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 prepares candidates to be eligible for recommendation for ESL certification.
Samantha Howe, a Touro TESOL candidate, is a 5th grade teacher from Long Island. After receiving her bachelor’s degree in inclusive childhood education, she was accepted into the TESOL program at Touro University. She is passionate about providing an inclusive and equitable education for all students.
The TESOL program at Touro has provided me with valuable insights and necessary tools to better support my multilingual students.
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 50 hours of fieldwork andsupervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Marissa Diveris graduated summa cum laude from St. Joseph’s University in May 2022 with a History of Adolescent Education degree. She is currently pursuing an MS in Teaching English to Speakers of Other Languages at TOURO University. Marissa is working in a Long Island High School with English Language Learners during her role as an ENL Leave Replacement.
The opportunity to observe a crucial lesson in preparing ELL students for the Global II regents was extremely beneficial to me as a Social Studies teacher. It is important that students master the Enduring Issues Essay to do well on the NYS Regents Exam. English Language Learners need the appropriate support in order to work through their languageand cultural barriers.
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 50 hours of fieldwork and at least 20 days or 100 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Cristina Talarico is a teacher in the New York City Department of Education who is currently completing a Master’s Degree in TESOL at Touro College. As a part of the EDPN 673 Course, they fulfilled 15 hours of fieldwork where they observed and collaborated with ENL educators and interacted with diverse ELL students. Throughout this experience, she conducted interviews with both students and teachers to identify the most effective methods and approaches for teaching ELLs.
When choosing materials for educating our ELL students, educators must be knowledgeable about the ELL’s vocabulary and language proficiency levels in order to meet their academic needs. The vocabulary for this text is basic and should be familiar to most students at the Pre-K level. It uses simple and repetitive dialogue and introduces new characters on each page through the text and illustrations, repeating the sequence of events.
Cristina Talarico, Touro University TESOL Master’s Degree Candidate
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.
What You’ll Learn
The 15-credit program includes five courses—each with carefully designed fieldwork experiences—that emphasize both academic content learning and English fluency for English Language Learners.
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.
Paola Higuera is a NYC public elementary school teacher. She always wanted to be an ELL teacher and “is excited to be taking courses at Touro in the TESOL Certificate program. I was once an ELL student myself and look forward to providing ELL services to the future generations.”
Differentiated Instructional Activity Assignment The differentiated instruction definition refers to an approach to education whereby teachers make changes to the curriculum and the way they teach to maximize the learning of every student in the class (IRIS Center, 2021). This is not a singular strategy but a framework that educators can utilize. Carol Ann Tomlinson also notes that in differentiated instruction, the teacher anticipates the varying levels of students’ interests, readiness, and learning profiles. Subsequently, they can provide diverse ways of learning, enabling students to learn without being anxious because academic tasks are too difficult for them or being unmotivated because assignments are not challenging for them (ASCD, 2011). However, differentiated instruction is not the same as individualized instruction.
For your Differentiated Instructional Activity Assignment, you will use one of your content lesson plans you have already taught and make modifications to the following segments:
practice (how teachers deliver instruction to students), process (how the lesson is designed for students), products (the kinds of work products students will be asked to complete), content (the specific readings, research, or materials, students will study), assessment (how teachers measure what students have learned), and grouping (how students are arranged in the classroom or paired up with other students).
In the differentiated lesson, students will play equivalent fraction four in a row, equivalent fraction bingo and concentration equivalent fractions. Using games in the classroom increases student engagement, participation and motivation.
Touro University TESOL Candidate Crystal DeMarco’s Differentiated Instructional Lesson Planning. This “before” and “after” lesson planning assignment highlights the incorporation of instructional activities approximately midterm in our TESOL EDDN-637 course. Such personalized assignments show “proof-of-work” in the age of ChatGPT and focus on the practical application of course knowledge in the daily instructional TESOL/BLE teacher repertoire.
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. Touro University offers TESOL & Advanced Certificates 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.
Crystal DeMarco is a candidate in the TESOL Graduate Program at Touro University. She completed her undergraduate degree at the College Of Staten Island where she earned her Bachelor’s degree in Secondary Education in Social Studies. Crystal DeMarco writes that she “loves teaching, and learning new innovative ways to create an engaging curriculum for my students!”
The assignment description:
Differentiated Instructional Activity Assignment
The differentiated instruction definition refers to an approach to education whereby teachers make changes to the curriculum and the way they teach to maximize the learning of every student in the class (IRIS Center, 2021). This is not a singular strategy but a framework that educators can utilize. Carol Ann Tomlinson also notes that in differentiated instruction, the teacher anticipates the varying levels of students’ interests, readiness, and learning profiles. Subsequently, they can provide diverse ways of learning, enabling students to learn without being anxious because academic tasks are too difficult for them or being unmotivated because assignments are not challenging for them (ASCD, 2011). However, differentiated instruction is not the same as individualized instruction.
practice (how teachers deliver instruction to students),
process (how the lesson is designed for students),
products (the kinds of work products students will be asked to complete),
content (the specific readings, research, or materials, students will study),
assessment (how teachers measure what students have learned), and
grouping (how students are arranged in the classroom or paired up with other students).
You will submit both the original content lesson and plan and the lesson plan with differentiated instructional activities, with a reflection of your professional growth completing this assignment. Your product for Differentiated Instructional Activity Assignment will be:
A paper including the original lesson plan/differentiated lesson plan with all materials
3-4 minute video showcasing (this means you are pretend teaching) one specific aspect of one Differentiated Instructional Activity – your video submission must be a link, not a file. You may use YuJa, Screencast-O-Matic or any other tool. You can also upload your file to Google drive and share that link. No files which need to be downloaded to view will be accepted.
Touro University offers TESOL & Advanced Certificates 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.
The assignment: Text Analysis & Critique Assignment Description
Following discussion on the cognitive and linguistic demands of the content areas, you will apply these ideas by closely analyzing a chapter, or an aspect of one content-area text currently in use or recommended by New York State/BOE. Upon analysis of underlying concepts, you will develop a thesis and purpose of your analysis. You will sequence your ideas with evidence from the text supporting important points. Your Critique will feature substantial, logical, and concrete development of ideas describing what makes that concept or section challenging for ELLs. Length: 3-4-page paper (typed, double-spaced, 12-point font) please see grading rubric.
Demonstrate an understanding of various text analysis techniques in relation to educational content-area texts.
In written form effectively articulate, evaluate and critique educational content-area texts concepts using professional TESOL language, theory and standards.
Ask questions from the view of an ELL/ESL learner that can be meaningfully answered using content-area text analysis.
Evaluate evidence; interpret data such as: ELL students cannot glean meaning from context when they have too many words to decipher.
Express yourself effectively on graduate level writing
By analyzing lexical density of the text, come to a conclusion whether the text is informative and difficult or not.
Classroom teachers need to help ELLs build background knowledge and teach unfamiliar vocabulary before presenting a new concept. Some specific challenges that ELLs face when reading new material include the following:
Comprehending a text that contains a large number of unknown words. Students cannot glean meaning from context when they have too many words to decipher.
Understanding text that includes a profusion of idioms, figurative language, imagery, and symbolism.
Using homonyms and synonyms.
Deciphering regional U.S. dialects.
Grasping literary terms such as antagonist, protagonist, and denouement.
Understanding the cultural background depicted in a literary piece.
Recognizing correlations between letters and sounds. ELLs may come from a language background where the sound/symbol correspondence is very different from that of English.
Comprehending the meaning of a text. ELLs will often memorize the rules for decoding written English and read fluently; however, they do not understand what they have read.
Touro University TESOL candidate Dayna Stechel is from Queens, NY, and is in her 3rd semester at Touro University. She attended SUNY New Paltz for her undergraduate degree in early childhood and childhood education. She is substitute teaching in the NYC public elementary schools.
Lexile Levels and ATOS Levels are used to analyze texts and books. Both of these systems, as well as others, determine the readability of a text. “ATOS is a measure of readability—in other words, a readability formula designed to guide students to appropriate-level books. ATOS takes into account the most important predictors of text complexity—average sentence length, average word length, and word difficulty level” (ATOS, 2022). When analyzing this text, Chapter 3, Models of The Earth, using the ATOS Levels, I analyzed a section discussing topographic maps.
Teaching English to Speakers of Other Languages New York is a state that speaks many languages. We need teachers who can find common ground. The 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.
This week’s DB is constructing a mindmap of comprehensible input strategies AND connecting those to teaching strategies. Share the mindmap in your DB as a screenshot. You need to include your name in the mindmap, title it, and show the connections of comprehensible input strategies to YOUR teaching IN your CLASSROOM. Make sure you include all sources in your mind map.
Dayna Stechel is from Queens, NY, and is close to completing her Masters in TESOL at Touro University. She attended SUNY New Paltz for her undergraduate degree in early childhood and childhood education. She works as an elementary substitute teacher for NYC public schools.
Teaching English to Speakers of Other Languages New York is a state that speaks many languages. We need teachers who can find common ground. The 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.
This week’s DB is constructing a mindmap of comprehensible input strategies AND connecting those to teaching strategies. Share the mindmap in your DB as a screenshot. You need to include your name in the mindmap, title it, and show the connections of comprehensible input strategies to YOUR teaching IN your CLASSROOM. Make sure you include all sources in your mind map
Alexa Armentano is a candidate in the TESOL Graduate program at Touro University. She attended Hofstra University for her undergrad where she earned a dual degree in Early Childhood Education and Childhood Education and a Psychology degree. Fun fact! She coaches the Commack High School dance team. Her mindmap showcases different comprehensible input strategies.
In my online courses, starting the semester, I facilitate student discussions using Canvas Discussion Boards. Questions focusing on readings help students with critical analysis of the readings. Course progression starts folding in tech tools such as voicethread, videos, mind maps, infographics, etc. I believe discussion boards create opportunities and set the stage for active learning, developing critical thinking and writing skills relevant to the course subject. To nurture graduate writing skills, my discussion boards are required to use APA style referencing. This gives students an opportunity to engage in graduate writing and peer feedback. Jake LaNasa contributed a well-researched and thoughtful discussion board, which I am proud to showcase.
Jake LaNasa is currently a permanent substitute teacher at California Avenue School in the Uniondale School District. H received his bachelor’s degree in Childhood Education, in December of 2021 and has been subbing ever since.
I became a teacher because my mother and many other family members are teachers. My mother would come home from work every day with a smile on her face and I knew that is what I wanted for my future.
Jake LaNasa, Touro University, candidate in the TESOL/Bilingual department, Graduate School of Education
Question: CHAP 1. WHAT Characteristics INFLUENCE ELLs’ having SUCCESS IN SCHOOL?
In order for ELLs to have success in schools, the teacher must build background knowledge and vocabulary as well as hands-on experience that enhance their understanding of the content. Teachers should also offer access to websites in the student’s native language in order to facilitate any language barriers. The more prepared the teacher is the higher chance of student success. This is not only the job of the teacher but of the schools, districts, and or universities to take action and implement this framework for all ELLs and students. Educators have to be aware of their students’ diverse backgrounds. The students bring cultural and educational experiences to the classroom that will have implications for assessment, program design, and instruction. Understanding the students’ funds of knowledge is incredibly important in constructing effective techniques.
Question: What are some characteristics of ELLs to consider to implement effective teaching?
No Ell is the same. The more aware the teacher is of this information, the easier it will be to implement proper teaching techniques. Many Ell’s come from different geographic locations which will present challenges. Many school districts have not served large numbers of ELLs in the past, meaning the school’s academic progress toward ELLs is not well established. This not well-established progress will reflect on some schools not having appropriate curricula and or resources available for Ells. Many teachers are also untrained in how to meet the needs of their Ell students, the teacher must know and understand the students’ backgrounds and abilities in their native language in order for the teacher to incorporate effective materials and techniques in their instructional practices. ELLs enter American schools with a range that varies widely in language proficiency. Many characteristics of ELLs affect the way they learn and their ability for second language acquisition. These characteristics include the students’ educational background, socioeconomic status, age of arrival, personal experiences while traveling to America, and their parents’ education level. As educators, we must push the need for English language development (ELD) in order for the students to transfer their knowledge in their native language into English as they become more proficient with it.
I feel it is important to explain to the students that making mistakes is natural and teachers should not scrutinize students for grammatical correctness early on.
Jake LaNasa, Touro University, candidate in the TESOL/Bilingual department, Graduate School of Education
Educators must assure that the ELLs and SIFE students are getting the best educational opportunities possible. Districts should be integrating technology and revisiting their models of teaching ELLs to make sure their best practices are up to date with the growing and changing Ell population. The most important aspect is ensuring the Ell students are receiving equitable representation in their schools. Introducing TESOL techniques will transform the education of Ells by increasing students’ linguistic knowledge across multilingual contexts through research, standards, professional development/learning, and advocacy. To reach the students and transform their learning we must value their home language and culture to draw them into learning a new language altogether. The student’s home language will facilitate and bridge the gap between learning a completely new language. I feel it is important to explain to the students that making mistakes is natural and teachers should not scrutinize students for grammatical correctness early on. The students must receive feedback strategically in order for the students to not feel as though they cannot successfully acclimate to the new language and give up. Educators should be involving families in their student’s education path. If the families are involved and participate in their children’s education, this may lead to a greater chance of success as students will feel empowered. Students have to feel comfortable in the classroom during lessons, teachers can add more visuals, translate essential vocabulary, and allow students to collaborate in their native language during discussions. The classroom must be a safe environment. If the children do not feel safe, their ability to learn is fragmented and much more difficult. Implementing the SIOP model will also transform the education of Ells. The SIOP model consists of eight instructional strategies that will help educators in their lesson design and delivery. The SIOP model involves building background, lesson preparation, interaction, practice and application, lesson delivery, strategies, comprehensible input, and review and assessment. This model has a strong research base that has been tested across grade levels and subject areas. Implementing this model has proven to improve academic literacy for ELL students. With more teachers using this model, the future of Ell students is very bright.
Question: What is one takeaway from this week’s readings and how might it impact your teaching?
Something that stood out to me is the fact that ELLs are either over or under-represented in special education. Many districts and schools struggle to distinguish between a learning disability and a delay in developing second language acquisition. Even if students are correctly identified, districts may have trouble providing services to bilingual special education educators. After reading this it changes my perspective of Ells in special education. This motivates me to meet with special education teachers in my building and discuss how they identify ELLs in special education and what services or scaffolds they have in place for them. I never want to misidentify a student and I believe that many students are. Some students have delays in language acquisition, but it does not mean they should be in a special education classroom.
Question: Share a fun fact or photo of yourself.
A fun fact about me is I work in the Uniondale school district where there is an overwhelming and continually growing amount of Ell students. I am taking these courses in order to further my knowledge of Ells and TESOL which in turn will make me a more qualified and proficient teacher in this school district. I am excited to obtain new knowledge and apply it to my Ell students every week.
Thousands of new students have arrived in city schools over the past few months, largely children of asylum seekers from South and Central America. Some have landed at schools with robust bilingual programs, where they can learn academic content while gaining English skills. Others find themselves lost in classes where the only language spoken is English.
Touro University’s TESOL/BLE Education Program offers an advanced certificate to address the shortage of bilingual teachers and administrators.
Bilingual Education and Services 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 our 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, for mainstream teachers looking to work with bilingual students, teaching their content area in two languages.
BILINGUAL SPECIAL EDUCATION AND SPEECH & LANGUAGE DISABILITIES is for special education teachers who want to work with bilingual students with cognitive impediments, and help assess whether it’s a hearing or speech impediment that makes it hard for the student to replicate the English language and with them on speech patterns.
Bilingual Pupil Personnel Services is for school counselors, social workers and psychologists, who want to work with bilingual students.
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.
Fieldwork: Exploration and analysis of relevant K-12 pedagogical approaches, methods, and strategies needed to convey to a diverse population state and professional standards-based curricula. Development, adaptation and evaluation of materials for implementation in lesson planning and assessment for teaching English to speakers of other languages to particular groups of different ages, ability levels and cultural backgrounds.
Using centers will allow my students to work on activities that are differentiated according to their academic levels. In these centers, my paraprofessionals and I can give to one-on-one support to my students and collect data on the acquisition of IEP goals. Moving forward as a bilingual education teacher, I will provide a multicultural learning environment in which students’ native language is seen as an asset rather than a barrier.
Paola Gomez, Touro University Bilingual Advanced Certificate Candidate
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