TESOL – Page 3 – Dr. J's Education Blog

Touro University TESOL Candidate Madison Derwin’s Field Log

MS in 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.

EDPN 673: Methods and Materials for Teaching English as a Second
Language

This course provides an 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 ENL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. The course also analyzes the applicability of applied linguistic studies to such teaching and the appropriateness of various methods and techniques to different developmental and skill levels. Special attention is given to curriculum development, planning and executing instructional activities. Additional emphasis is given to the selection of materials and the design of evaluation instruments for measuring cognitive development if the core subject areas.

This assignment focuses on exploring and analyzing K-12 pedagogical approaches, methods, and strategies relevant to teaching English to speakers of other languages (ESOL) in diverse classrooms. The objective is to develop a deep understanding of the strategies that effectively convey state and professional standards-based curricula to students from different age groups, ability levels, and cultural backgrounds. Additionally, the assignment aims to facilitate the development, adaptation, and evaluation of materials for lesson planning and assessment.

Originally from Long Island, New York, Madison Derwin holds a bachelor’s degree in Inclusive Childhood Education and is currently pursuing a graduate degree in TESOL. As an aspiring educator, Madison’s goal is to inspire students to reach their full potential through engaging lessons and hands-on learning experiences.

Ms. Derwin clearly connected her fieldwork to the course objective on second language teaching methods. Her interactions with the ENL-certified educator and attention to culturally responsive practices demonstrate strong professional engagement. Her descriptive focus on practical strategies such as scaffolding and visual aids, along with her recognition of the importance of inclusion and collaboration, reflects a thoughtful and intentional approach to her teaching observations.

“The only dreams impossible to reach are the ones you never pursue.”
Michael Declan

Madison FIELDWORK EDPN 673 Download

Touro University Bilingual Extension Candidate Kenia Torres on Differentiated Instructional Activities

There is a need for high-quality educators trained to offer bilingual education and services. For certified teachers and professionals, a bilingual certificate can extend your certification and opportunities. All Touro courses stress the importance of considering cultural factors alongside individual abilities in teaching bilingual students.

We offer three advanced certificates in bilingual education and services:

Bilingual General Education, PreK-12

The Advanced Certification in Bilingual General Education, PreK-12 is designed for mainstream teachers looking to work with bilingual students and teach your content area in two languages. This five-course program will equip you with the necessary knowledge, skills and strategies to effectively teach in bilingual classrooms, supporting students’ language development and academic success.

Courses

EDDN 636 – Linguistic Structure of the English Language – Sociolinguistic Perspectives

EDDN 638 – Teaching English as a Second Language through Modern English Approaches to Grammar

EDPN 671 – Theory and Practice of Bilingual and Multicultural Education

EDPN 673 – Methods and Materials for Teaching English as a Second Language

EDPN 675 – Methods and Materials for Teaching in the Native Language

Bilingual Special Education and Speech & Language Disabilities

The Advanced Certification in Bilingual Special Education and Speech & Language Disabilities is designed to prepare bilingual educational professionals to meet the unique needs of students with disabilities who are also English language learners. This five-course program will equip educators with specialized knowledge, skills, and strategies to provide effective bilingual education and services to students with special needs, speech and language disabilities, ensuring their academic, social and emotional growth. Upon completing this program, you will be equipped with the expertise and competencies necessary to positively impact the lives of students with disabilities who are English language learners.

Courses

EDSN 640 – Assessment of Individual Differences in General and Special Education: A Socio-Cultural Perspective

EDPN 671 – Theory and Practice of Bilingual and Multicultural Education

EDPN 672 – Methods of Teaching and Service Delivery in Languages Other Than English

EDPN 673 – Methods and Materials for Teaching English as a Second Language

EDPN 675 – Methods and Materials for Teaching in the Native Language

Bilingual Pupil Personnel Services

The Advanced Certification in Bilingual Pupil Personnel Services prepares educational professionals – including school psychologists, school social workers, school counselors, school administrators, and other pupil personnel services staff – to effectively support the diverse needs of bilingual students and their families. This four-course program will equip you with specialized knowledge, skills and strategies to provide culturally and linguistically responsive services, ensuring bilingual learners’ academic, social and emotional well-being.

Courses

EDPN 620 – Child Development and Learning in Cultural Context

EDPN 671 – Theory and Practice of Bilingual and Multicultural Education

EDPN 672 – Methods of Teaching and Service Delivery in Languages Other Than English

PSGN 698 – Field Experience in Bilingual Education and Service Delivery

Admissions Requirements

In addition to the general admission requirements, you must be able to document proficiency in the target language of instruction (download the Target Language Proficiency Verification Form).

To learn more about the program, contact us.

Wanda Agosto
Program Associate for TESOL & Teaching Literacy
wanda.agosto@touro.eduwanda.agosto@touro.edu (opens in a new tab)
646-777-9296

Seong-Shin Kim, Ph.D.
Program Chair for TESOL, Bilingual Programs & Teaching Literacy
seongshin.kim@touro.edu
646-777-9857

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 in 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 leader role to empower educators and students to catalyze school success.

A quote that reflects Kenia’s vision about the educational field is:

“A teacher affects eternity; he can never tell where his influence stops.” – Henry Adams.”

Video Kenia Torres on Differentiated Instructional Activities

Differentiated Assessment 673-Torres-1-1 Download

The Office of English Language Programs Certification: From Chalk to ChatGPT: Emerging Tech in ELT

I completed the Specialist Master Class! In this course, Specialists Jeff Kuhn and Elizabeth Plummer introduced foundational concepts and critical considerations for integrating emerging technologies, such as generative AI, in English language learning spaces.

Jasmin-Cowin-7-2024-Specialist-Master-Class-Group-C-2024-SMC-Certificate-Community-of-Practice Download

Sara Sylaj, Advanced TESOL Certificate Candidate at Touro University on Differentiated Assessment

Our advanced certificates lead to NYSED certification in specialized areas and an extension/annotation on your NYS teaching credentials.

The extra credits can make all the difference, and specialization can help make you a more marketable, knowledgeable, and well-rounded educator.

Intensive, focused coursework and hands-on learning are benchmarks of the advanced certificate programs at the Graduate School of Education. We unite pedagogical theory and classroom practice, explore innovative teaching and outreach methods, and emphasize culturally responsive instruction.

Pursuing an advanced certificate is an ideal—and affordable—way for experienced teachers and educational personnel to strengthen their expertise in a specific area, from program development for gifted children to teaching English Language Learners with disabilities.

Most programs require 12-15 credits, inclusive of fieldwork. Upon successful completion, you’ll be eligible for an extension/annotation on your New York State teaching credentials, and your earned credits can apply to an additional salary differential.

With advanced certification, not only will you be able to more effectively and compassionately serve diverse student populations, you’ll increase your value as an educator and improve your career prospects.

Teaching English to Speakers of Other Languages (TESOL)

Our 15-credit Advanced Certificate in TESOL will allow you to expand your teaching to ESL or strengthening your capacities to serve a diverse student body. Evening, Sunday, and online courses are available.

Sara Sylaj was born in Albania and moved to the U.S at the age of 12. She holds a master’s degree in Italian education from Hunter College and is seeking an advanced TESOL certificate at Touro University. She currently work as a substitute teacher in the NYC DOE.

My experience at Touro University has been fruitful and productive, learning about different strategies and tools I can use to meet English learners’ language and academic needs and help them build confidence in their abilities as they acquire new knowledge in different content areas.
Sara Sylaj, Advanced TESOL certificate candidate at Touro University

The assignment: Differentiated Assessment Using Authentic Student Products with Emphasis on The Practices and Principles of Differentiation

Assignment Objectives:

Understand and integrate principles of differentiation into assessment techniques.
Modify existing lesson plans to incorporate differentiated assessments using authentic student products.
Integrate and discuss anonymized student products, focusing on differentiating assessment based on readiness, interest, and learning profile.
Reflect on the practices and principles of differentiation and its impact on multilingual learners.

Paper:

Present both the original and modified lesson plans.
In-depth discussion on the integration of anonymized student products and their relevance to differentiated assessment.
Application of the differentiated strategies suchas Graphic Organizers, RAFTs, Choice Grids, VAK Tasks, etc. to provide clarity on the execution of differentiated assessment.

Video: Produce a 2-4 minute video presenting a chosen aspect of differentiated assessment, specifically showing how a student’s anonymized product illustrates YOUR PERSONALIZED differentiation in action.

Assignment Reflection:

Reflect on your understanding and application differentiation FOR ELLs/MLs.
Discuss how differentiated assessment, grounded in student readiness, interest, and learning profile, impacts multilingual learners.
Evaluate YOUR practices, challenges, and successes in implementing differentiation. Please note that you will write your reflection from an I-perspective, with explicit references to your work and professional growth.

Differentiated Instructional Activity Assignment Sara S Download

Differentiated Instructional Activity Assessment Download

Precision in practice: Structured prompting strategies to enhance TESOL by Dr. Jasmin Cowin

Introduction: Precision in Practice

A background in prompt engineering helps language educators refine curriculum development approaches, streamline lesson planning, and craft assessments and rubrics that address the diverse needs of multilingual learners (MLs). Educators can direct Large Language Models (LLMs) such as ChatGPT, ClaudeAI, Cohere, Gemini, and others to produce diverse forms of instructional content by crafting prompts to elicit specific language features, ranging from controlled grammar exercises to rubrics.

Cowin, J. (2025, March). Precision in practice: Structured prompting strategies to enhance TESOL. TESOL International On CALL Newsletter. https://my.tesol.org/news/1166339

Touro University TESOL Candidate Anastasios Panagiotidis on Complex Texts and Addressing Challenges for ELLs/MLs in the Content Area

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.

Anastasios Panagiotidis states that he is “a high school Earth Science teacher who proudly serves the South Huntington Union Free School District. As I enter my tenure year at the age of 25 my love and compassion towards the culturally and academically diverse student population have inspired me to craft lessons that not only target individual student needs but make learning relatable to the world outside of school. This is all in hopes that each student, regardless of language or academic abilities, can reach their highest possible potential through my instruction. “

I am eager to continue growing as a young educator, and Touro University has gifted me 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, TESOL candidate, Touro University

The assignment description: Text Analysis & Critique
Analyzing Complex Texts and Addressing Challenges for ELLs/MLs in the Content Area

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.

P_Text Analysis and Critique Download

Oralia Lainez-Tutka, a Touro University TESOL candidate on Curriculum Development and Technology

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 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. ”
Lainez-Tutka, TESOL candidate, Touro University

Jennifer Taranto, Touro University TESOL Master’s Candidate on Mindmaps and Technology Tools

EDDN 635 Curriculum Development and Classroom Management in the Technology Era

Jennifer Taranto, is currently enrolled in the Touro University TESOL master’s program. She earned a bachelor’s degree from Touro University in June 2023 and secured a teaching position immediately under a special education license. Now, in her second year of teaching, she approaches each day with a sense of gratitude and fulfillment. She shares: “This is my second year teaching, and every morning when I walk into my room, I feel extremely blessed and grateful.”

Touro is not just about learning facts, but about learning how to think, grow, and navigate the journey of becoming who I was meant to be.
Jennifer Taranto, Touro University TESOL master’s candidate

Jennifer Taranto: This was my first time creating a mind map. The assignment was to align NYS Next Generation Standards to the TESOL Curriculum. For aspiring ENL teachers, understanding how to align the NYS Next Generation Standards with TESOL instruction is crucial for delivering effective, meaningful, and legally compliant instruction. This alignment helps create an inclusive classroom where English learners can develop language proficiency while mastering grade-level academic content, ultimately setting them up for long-term success.

Jennifer Taranto: For this Padlet assignment in EDDN 635, I curated 9 favorite Tech tools. Each resource is broken down into descriptions, educational use, community engagement, and challenges. By completing this Padlet assignment, educators and students gain a well-rounded perspective on educational technology, learning how to leverage tech tools for student success, foster community connections, and navigate challenges. It is a valuable resource for future classroom integration and professional growth in a technology-driven educational landscape.

Touro University TESOL candidate Anastasios Panagiotidis’ Discussion Board on SIOP

Touro University TESOL: EDDN 637 – Second Language Learners and the Content Areas

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.

Screenshot 2025-02-24 at 10.19.52 PM.png

SIOP_ Building background Pagadiotidis Download

Touro University TESOL Candidate Julia Boris’ Mindmap on NYS Next Generation Standards

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.

We offer three Bilingual certificate programs to qualified educators and professionals seeking advanced bilingual certification:

Bilingual General Education, for mainstream teachers looking to work with bilingual students, teaching their content area in two languages
Bilingual Special Education and Speech & Language Disabilities, for special education teachers who want to work with bilingual students
Bilingual Pupil Personnel Services, for school counselors, social workers and psychologists, who want to work with bilingual students

All options include field experiences.

Julia Boris is in her third year teaching middle school Spanish to 7th and 8th graders. She is currently working towards her Masters in TESOL education. She loves to travel and learn about various cultures to bring her experiences into the classroom.

Julia Boris created a mind map comparing NYS Next Generation Standards to the National Standards in regards to TESOL Education. The mind map she created explains the differences expected for educators and students and their path to success.

“Touro has inspired me to be the teacher on a journey to connection and empathy. Touro has shown me that the students learn from us as much as we learn from them.”
Julia Boris, Touro University, TESOL Candidate