LANGUAGE TRANSFER AND ITS ROLE IN LEARNINGENGLISH: A GUIDE FOR TESOL EDUCATORS (C) by Dr. Jasmin Cowin

TESOL/ENL and EFL professionals, I am pleased to share an infographic that surveys language transfer patterns among five commonly encountered groups in our multilingual classrooms: Ukrainian, Haitian Creole, Arabic, Urdu, and Spanish speakers. Titled Language Transfer and Its Role in Learning English, this visual aid illustrates each group’s potential positive transfers—such as Spanish-English cognates and shared SVO structures in Arabic and English—alongside likely areas of interference, complemented by targeted instructional strategies.

What distinguishes this resource is its in-depth focus on language-specific phenomena. The infographic addresses how Ukrainian speakers, already comfortable with a variant of the Latin alphabet, can make rapid gains in early literacy, yet often need focused practice differentiating English vowel contrasts. For Haitian Creole speakers, cognates derived from French (e.g., enfòmasyon and information) can aid vocabulary development, though the absence of inflected tense markers in Haitian Creole necessitates deliberate instruction in English verb conjugation. Arabic speakers, meanwhile, benefit from certain structural parallels with English but can face persistent challenges with the /p/ and /v/ phonemes; the infographic offers suggestions for minimal-pair drills to facilitate more accurate pronunciation. Urdu speakers may find vocabulary bridges through English loanwords yet need explicit guidance on word order, especially given their SOV home-language structure. Spanish speakers have an extensive network of cognates at their disposal, but can also benefit from carefully designed lessons that address interference in areas such as adjective-noun agreement or false friends.

If you are interested in enriching your understanding of how language transfer shapes English acquisition, this infographic may offer practical insights. I hope you will be able to adapt the infographic to your unique contexts and share reflections or additional ideas for fostering language transfer in action.

Language Transferwcopyright Download

#TESOL #EFL #LanguageTransfer #TeachingStrategies

Touro University TESOL Candidate Ivelisse Martinez’s Technology Field Experience on Technology

Teaching English to Speakers of Other Languages

New York is a state that speaks many languages. We need teachers who can find the common ground.

The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

Academically rigorous and practice-intensive, the 33-credit program includes 5-15 hours of fieldwork embedded in each course

The outlined field experience for EDDN 635 Curriculum Development and Classroom Management in the Technology Era is AI-resistant because it involves components that require direct human interaction, practical observation, and context-specific reflection that cannot be adequately replicated or performed by AI. Here’s a detailed breakdown of why this field experience ensures the authenticity of candidates’ engagement:

Dual Observational Role
Classroom Observation: Observing educators working with English Language Learners (ELLs) or bilingual students requires attention to the nuances of teaching strategies, classroom dynamics, and student interactions.
Library Observation: Observing how technology supports literacy development in a library setting involves recognizing non-verbal interactions, how students engage with resources, and the librarian’s role—all tasks requiring human presence and contextual understanding.
Interviews with ICT Specialists and Educators
Conducting interviews demands human interaction skills, including the ability to ask follow-up questions, interpret verbal and non-verbal cues, and build rapport with interviewees.
The responses gained from interviews are context-dependent and tied to the unique policies, practices, and challenges of the specific school or district, further grounding the experience in local realities.
Reflection and Synthesis
Reflection Paper: Writing a paper based on observations and interviews requires critical thinking, personal insights, and the ability to synthesize information from varied experiences. This process is inherently human and tied to individual perspectives.
Multimedia Presentation: Creating a presentation involves selecting and interpreting data, integrating visuals, and crafting a narrative that demonstrates deep understanding. These tasks necessitate creativity and critical analysis unique to the candidate.
Time Log and Deliverables
Keeping a time log and taking observation notes are tasks tied to the candidate’s direct presence and engagement in specific activities. AI cannot generate authentic records of these experiences.
The requirement for notes, interviews, and multimedia outputs ensures that the candidate participates actively and generates original content based on their unique experiences.
Practical, Contextual Learning
Observing technology use in real classrooms and libraries exposes candidates to the complex, real-world application of digital tools. This type of learning requires adaptability, contextual awareness, and the ability to assess practical challenge.
TESOL and Digital Education Principles
The experience aligns with principles of TESOL and digital education, emphasizing the strategic integration of technology to meet linguistic and academic needs. Candidates must demonstrate their ability to observe, analyze, and apply these principles in a practical, context-specific manner.

The EDDN 635 field experience is rooted in direct, human-centric engagement with educators, students, and environments. It emphasizes real-world interaction, critical reflection, and contextualized learning—all elements that demand active participation and cannot be substituted with AI tools. The requirement for personalized insights and tangible deliverables ensures that candidates engage meaningfully, fostering skills and knowledge essential for their professional growth in TESOL and digital education.

Ivelisse Martinez has a bachelor’s degree in Education from Brooklyn College and is currently pursuing a master’s degree in TESOL at Touro University. She is passionate about empowering young learners, particularly those learning English as a second language. Inspired by her own teachers as a child, she sees a reflection of herself in many of her students, understanding firsthand the challenges and joys of learning a new language. As a former ELL, her goal is to inspire and support the next generation of learners on their educational journey.

Teaching is a way of giving back the inspiration and support you once received, guiding others to see their potential and know that every challenge is a stepping stone toward success.
Ivelisse Martinez, Touro University TESOL Candidate

Ivelisse Martinez EDDN 635 -Field Experience Download

Ivelisse MartinezFieldwork Accountability Form TESOL_BLE 635 (2)Download

Ivelisse Martinez EDDN 635 Fieldwork report Download

Touro University TESOL Candidate Hamida Abdalla’s Technology Integration Fieldwork Project for EDDN 635

Teaching English to Speakers of Other Languages

New York is a state that speaks many languages. We need teachers who can find the common ground.

The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

Academically rigorous and practice-intensive, the 33-credit program includes 5-15 hours of fieldwork embedded in each course

Hamida Abdalla is 22 and holds a bachelor’s degree in Childhood Education. She is pursuing a master’s degree in TESOL to help students develop their English language skills. Her goal is to create a supportive and accessible learning atmosphere that assists English language learners in improving their English language abilities, ensuring that every student can communicate effectively and achieve academic success.

Although this is only my first semester at Touro, I have gained valuable expertise to foster an inclusive learning environment where all students, regardless of their proficiency level, can thrive and reach their full potential.

Hamida Abdalla, Touro University, TESOL Candidate

Ms. Abdalla submitted an exemplary and rich Field Experience for EDDN 635: Curriculum Development and Classroom Management in the Technology Era which required that”Candidates will engage in a dual observational role: in the classroom with English Language Learners (ELLs) or bilingual students, they will examine how educators integrate technology to enhance language instruction and manage a diverse classroom; in the school library, they will observe the role of technology in supporting literacy skills among linguistically diverse students.”

This field experience assignment is AI-proof because it demands direct personal observation and critical analysis of real-world classroom dynamics and personal interactions that cannot be fabricated by AI systems. The requirement for candidates to simultaneously examine classroom technology integration for ELL students and library-based literacy support creates a complex, interconnected observational task requiring authentic human presence and professional judgment. The rich, contextual details that emerge from observing how educators and librarians support linguistically diverse students through technology cannot be convincingly generated by AI, as these observations must draw from genuine human experiences, professional educational insights, and a nuanced understanding of how different learning environments complement each other.

EDDN 635 Classroom Observation Notes -2 Download

EDDN 635 Interview Notes Download

EDDN 635 Multimedia Presentation-2 Download

Touro University TESOL Candidate Ivelisse Martinez’s Teaching Resources for TESOL Teachers

Teaching English to Speakers of Other Languages (TESOL) [MS]
We offer a Master of Science in TESOL appropriate for NYS-certified PreK-12 teachers interested in expanding their teaching fields to ESL or strengthening their capacities to serve a diverse student body. Evening, Sunday, and online courses are available.

Teaching English to Speakers of Other Languages

New York is a state that speaks many languages. We need teachers who can find the common ground.

The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

Academically rigorous and practice-intensive, the 33-credit program includes 5-15 hours of fieldwork embedded in each course and at least 10 days or 50 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

Ivelisse Martinez holds a bachelor’s degree in Education from Brooklyn College and is currently pursuing a master’s degree in TESOL at Touro University. She is passionate about empowering young learners, particularly those learning English as a second language. Inspired by her own teachers as a child, she sees a reflection of herself in many of her students, understanding firsthand the challenges and joys of learning a new language. As a former ELL, her goal is to inspire and support the next generation of learners on their educational journey.

So far I have been able to observe in both an ENL pullout classroom and ENL push-in periods. I notice the difference between the teacher when she has access to her materials and room versus a push-in period where the room is shared with the classroom teacher.The teacher has to use various tools depending on the setting but one tool that stays consistent for instance is the use of the pocket talk. The pocket talk device allows the teacher to translate in real time, two way translation and access to 84 plus languages all in one small device. (Here is the link to the device Pocket Talk).”

“Teaching is a way of giving back the inspiration and support you once received, guiding others to see their potential and know that every challenge is a stepping stone toward success.
Ivelisse Martinez, Touro University TESOL Candidate

Touro University TESOL Candidate Zeynep Yildirim on Communicative Language Teaching

Teaching English to Speakers of Other Languages

New York is a state that speaks many languages. We need teachers who can find the common ground.

The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

Zeynep Yildirim: As a dedicated general education teacher, she is passionate about fostering an inclusive classroom where all students can thrive. Currently expanding her expertise in TESOL, she aims to better support English Language Learners and enhance their educational experience. Her goal is to integrate this specialized knowledge into her teaching practice to ensure every student has the opportunity to succeed.

As a professor, I am pleased to endorse her as an outstanding student whose dedication and skill set in supporting English Language Learners (ELLs) are exemplary. She demonstrates not only a strong foundation in analytical and practical skills but also deep insights into the unique needs of ELL students. Her commitment to her studies is matched by her drive to make a meaningful impact in the field. Her impressive ability to integrate theoretical knowledge with actionable strategies makes her exceptionally well-prepared to serve and advocate for ELLs, contributing to their academic growth and overall success. Our Touro University TESOL students are exceptional!

My journey at Touro College is more than academic—it’s a path of discovery, resilience, and dedication. Each day, I’m not just learning; I’m evolving, ready to bring meaningful change to the lives of those I teach.
Zeynep Yildirim, Touro University TESOL Candidate

MINI LESSON VIDEO LINK

Zeynep Yildirim’s Mini Lesson on Communicative Language Teaching

Zeynep YildirimMethods paper Download

Zeynep YildirimDescribing Actions with Simple Present Verbs Download

Touro University TESOL Candidate Julianna Walter’s Text Analysis and Critique for EDDN 637 – “Marisol McDonald Doesn’t Match” by Monica Brown

Teaching English to Speakers of Other Languages

New York’s classrooms are some of the most culturally and linguistically diverse in the country. Our TESOL certificate program prepares NYS-certified teachers to provide responsive, comprehensive education to students of every background.

EDDN 637 Second Language Learners and the Content Areas

Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.

Julianna Walter, a 22-year-old graduate student in the TESOL program at Touro University holds an undergraduate degree in Elementary Education with a focus on both General and Special Education. Her passion for working with children and shaping young minds has always been a driving force in her career and studies.

“As a first-semester student in the TESOL program, I have already gained valuable strategies and tools for supporting English language learners, which I am eager to incorporate into my future classroom.”
Julianna Walter, TESOL program at Touro University

Excerpt by Julianna Walter, TESOL program at Touro University

Sentence Structure:

There are various sentence structures within the story ranging from short to long. The average sentence length in this story is 8 words. An example of a short sentence structure, with

minimal words, in the story is “Then I see him” (HMH, 31). This is one of the few short sentences in the story, as most sentences are longer and filled with detailed ideas that add to their length. An example of a longer sentence written in the story is “When I wake up on Saturday I put on my pink shirt, my favorite polka dot skirt, and my favorite hat— the one my abuelita brought me from Peru” (HMH, 30). Simple and complex sentence structures are also displayed throughout the story. The sentence “I like to wear polka dots” is an example of a simple sentence because it possesses a subject-verb-object structure. These types of sentences are more clear and straightforward making it more understandable for ELL students. Compound sentences “contain more than one independent clause” (Four Types of Sentences to Know). An example of a compound sentence in the story is “I am part Peruvian, and I am part Scottish” ( This sentence combines two related ideas with a conjunction. By basing this lesson on a story with various sentence lengths and structures it helps to build the students comprehension abilities. Second language learners will be able to improve their fluency and practice decoding words.

Juliianna WalterEDDN 637 Text critique and analysis Download

Touro University TESOL Candidate Ariana Vargas’ Video on using WIDA

Teaching English to Speakers of Other Languages

New York is a state that speaks many languages. We need teachers who can find the common ground.

The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

What You’ll Learn

Each course tackles a distinct aspect of teaching English Language Learners, from curriculum development in a multicultural context to general and special education student assessment to sociolinguistics and second language acquisition. We explore the impact of cultural and language diversity on individual learning and community development.

Our goal is to train teachers to create effective, responsive learning environments where all students can thrive.

Online courses are available, and students can transfer up to twelve credits from previous graduate-level study toward our requirements. Students pursuing an Advanced Certificate in TESOL may apply their credits toward the Master’s degree. Completion of the program makes you eligible for New York State certification as a TESOL teacher for PreK-12.

If you have questions about our admissions requirements, certification guidelines, or transfer credits, feel free to contact us.

Ariana Vargas is a Mexican-Peruvian American who grew up in a predominantly Hispanic community, where she observed firsthand the challenges faced by students learning English as a new language. Despite these challenges, she found the experience deeply rewarding. Now, as a teacher in that same community, she is passionate about her work and finds joy in every moment of teaching.

Touro University has given me the tools and resources to not only be a good educator but be one that is always ready to learn. Ariana Vargas, Touro University TESOL Candidate

Touro University TESOL candidate Ariana Vargas’ Video on using WIDA in her teaching

Touro University TESOL Candidate Kenia Torres’ Tech Tools

EDDN 635 Curriculum Development and Classroom Management in the Technology Era

This comprehensive course builds upon the foundation of curriculum development and classroom management in the context of teaching English language learners. Expanding its horizons to embrace the digital age, the course adeptly weaves innovative technology integration into the domain of Teaching English to Speakers of Other Languages (TESOL). Crafted to empower prospective TESOL/BLE educators, the course hones in on fostering competence in designing, implementing, assessing, and reflecting within diverse language learning environments, all while capitalizing on the potential 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 fieldwork.

Kenia Torres is a Bilingual Kindergarten teacher in the Brentwood Union Free School District. She received her Bachelor’s Degree in Child Studies with a concentration in Speech Communication from Saint Joseph’s University, a Bilingual Extension from Touro University, and is currently enrolled in a TESOL program at Touro University. Kenia is passionate about developing a classroom community that allows all children to achieve their academic and personal goals. In the future, she would like to pursue an educational leadership role to empower educators and students to catalyze school success. A quote that reflects Kenia’s vision of the educational field is: “Tell me and I forget, teach me and I remember, involve me and I learn.”- Benjamin Franklin

The assignment for EDDN 635 Curriculum Development and Classroom Management in the Technology Era was: To curate a list of technology tools that not only aid in instructional strategies and curriculum development but also facilitate community outreach and engagement.

Introduction: Briefly discuss the importance of integrating technology in education and its possible role in using it for community engagement.

Selection of Technology Tools: Choose 9 technology tools, ensuring a mix that includes tools for both educational purposes and community outreach. These tools could range from educational platforms and apps to communication and social media tools.

Tool Descriptions: Provide a concise description of each tool, highlighting its key features and the URL. Explain how each tool can be used in an educational context and for community engagement.

Practical Applications: Illustrate practical examples of how these tools can be integrated into teaching, curriculum design, and/or community outreach initiatives. Examples could include using social media for parent-teacher communication, blogs for student projects showcased to the community, or collaborative platforms for community-based projects.

Reflection and Analysis: Reflect on the potential impact of these tools on enhancing educational experiences and community relations.
Analyze any challenges or limitations in implementing these tools for both educational and outreach purposes.

Format and Submission: Choose of format of your choice – possibly a Storybook, Padlet, Flipgrid etc.

Kenia Torres’ submission
click:
Tech Tool (padlet.com)
Kenia Torres, TESOL Candidate, Touro University

Touro University TESOL Candidate Cassandra Fegert’s Mindmap on Comprehensible Input & Teaching Strategies

EDDN 637 Second Language Learners and the Content Areas

Bio: Cassandra Fegert is an English Language Arts high school teacher in Queens, New York. She is always seeking ways to underscore the importance of language and literacy while promoting student agency in her teaching. Having taught both English to native speakers and those learning English as a new language, she seeks to incorporate various ways of knowing in her classroom.

My journey at Touro has been an exciting one filled with immersive and innovative practices that enrich my pedagogical framework.
Cassandra Fegert, Touro University TESOL Candidate

Touro University TESOL Candidate Gabrielle Woerner’s Mindmap on Comprehensible Input & Teaching Strategies

EDDN 637 Second Language Learners and the Content Areas

Gabrielle Woerner has been serving as a long-term substitute teacher for four years in District 75 within the NYCDOE. During this time, I received my teaching certifications in Early Childhood Education and Students with Disabilities. I decided to return to Touro University to obtain my Advanced TESOL Certification with the hopes of one day being a part of my multilingual students’ journey to acquiring English proficiency.

Through my time at Touro University, I’ve learned that every child has their own unique strengths, needs, and background which should be fostered to support their ability to achieve the best possible educational outcomes.
Gabrielle Woerner, Touro University, TESOL Candidate

Connecting Comprehensible Input Strategies to Teaching Strategies (1)Download