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.
The assignment was to create a list of technology tools that not only aid teachers in instructional strategies and curriculum development but can also facilitate community outreach and engagement. I selected 9 tools that I currently use and explained how each tool can be used in an educational context for ELL students and for community outreach within my school. I used a padlet as I felt it was the best way to highlight each tool/website, it provides a clear view of the link, description and analysis. The assignment helped me further understand how many technological tools are used within a classroom.
Oralia Lainez-Tutka is a 4th year middle school Spanish teacher. This is her second semester with Touro University through the TESOL program.
“Although I have just begun my Touro journey, I do feel it is a positive one. My classes have supported my teaching, provided ample support, and I have been able to practice strategies and apply knowledge from my classes to my teaching. ”
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.
Anastasios Panagiotidis is a dedicated high school Earth Science teacher serving the South Huntington Union Free School District. As he approaches his tenure year at the age of 25, he recognizes that his career is still in its early stages. However, his passion for education and commitment to fostering a supportive and inclusive learning environment drive his work every day. Inspired by the culturally and academically diverse student population he teaches, he strives to design engaging, student-centered lessons that not only address individual needs but also connect learning to real-world contexts. His ultimate goal is to ensure that every student, regardless of their language proficiency or academic abilities, has the opportunity to reach their fullest potential under his instruction.
Touro University contributes to the tools, knowledge, and wisdom I strive to acquire as I continue to develop and mature as an educator, while allowing me the opportunity to broaden my horizons in a wide variety of areas relative to the rapidly evolving field of education.
Anastasios Panagiotidis, Touro University TESOL candidate
The SIOP Model: An Essential Framework for ESL Instruction by Prof. Dr. Jasmin Cowin
The Sheltered Instruction Observation Protocol (SIOP) is a research-based instructional model designed to support English Learners (ELs) in developing both content knowledge and English language proficiency simultaneously. Developed by Echevarria, Vogt, and Short, the SIOP model provides a structured approach to lesson planning and delivery, ensuring that ELs receive comprehensible input and meaningful language support across content areas.
As a TESOL educator, understanding and implementing the SIOP model is essential for effective ESL instruction. The model provides a structured yet flexible framework that ensures ELs have equitable access to academic content while simultaneously developing their language proficiency. By integrating language and content instruction, teachers can create an inclusive classroom environment that promotes both linguistic and cognitive development for English Learners.
The SIOP Model: Components and Structure
The SIOP framework consists of eight interrelated components that guide teachers in designing effective lessons for ELs:
Lesson Preparation
Clearly defined content and language objectives
Use of supplementary materials to support comprehension
Meaningful activities that integrate both content and language practice
Building Background
Explicitly linking students’ background knowledge to new content
Connecting past learning experiences to new concepts
Introducing and reinforcing key vocabulary
Comprehensible Input
Adjusting speech for EL proficiency levels
Using clear explanations of academic tasks
Incorporating visuals, gestures, and realia to support understanding
Strategies
Teaching students learning strategies to support comprehension
Encouraging metacognitive awareness and self-monitoring of learning
Scaffolding tasks through teacher modeling, guided practice, and peer collaboration
Interaction
Promoting student-to-student discourse using structured peer interactions
Designing opportunities for extended academic conversations
Encouraging collaborative learning experiences
Practice & Application
Providing hands-on learning experiences
Integrating reading, writing, speaking, and listening activities
Allowing ELs to apply language skills in meaningful contexts
Lesson Delivery
Ensuring objectives are clearly communicated and met
Keeping students engaged and maintaining an appropriate pace
Aligning instruction with student needs
Review & Assessment
Regularly reviewing key concepts and vocabulary
Conducting formative assessments to monitor comprehension
Providing feedback to guide language and content development
Anastasios Panagiotidis’ Discussion Board provides excellent insight into Building Background.
Literacy [MS] The Master of Literacy program prepares teachers to become Literacy Specialists who work with students with reading and writing difficulties. The program includes ample field experience and leads to certification in both Birth – Grade 6 and Grades 5 – 12. Classes are offered online, as well as on site in Bay Shore in the evenings.
Alissa Fernstrom is currently a Teaching Assistant for a Special Education classroom in the Herricks School District. She completed her undergraduate dual degree in Early Childhood and Childhood Education at Molloy College, graduating in 2018. Afterward, she took graduate courses through Queens College to obtain her Special Education certification before selecting Touro University to obtain her Masters in Literacy. In addition to teaching in the classroom, she teaches dance, which allows her to share one of her life-long passions with others.
My time here at Touro has not been traditional, but the flexibility of the online program coupled with the supportive professors and staff, have made my journey to obtain my Masters in Literacy one I will forever be grateful for.
Alissa Fernstrom, Masters in Literacy, Touro University
Part I
a. Identify techniques for connecting students’ personal experiences and past learning to lesson concepts.
“It is a widely accepted notion among experts that a learner’s “schemata”—knowledge of the world—provides a basis for understanding, learning, and remembering facts and ideas found in texts” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.72). This fact is important to consider as a teacher, specifically of ENL students, because every learner comes into the classroom with their own set of knowledge that can be tapped into and utilized to help them better understand the new content being taught. One technique to connect students’ past experience with new lesson concepts is the use of anticipation guides. These guides consist of a number of statements that students can agree or disagree with based on their background knowledge of the topic being taught. This serves not only to activate their prior knowledge, but also to set a purpose for what they are to learn during the lesson. These questions should also be revisited at the end of a lesson in order to address any misconceptions and help students make new connections. Another technique that should be used when activating prior knowledge is culturally responsive teaching. Since students from different cultures will have vastly different experiences from their peers, it is important to consider that the way in which they will react to new information may not align with the way their peers do. It has been “questioned whether we can assume that students from every subculture will have the same experience with, or emotional reaction to a story or article, or whether we should expect the same outcomes from them” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.73). Teachers must consider that a student’s reading comprehension may be affected by their prior experiences or background knowledge and may not interpret a situation in the expected way. This is why culturally responsive teaching is a very important technique to utilize with ENL students.
b. List 2 elements of academic language and describe their importance for English learners.
”Academic language involves the use of more sophisticated sentence structures and forms of expression than are found in everyday conversation” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.76). This language is commonly seen in the content subject areas and leads to academic success. This type of language can be broken down into two specific groups, content vocabulary and general academic vocabulary. Content vocabulary “are the key words and terms associated with a particular topic being taught” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.76). These words are normally found in bold in the informational texts students read about a topic. They also include the words students need to know in order to share their thinking about a topic, such as character and setting. General academic vocabulary “are academic words and phrases students must learn because they are used in all academic disciplines” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.77). These types of words are not normally explicitly taught, but should be since they are words commonly seen in every academic setting. These words may have multiple meanings depending on the content being explored and can cause issues for ENL students. These words also help students to understand how information may be provided to them and how they are expected to interact with it. Both types of academic language are important and should be taught when working with ENL students.
Part II
a. Describe 1 activity YOU used during this week to introduce key academic subject-specific vocabulary for your ENL students. (p 76/77) divide your academic vocabulary using words from these three groups: content vocabulary, general academic vocabulary, word parts: roots and affixes?
This week, I introduced academic subject-specific vocabulary to my 5th grade class, of which one student is an ENL student. We started a new science topic entitled “Got Water?” which focuses on the different spheres of the earth, specifically water. The way in which I introduced these words was by providing students with a list of the words and a picture to accompany each that they glued into their science notebooks. The pictures served as a great way for not only my ENL student, but for all students in my special education room, to create a concrete picture in their mind of what each word meant. Once students had their list, we went through each word one by one, giving students a chance to share their own background knowledge and build upon the definition I had given by using the word in a sentence. This allowed all students to participate and utilize the new vocabulary in a way that was familiar to them. We also talked about the prefixes on some of the words and had students share other words they knew of that started in a similar way. This further helped students to solidify the meaning of these new words.
general academic vocabulary: observation, inference, cycle
roots and affixes: hydro-, bio-
b. Describe 1 activity YOU used during this week to introduce general academic or language function vocabulary for your ENL students (p 76/77).
In our reading unit, students are working on a culminating project with their fantasy novels. The general academic words that were introduced and utilized this week to start this project were compare, contrast, and support your answer. The overall task is for students to pick two elements of a fantasy book and compare and contrast how these elements are seen in the class read aloud and their independent book. In order for students to effectively complete the assignment, they first had to understand what these general academic words mean. I started by simply writing both words on the board and having students use any prior knowledge they had about each word to create their own definition. Since these students are in 5th grade, they had all, including my ENL student, been exposed to these words and were quickly able to come up with definitions as a class. They also identified that we could use a venn diagram to help us compare and contrast the two books. Utilizing charts is a great way to help all students organize their thinking. Finally, we discussed what it means to support your answer. We first compared it to our math lessons when we are always asked to show our work. Students were able to make the connection that the work supports our answer and that in the case of reading, the words in the book are our support. This helped them to realize that supporting their answers in reading meant going back into the text.
c. Use one of the methods described (p 82 – 88) in YOUR classroom and describe what happened – please include a photo of any of YOUR realia/anchor chart/game cards.
The method I chose to utilize with my class is a word wall. A word wall is a place for relevant content words to be displayed in alphabetical order. “These words are revisited frequently throughout the lesson or unit, and students are encouraged to use them in their writing and discussions” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.85-86). I decided that a word wall could be a great way to display our new science words for students. I noticed that once the words were visible to students at all times, they were more likely to use the words when answering questions, not only during our science lessons, but making connections back to them throughout the entire day. For example, students spoke about how our predictions at the end of our chapter in reading were really inferences because we were using what we saw in the book to make a guess as to what would happen. This was so amazing to see as a teacher and hearing students that are both in special education and ENL utilize such sophisticated language in an appropriate way showed me how impactful such a simple vocabulary method could be.
C Vogt, M., Echevarria, J. J., & Short, D. J. (2016). Making content comprehensible for English Learners. (5th ed.). Pearson: New York.
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.
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
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.
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
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.
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.
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.
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.
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.
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
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