Touro University TESOL Candidate Jasmeet Kaur on Transforming the Education of English Language Learners/ Multilingual Learners for Tomorrow’s World

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 and supervised 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.

https://www.workitdaily.com/help-english-language-learners/developing-lessons-that-support-newly-arrived-ells

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.

Schembari, J. (2023, January 11). Developing lessons that support newly arrived ELLs. Work It Daily. https://www.workitdaily.com/help-english-language-learners/developing-lessons-that-support-newly-arrived-ellsLinks to an external site..

Touro University TESOL Candidate Crystal DeMarco’s Materials Critique & Redesign

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 and supervised 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 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.
Crystal DeMarco, Touro University, TESOL Candidate

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.
Crystal DeMarco, Touro University, TESOL Candidate

edpn-673-materials-critique-redesign-crystal-demarco Download

Touro University TESOL Candidate Ashley Ramdat’s Flowchart on Improving Teaching in L2 Reading

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 and supervised 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.”
Ashley Ramdat, Touro University TESOL Candidate

Touro University TESOL Candidate Natalie Spirkina’s Materials Critique & Redesign for EDPN 673 Methods and Materials for Teaching English as a Second LanguageNatalie Spirkina, Touro University TESOL Candidate Materials Critique & Redesign

by Natalie Spirkina

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 and supervised 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

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.
Natalie Spirkina, Touro University, TESOL Candidate

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Touro University Bilingual Extension Candidate Kenia Torres’ Thoughts on the WIDA Can-Do-Descriptors

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 and supervised 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

Discussion Board Question: How could the WIDA Can Do descriptors help you in choosing reading materials for teaching your ELL’s/MLs? https://wida.wisc.edu/teach/can-do/descriptors
Links to an external site.

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

Touro University Bilingual Certification Extension Candidate Kenia Torres on Program Models EDPN for EDPN 673: Methods and Materials for Teaching English as a Second Language

The goal of Touro University’s TESOL/Bilingual Program

The goal of the TESOL and Bilingual Education program is to equip educators with the necessary knowledge, skills, and strategies to provide exemplary instruction and support for English language learners, multilingual learners, and bilingual students. The program strives to cultivate culturally responsive teaching practices and services, facilitate the acquisition and development of language skills, and enhance educators’ ability to cater to the diverse needs of students from linguistically and culturally diverse backgrounds. By incorporating data-driven and research-based approaches, effective pedagogical methodologies, and practical strategies, the program empowers educators to establish inclusive, stimulating and nurturing learning environments that promote the academic achievement, emotional support and linguistic progress of all students.

Discussion boards play a pivotal role in online learning environments, serving as dynamic platforms that foster collaborative learning and meaningful engagement among students. These virtual spaces provide a unique avenue for learners to share ideas, ask questions, and engage in thoughtful discussions beyond the limitations of traditional classrooms. “Online discussion forums are asynchronous communication tools that are widely used in Learning Management Systems. Forums enable instructors to understand and intervene in learning activities, and students have time to think and formulate answers. Individuals collaboratively build knowledge while collaborating in an asynchronous online environment. Therefore, a well-coordinated educational forum is a valuable tool to promote reflection on learning, share information and perspectives, and connect students.” (de Lima et al, 2019)

By encouraging active participation and exchange of diverse perspectives, discussion boards enhance critical thinking, problem-solving, and communication skills. They create a sense of community and promote inclusive learning, allowing learners from different backgrounds to connect, contribute, and learn from one another. Through the power of discussion boards, students can deepen their understanding of course content, gain insights from peers, and develop a richer and more comprehensive learning experience. By asking for references and quotes, candidates must support their writings in the area of ChatGPT.

Publishing graduate student work on a professor’s blog is immensely beneficial for graduate students. It provides them with a unique opportunity to showcase their work and findings to a wider audience, beyond the confines of their academic circle. This exposure not only helps in building their academic reputation but also enhances their visibility within their peer network and community ultimately enriching their academic journey and future career prospects.

References:

de Lima, D. P., Gerosa, M. A., Conte, T. U., & Francisco, J. (2019). What to expect, and how to improve online discussion forums: The instructors’ perspective. Journal of Internet Services and Applications, 10(1), 1-15. https://doi.org/10.1186/s13174-019-0120-0

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.

DB 3 Program Models – Bilingual & ESOL Questions

CREATE A COMPARATIVE TABLE WITH AT LEAST 3 POINTS: How do the BLUEPRINT FOR ENGLISH LANGUAGE LEARNER/MULTILINGUAL LEARNER (ELL/MLL) SUCCESS http://www.nysed.gov/common/nysed/files/nys-blueprint-for-ell-success.pdfLinks to an external site. and CR Part 154 Comprehensive ELL Education Plan (CEEP) and ENL staffing requirements connect with each other? http://www.nysed.gov/bilingual-ed/cr-part-154-comprehensive-ell-education-plan-ceep? Links to an external site.http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/enl-k-8-units-of-study-table-5-6-15.pdfLinks to an external site.
How might the principles of CLT be applied or adapted to meet the challenge posed by the following context? Students seem to be shy and unaccustomed to discussing topics of a personal or social nature with one another, and the teaching approach is very teacher-centered. Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (Chapter 2). Heinle ELT. Kindle Edition.

Kenia Torres’ DB Contribution

Program Models	Blueprint for English Language Learner/ Multilingual Leaner (ELL/ MLL) Success	CR Part 154 Comprehensive ELL Education Plan (CEEP) and ENL staffing requirements
School and school leaders role in education	Ensuring that districts and school leaders are trained in meeting the needs of ELLs/MLLs in order to cultivate a school culture of high expectations.	As in previous years, all Local Educational Agencies (LEAs) are required under Part 154 of the Commissioner’s Regulations (CR Part 154), to develop a CR Part 154 Comprehensive ELL Education Plan (CEEP) to meet the educational needs of English Language Learners (ELLs) (CR Part 154-2[b]).
Instructional guidelines for educators of the program models	Requires educators to design and deliver instruction that is culturally and linguistically appropriate for all diverse learners, including those with Individualized Education Programs (IEP).	Requirements that outline specific instructional time for ELLs, are dependent upon students’ language proficiency levels.
Instruction that is grade-appropriate, and academically rigorous	This model requires school districts and schools to engage all English Language Learners/Multilingual Learners in instruction that is grade-appropriate, academically rigorous, and aligned with the New York State Prekindergarten Foundation for the Common Core and P-12 Common Core Learning Standards.	The CEEP is divided into multiple sections in which LEAs must outline how they are addressing the needs of their ELLs and describe their strategic plan for providing grade-appropriate, linguistically and academically rigorous instruction that will allow ELLs to meet the Next Generation Learning Standards.

Table by Kenia Torres, Touro University Bilingual Certification Extension Candidate

2. How might the principles of CLT be applied or adapted to meet the challenge posed by the following context? Students seem to be shy and unaccustomed to discussing topics of a personal or social nature with one another, and the teaching approach is very teacher-centered. Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (Chapter 2 Heinle ELT. Kindle Edition.

Communicative language teaching facilitates language learning by assisting learners in using language in real world circumstances that they are likely to encounter. As described by Celce-Murcia, M. (2013), CLT emphasizes language learning “for the purpose of communicating with others”. In the situation described above, the educator may develop a more CLT teaching approach by encouraging students to speak in English to the best and or most desirable extent possible. Further, the teacher may have students to develop rapport with one another by discussing their interests and or concerns with one another and working in groups. This will make them more comfortable talking to one another in a casual setting. Finally, the educator can also develop peer and teacher relationships by increasing interactions with students and asking questions that can lead to more responses from students and create an environment for more personalized discussions.

References:

References

Blueprint for english language learner success – new york state … (n.d.). https://www.nysed.gov/sites/default/files/nys-blueprint-for-ell-success.pdf Links to an external site.

Celce-Murcia, M. (2013). Teaching English as a Second or Foreign Language. Fourth Edition. Heinle Cengage Publishing. ISBN-13: 978-1111351694

CR Part 154 comprehensive ell education plan (Ceep). New York State Education Department. (n.d.). https://www.nysed.gov/bilingual-ed/cr-part-154-comprehensive-ell-education-plan-ceepLinks to an external site.

Cr part 154-2 (K-8) english as New Language (ENL) units of study and … (n.d.-b). https://www.nysed.gov/sites/default/files/programs/bilingual-ed/enl-k-8-units-of-study-table-5-6-15.pdf Links to an external site.