an outstanding text analysis which I am proud to share.
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.
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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Nicolette Parisi: ” I am currently pursuing a Master’s degree in TESOL at Touro University. This academic journey has been immensely enriching, offering me valuable insights and methodologies essential for excelling in the field of TESOL education. My focus is on integrating innovative teaching strategies and linguistic theories to enhance my future role as a TESOL educator.”
“Great teachers are the ones who inspire you.” By Martin Landau My Professors have been nothing short of remarkable and have been extremely helpful in assisting me on this outstanding learning journey! Touro is an incredible choice if you want to feel supported with your learning and grow as an educator!
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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Jaspreet Kaur is a graduate of York College with a Bachelor’s degree in History Education, certified to teach from grades 1-6 with an extension to middle school grades 6-9. Mrs. Kaur has experience as a Teaching Assistant in a pre-kindergarten class and is currently on maternity leave, caring for her firstborn daughter. Amidst this new chapter of life, she enrolled in the Touro University TESOL/BLE Department for her Master’s degree in TESOL to further develop her teaching expertise.
When considering a text for reading the teacher must check for the book’s language features; including dialogue, repetition, and descriptive language.
Candidate Jaspreet Kaur, Touro University Masters Degree TESOL Candidate
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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Emily Georgoulakos is a second-year master’s student in the TESOL program at Touro University. With certifications in General and Special Education for Birth through 6th Grade, Ms. Georgoulakos brings a wealth of knowledge and practical expertise to their current role. She teaches in a first-grade self-contained classroom, following a 15:1 student-to-teacher ratio, in a district that serves a substantial ENL (English as a New Language) population.
My journey at Touro University has been a valuable and positive experience as am able to continue to develop and grow as a teacher to support students of all cultural backgrounds and individual needs.
Emily Georgoulakos, TESOL/BLE candidate at Touro University
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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: 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 upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork. Includes 15 hours of fieldwork. 3 credits
Jasmeet Kaur graduated from York College in Childhood Education Grades 1-6 with honors in 2022 ( Summa Cum Laude). Currently, she is working as a Substitute teacher and pursuing a Master in TESOL from Touro College. Her goal is to inspire Bilingual/ Multilingual and the next generation to have confidence in their abilities and use those skills towards their success.
“As a multilingual individual, I began my journey at Touro College. This has been a nurturing process, and I must say, “If you wish to fly higher, Touro will provide the wings to reach your destination.””
Jasmeet Kaur, Touro University TESOL Candidate
This is our first Discussion Board of the semester:
CHAP 1. WHAT Characteristics INFLUENCE ELLs’ having SUCCESS IN SCHOOL? Several characteristics can influence the success of English language learners (ELLs) in school such as language proficiency, cultural awareness, motivation, Home-school environment, access to resources, peer interaction, individual learning needs, cultural sensitivity, immigrant status, financial status, parental involvement, assessments and last but not least english language learning programs in school. As mentioned in the text, these characteristics can fall under different factors : English knowledge, first language (L1) knowledge, Educational background, sociocultural, emotional and economic factors and other educational categories (Echevarria et al.,2017, p.5). ELLs bring with them a wide range of educational and cultural experiences to the classroom, overlooking their linguistic differences and characteristics can impede in imparting effective learning. As Echevarria et al. ( 2017) indicates that ELLs linguistic assets and other funds of knowledge have implications for instructions, assessment and program design, further having knowledge of a student’s background and abilities in L1 language can help teachers facilitate effective instruction to promote their success in school(p.4). Thus, it is important to consider that success can vary greatly among ELLs, and individual circumstances play a significant role. Providing tailored support and resources based on each student’s needs is essential for their academic achievement.
What are some characteristics of ELLs to consider to implement effective teaching? Although there is a range of characteristics mentioned in question 1 to be considered for ELLs’ success in school. However, Some characteristics of ELLs to consider to implement effective teaching are the educational background of ELLs such as on grade level schooling in their home country and in U.S schools, proficiency in English, proficiency in native language, and individual learning styles and needs of ELLs. For example, Asian students can have a strong academic background in science and math, however, in English, they might need English Language Development ( ELD) to become more proficient in English ( Echevarria et al., 2017, p.5). Knowing these characteristics and building on their prior experiences can help teachers implement research-based pedagogy and incorporate effective techniques and materials to cater to their individual needs and close the achievement gap.
How can we as educators transform the education of English Language Learners/ Multilingual Learners for tomorrow’s world?
Transforming the education of English Language Learners (ELLs) or Multilingual Learners (MLLs) for tomorrow’s world involves adapting teaching practices to prepare them for a globalized, technologically advanced, and culturally diverse future. Some strategies such as adapting culturally responsive teaching where ELL’s culturally relevant material, perspectives, and experiences are incorporated in the curriculum and their native language is used to transfer skills to become proficient in the English language. Michelle Ortiz suggests similar strategies for entering and emerging level ELLs in the above-given article. She suggests differentiation for these learners by adding visuals to slides, translating essential vocabulary words, and allowing students to discuss the content in their native language (Schembari, Jan 11, 2023). Developing individualized learning plans for ELLs based on their language proficiency levels, learning styles, and goals and providing differentiated instruction to meet their specific needs, transferring skills from first language to second language closes the academic achievement gaps and promotes the ELLs’ success. Research also shows that there is a direct correlation between ELLs’ success and use of a first language (Schembari, Jan 11, 2023). Thus, educators should support ELLs in maintaining their proficiency in their native language(s) alongside English. Bilingualism is a valuable skill that can enhance cognitive abilities.
What is one takeaway from this week’s readings and how might it impact your teaching? This week’s reading provides me with deep insight into a range of diverse characteristics for ELLs’ success in school and factors to be considered for effective teaching. Having knowledge of all these factors and reading articles on how educators can transform the ELLs for tomorrow’s world will positively impact my teaching practice. The one big takeaway I learned is that knowing ( sociocultural, linguistic, cognitive, and academic dimensions) and building relationships with students will promote successful second language acquisition. It will lead me to implement biography-driven instruction that involves students knowing holistically to facilitate effective instruction in response to their cultural and linguistic assets and needs. Also, incorporating sheltered instruction techniques that combine language learning with academic content will help ELLs acquire language skills while mastering the subject matter. Some other methods would be to integrate technology in new ways and make it accessible to all students, being said to facilitate equitable and fair educational opportunities for students in all possible ways. Technology should be integrated into the classroom to support language learning and use educational apps, online resources, and digital platforms that can provide personalized learning experiences for ELLs. Educators should Implement project-based learning (PBL) and inquiry-based approaches. These methods promote critical thinking, problem-solving, and collaborative skills while allowing ELLs to explore topics of interest. Teaching cross-cultural competence emphasizes skills like empathy, effective communication, and an understanding of cultural nuances, which are valuable in a globalized society. Importantly, including regular assessments and content-based language instruction (CBI) or sheltered instruction techniques that combine language learning with academic content. This helps ELLs acquire language skills while mastering the subject matter. Thus, by adopting these strategies, educators can empower ELLs to thrive in tomorrow’s world, where communication skills, cultural awareness, and adaptability are increasingly vital for success.
Share a fun fact or photo of yourself. A fun fact about me is that I know four languages ( Hindi, Punjabi, English, and Nepali). But I hate how I couldn’t teach my kids to speak my native languages at home. They know their native language but choose to talk in English because they know that their parents speak and understand English.
References
Vogt, M., Echevarria, J. J., & Short, D. J. (2017). Making content comprehensible for English learners. (5th ed.). Pearson: New York.
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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Infographic by Crystal DeMarco
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 fieldwork.
Crystal DeMarco graduated with her Bachelor’s in Education for grades 7-12 from the College of Staten Island. She is currently working towards her Master’s Degree in the TESOL Program at Touro University. Crystal continues to strive for excellence in her academics to become the best educator and role model for her students. She believes that “Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela
Touro has been one of the best educational experiences in my career by far.
I will empower my students’ voices and opinions throughout instruction to show them that their education is important to me, and that their success in my classroom is my number one goal.
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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Ashley Ramdat will be a first-year teacher for the upcoming school year and is happy to serve as a first-grade special education teacher. She has one semester left until she graduates with her masters in TESOL and states that she “is beyond excited.”
Touro Graduate School of Education has provided me with such a rich education thus far. They have prepared me immensely in being able to create a culturally inclusive classroom and I appreciate the feedback, support, and conversations I’ve had with peers and professors.”
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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
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.
Bio
Natalie Spirkina serves as a second-grade special education teacher working in a public school in Brooklyn, NY. She is passionate about providing students with individualized instruction that will best meet their diverse needs. After working in the DOE for 11 years, she decided to enroll in Touro University’s TESOL program.
My time at Touro University is providing me with the tools and knowledge of the best practices to implement in the classroom and support English Language learners in developing their reading, writing, speaking and listening skills.
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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Bio Kenia Torres graduated summa cum laude from St. Joseph’s University in May 2022 with a Child Studies degree and a concentration in Speech Communication. She is currently pursuing her Bilingual Extension from Touro University. Kenia is a bilingual kindergarten teacher in the Brentwood Union Free School District in Brentwood, NY. She is certified in Birth-6th grade in general and special education. Kenia aspires to be a school leader in the future. She believes: “Our fingerprints don’t fade from the lives we touch.“-Judy Blume
My journey in Touro University has evolved my professional development and understanding of English language learners in the learning environment, to be an effective bilingual educator.
Kenia Torres, Touro University Bilingual Extension Candidate
The WIDA Can Do descriptors are an extremely useful tool to evaluate what language learners can do at various stages of language development. As a bilingual kindergarten tool, I can use the WIDA Can Do tool to supplement content instruction with activities that develop my students’ language learning at the same time. For instance, as depicted in the WIDA Can Do key, kindergarteners at the ELP Level 1, Entering, students should point to pictures described orally in context. Therefore, I can develop activities for my literacy centers that ask students to identify pictures from a story read aloud. This would be an appropriate activity for students at the Entering level according to WIDA Can Do.
Discussion Board Question: How could the WIDA Can Do descriptors help you create differentiation for the reading assessment of your ELL’s//MLs? The WIDA Can Do Descriptors can assist me in differentiating for the reading assessment of my ELLs/MLs as it gives me an accurate description of what language learners can do at their specific language level. For instance, a kindergarten student at the Entering level can point to pictures described orally in context. A kindergarten student at the Developing level can act out songs, chants, stories, and poems, with gestures as a whole group. Meanwhile as described in the WIDA Can Do key, a student at the Reaching level will be able to identify drawings or other visual displays from elaborate descriptions with details. Therefore, I can use this key to identify specific strategies and skills to assess my English language learners, dependent on their language level.
Discussion Board Question: Chapter 12: Use and upload (you can also take a photo) a graphic organizer of your choice to showcase five areas you would like to improve in your teaching of L2 reading that you have learned about in this chapter. Choose one thing at a time, and focus on improving that aspect of your teaching. Share with others what you are doing to become a better teacher of reading. Remember that it will take time to fully develop the ability to integrate improvements into your teaching. Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (p. 186). Heinle ELT. Kindle Edition
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