Affirming Diversity & Socio-Political Contexts: Reflections by Touro University Bilingual Certificate Candidate Paola Gomez, EDPN 671

EDPN 671 Theory and Practice of Bilingual and Multicultural Education

This course reviews the impact of historical, legal, sociological, and political issues in relationship to the education of culturally and linguistically diverse students. Students explore the evolution of attitudes regarding bilingualism and multiculturalism in the United States. Emphasis will be placed on developing multicultural competence as educators, with areas of focus including: cross-cultural communication in the classroom and with parents; how the language and culture of the home and the community impact student learning; cultural factors in the relationships between the school and the community. Models of multicultural and bilingual education will be presented and analyzed. Includes 10 hours of field work.

Mrs. Paola Gomez was born in the Bronx and raised partially in the Dominican Republic. She attended Hunter College where she received her degree in Music Performance and Touro College where she received her master’s in education. She is currently a teacher at P186X, where she hopes to integrate her bilingual skills acquired from Touro College’s bilingual education program.

Paola wishes to thank her family, her husband, Justin, and her professor, Dr. Jasmin Cowin, for her support and dedication to candidate learning during the summer semester 2022.

There is an overwhelming amount of research that confirms that an achievement gap does exist in our public education system. According to Nieto and Bode, “41 percent of whites are reading at grade level, only 15 percent of Hispanics and 13 percent of African Americans are at grade level. The gap worsens through the years: Black and Hispanics twelfth graders perform at the same level in reading and math as white eighth graders” (Nieto & Bode, 2018, p.9). The reason why this is happening is because the achievement of this group of students is related directly to the conditions and contexts in which these students learn.

Paola Gomez, Touro University Bilingual Certificate Candidate

“The Empty Pot” by DEMI and Touro University TESOL candidate Kate Yanovich’s Materials Critique & Redesign for EDPN 673

For EDPN 673 Methods and Materials for Teaching English as a Second Language. This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

Touro TESOL candidates submit a Materials Critique & Redesign where candidates (1) prepare a written critique description of the material or resource, analyzing its effectiveness for ELLs and (2) based on your analysis, redesign one section/activity of the original material so that it meets the need of ELLs. The materials chosen will promote culturally and linguistically responsive classrooms and instructional practices.

My name is Kate Yanovich and I teach in the New York City elementary public school in Brooklyn. I have taught students of different ages, ranging from Pre-K to middle school, and being licensed in special education, I also worked with students and young adults with special needs. Currently, I am pursuing the TESOL Graduate degree at Touro College and look forward to working more closely with second language and multilingual learners in their educational journeys.

Kate Yanovich, Touro University TESOL Candidate

The Empty Pot by Demi (1990)New York: Henry Holt and Company.

Kate Yanovich:

“Generally, this book is used for a read aloud in the 1st grade classroom. I would use this book as a shared reading to differentiate for a small group of 2nd grade ELLs on expanding level who are below grade level in reading and are working on reading comprehension. For a shared reading activity, I would use the book in its revised version (see below) to accommodate the needs of the students. According to the WIDA Can Do Descriptors, students on expanding levels are able to identify main ideas and details in illustrated texts. The focus of the activity would be understanding characters in a story and choosing words from the text to describe them and their actions. The content objective would be “I can describe how characters respond to major events and challenges.”. The language objective would be “I can discuss how characters acted in the story by choosing key words from the text to describe character’s actions and responses to the events in the story.”. Before reading the story, I would go over a list of character traits with visuals we have previously discussed and preview vocabulary words in the book using their definitions. As I read the illustrated story presented on the Google Slides, the students and I would make a list of words that students can then choose and use as details to describe how characters respond to the challenges in the story, a strategy called vocabulary selection (SIOP® 8 Components and 30 features, 2022). Here are the words I would expect for children to notice and inquire about as they look and listen to the story: hoped, very carefully, couldn’t wait, worried, transferred, ashamed, best he could do, worthy, impossible, courage, reward. After reading the story aloud, I would ask the following moderately challenging questions to guide students in their comprehension of details about characters’ actions with the purpose to achieve the lessons’ objectives and help students understand the lesson in the story: What is the major event or challenge in the story? What did Ping do to make the seed grow? In the end, why did Ping bring an empty pot to the emperor? How were the other children able to grow their flowers? What do you think about Ping and what words can you use to describe him? How can you describe other children in the story? What do you think this story teaches us?”

Book Redesign:

As far as the text goes, I would add Chinese translation on each page to promote greater understanding for ELLs with Chinese background.  This text can be used to reinforce understanding of emotions, and even though illustrations of character’s emotions mostly match the text, readers would have to look closely at the expressions on the characters’ faces.  For this reason, I would make illustrations bigger so the character’s emotions are much more visible.  I would also make an emphasis on the words that help to highlight the main character’s persistence and convey the lesson in the story.  I would make the advanced words stand out by making them bold, in a different color, and using a bigger font.  I would also add insets with definitions and visuals on some pages of the book to help ELLs understand the meaning of advanced words like tend and successor among other words.  See below.

“Bread, Bread, Bread,” by Ann Morris & Touro University TESOL Candidate Melissa Greenfield’s Material Critique and Redesign for EDPN 673

For EDPN 673 Methods and Materials for Teaching English as a Second Language. This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

Touro TESOL candidates submit a Materials Critique & Redesign where candidates (1) prepare a written critique description of the material or resource, analyzing its effectiveness for ELLs and (2) based on your analysis, redesign one section/activity of the original material so that it meets the need of ELLs. The materials chosen will promote culturally and linguistically responsive classrooms and instructional practices.

Melissa Greenfield

Melissa Greenfield works as a first grade teacher on Long Island. She is committed creating classroom environment where students feel safe, confident and excited to learn. She holds an initial certification in Elementary ed. (1-6) from SUNY Old Westbury and is working towards a MS in TESOL at Touro.

ELLs with limited experience with the non-fiction genre may be confused by the text structure presented in Bread, Bread, Bread. Instruction at the primary level uses a lot of fiction texts, where students have learned to look for characters, settings and other story elements within a book. It can be challenging at first for some students to move from fiction to nonfiction texts because these books are just used less commonly in our classroom. To refamiliarize students with nonfiction before reading Bread, Bread, Bread, the teacher should remind students of the differences in the genres, pointing out that there are photographs rather than illustrations, and explaining that the author’s purpose for writing this book was to inform.

Melissa Greenfield, Touro University TESOL Candidate

‘How to Make Pizza,’ a SIOP Lesson Plan by Touro University TESOL Candidate Kelly Broshear for EDDN 637

“Now that I have taken this course, I have learned invaluable methods to help make the content comprehensible for all students, but even more-so for my ELL students.” Kelly Broshear, Touro University TESOL Candidate

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.

Context and Overview: Teacher candidates are required to design a sheltered instruction lesson following the Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. Candidates need to explain how and why they’ve decided on the specific lesson content and language needs to be addressed. Activities should focus on assessing student needs before, during and upon lesson completion to enhance future instructional planning.

Touro University TESOL Candidate Kelly Broshear: “I am a student at Touro College as a member of the TESOL masters program. I received my undergraduate degree at Salve Regina University in Newport RI in 2019 with a major in early childhood education. At Salve Regina University, I found a passion for working with ENL students. My current career is a kindergarten teacher for the NYC DOE in District 27 with the hope to eventually assume a role as an ESL specialist.”

This is the second time I written a SIOP lesson, however, this was the first time I have used this specific SIOP template. One thing I find to be difficult when writing a SIOP lesson plan is determining where every aspect of a lesson plan belongs. I found myself feeling that I was repeating myself often throughout the lesson plan. This is a lesson that I have taught with my students prior to making this lesson, but I had never written out a formal plan to go along with it until now. With that being said, it was interesting to try and reflect upon how I had taught the lesson compared to this plan I wrote now because I realized how many things that I should have done in the lesson when I taught it. When I taught this lesson, I had not considered specific ways to make content more comprehensible, I just taught it because it was part of the curriculum. Now that I have taken this course, I have learned invaluable methods to help make the content comprehensible for all students, but even more-so for my ELL students.

Kelly Broshear, Touro University TESOL Candidate

“A Night out With Mama” by Quvenzhane Wallis & Touro University TESOL Candidate Jessica Cruz’ Material Critique and Redesign for EDPN 673

For EDPN 673 Methods and Materials for Teaching English as a Second Language. This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

Touro TESOL candidates submit a Materials Critique & Redesign where candidates (1) prepare a written critique description of the material or resource, analyzing its effectiveness for ELLs and (2) based on your analysis, redesign one section/activity of the original material so that it meets the need of ELLs. The materials chosen will promote culturally and linguistically responsive classrooms and instructional practices.

Jessica Cruz is proud to serve as a First Grade Bilingual teacher on Long Island. She holds a Bachelors Degree and is currently pursuing her Masters in TESOL at Touro University. Ms. Cruz shared, “I have a true passion and am proud to be able to work with English Language Learners. Working with ELLs gives me the opportunity to teach my language and my culture.”

I took into inconsideration my First Grade Bilingual class. The majority of students come from Central America and have no prior schooling from their home country. I chose to critique three children’s books that I frequently use as read-alouds in my classroom.

Jessica Cruz, Touro University TESOL Candidate
Jessica Cruz redesign “A Night out with Mama” by Quvenzhane Wallis
Jessica Cruz, redesign: Brown Bear, Brown Bear, What Do You See? By Bill Martin Jr and Eric Carle

Touro University TESOL Candidate Meghan Schick’s “A Long Walk to Water” Project

For EDPN 673 Methods and Materials for Teaching English as a Second Language. This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

Touro TESOL candidates submit a Materials Critique & Redesign where candidates (1) prepare a written critique description of the material or resource, analyzing its effectiveness for ELLs and (2) based on your analysis, redesign one section/activity of the original material so that it meets the need of ELLs. The materials chosen will promote culturally and linguistically responsive classrooms and instructional practices.

Meghan Schick is a graduate student in the Touro University Masters of Education TESOL program.

This assignment helped me learn more the importance of choosing the right book for our students. As a teacher who works with the younger elementary grades, I think it is crucial to understand how to choose appropriate books that our students can comprehend. For this assignment, I focused on secondary education to familiarize myself with the texts use for students. Although I teach elementary school students, I feel that I have learned a lot of valuable information when critiquing and redesigning the text “A Long Walk to Water.”

Meghan Schick, graduate student Touro University TESOL/BLE program
Meghan Schick, Touro University TESOL Candidate
Meghan Schick, Touro University TESOL Candidate

Touro University TESOL Candidate Carolyn Ciccarello’s Method Presentation for EDPN 673

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

This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

The assignment for EDPN 673,was for Teacher candidates (TCs) will plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning found in the Richards and Rodgers text, i.e. Communicative Language Learning, Total Physical Response etc. Candidates will first introduce their assigned method including the general approach, syllabus and other aspects, they will then demonstrate their mini lesson they planned online through PPT, video and upload all the artifacts plus a paper submission of no more than 2 pages excluding references. 1.5 line spacing normal margins. New York times or similar font. Any content area can be selected to demonstrate the lesson such as PowerPoint, materials, and realia.

Part 1 – Video, Part 2 – PPT, Part 3 – paper explaining the mini lesson.

I am pleased to feature:

Touro University TESOL Candidate Carolyn Ciccarello received her Bachelor’s degree in Childhood/Special Education from Suny Old Westbury, Long Island. She is pursuing pursuing a Master’s degree in TESOL at Touro University. She lives in Brooklyn and currently works as a Special Education Consultant teacher on Long Island.


Carolyn Ciccarello’s Method Presentation Video

For my video presentation, I chose to focus on the practice/application section of the lesson using the direct method and the communicative language teaching approach (CLT). I believe that combining the direct method and CLT approach will be beneficial for students for several reasons. For the direct method, I incorporate vocabulary words in which I use pictures so students could make meaningful connections and I provide examples of how each word can be used in a sentence. Richards & Roger (2014) points out that through the direct method “Knowing words could be used to teach new vocabulary, using mime, demonstration, and pictures” (p. 9). Teaching new vocabulary to students increases their vocabulary and verbal skills so they can choose more precise words when communicating with others.

Carolyn Ciccarello, Touro University TESOL Candidate

Method Presentation Google Slides Link: Carolyn Ciccarello’s Slide Presentation for Method’s Presentation

Touro University TESOL Candidates Victoriaann Irace and Cristina Talarico Mindmaps for Teaching to Multiple Intelligences for EDPN 671

For a EDPN 671 EDPN 671 Theory and Practice of Bilingual and Multicultural Education discussion board I wanted Touro University TESOL Candidates talk about multiple intelligences. “After reading and viewing the materials for this week, create a mindmap your own ideas and strategies using the framework of multiple intelligences. To think about when mapping: Where do you think you fall within the scheme of multiple intelligences? How can understanding these concepts improve your own teaching? How do these concepts apply to ELLs?Ensure that you are creating a thoughtful, significant mindmap.” Below two meaningful, well-designed mindmaps submitted by Touro University TESOL Candidates

Victoriaann Irace received her bachelors in child study from Saint Joseph’s University in Patchogue New York. She is currently certified in Early Childhood Education, Childhood Education and Students with Disabilities (Birth- Grade 2 & Grades 1-6). She is currently enrolled in a program at Touro for her Masters in TESOL. She will be entering her third year as a substitute elementary teacher for Longwood School District in September 2022. Vicky has spent her entire adult life working with children and possesses a passion regarding teaching our future generations.

Touro University TESOL Candidate Victoriaann Irace’s Mindmap

Touro University TESOL Candidate Cristina Talarico, Mind Map
Understanding the theory of multiple intelligences can improve my teaching because I can use this theory to determine the best ways that my students can learn in my classroom. Each student has one kind of intelligence that they perform the best at, so I can use their strengths and weaknesses to guide my lessons. I can include particular types of intelligence to help my students stay engaged and succeed in the classroom. Individualizing lessons and including the theory of multiple intelligences to guide your teaching will lead to success. These concepts can apply to ELLs because not every ELL will learn the same way, it is good to include a variety of factors from multiple intelligences to understand how the student works best.

References

Edutopia. (2010, July 9). Howard Gardner on multiple intelligences. YouTube. Retrieved July 19, 2022, from https://www.youtube.com/watch?v=iYgO8jZTFuQ

Nieto, S., & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural education. Pearson.

Understanding the theory of multiple intelligences can improve my teaching because I can use this theory to determine the best ways that my students can learn in my classroom.

Touro University TESOL Candidate Cristina Talarico
Touro University TESOL Candidate Cristina Talarico

Touro University TESOL candidate Victoriaann Irace’s Method Presentation for EDPN 673 Methods and Materials for Teaching English as a Second Language

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

This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.

Teacher candidates (TCs) will plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning found in the Richards and Rodgers text, i.e. Communicative Language Learning, Total Physical Response etc. Candidates will first introduce their assigned method including the general approach, syllabus and other aspects, they will then demonstrate their mini lesson they planned online through PPT, video and upload all the artifacts plus a paper submission.

Vicky Irace received her bachelors in child study from Saint Joseph’s University in Patchogue New York. She is currently certified in Early Childhood Education, Childhood Education and Students with Disabilities (Birth- Grade 2 & Grades 1-6). She is currently enrolled in a program at Touro for her Masters in TESOL. She will be entering her third year as a substitute elementary teacher for Longwood School District in September 2022. Vicky has spent her entire adult life working with children and possesses a passion regarding teaching our future generations.

The words being introduced in this lesson relate to the children’s every day in two parts. One is social conversations with peers, pertaining to the weather for example. The other is that in the preceding science units several of these terms will come up with regularity and building the ELLs knowledge of these words enhances their ability to comprehend the language and the content in the classroom.

Victoriaann Irace, Touro University TESOL candidate

Victoriaann Irace Method Presentation Video

Touro University TESOL Teacher Candidate Kate Yanovich’s Method Presentation for Methods and Materials for Teaching English as a Second Language (EDPN-673) Summer 2022

The assignment was for teacher candidates (TCs) for Methods and Materials for Teaching English as a Second Language (EDPN-673) Summer 2022 to plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning found in the Richards and Rodgers text, i.e. Communicative Language Learning, Total Physical Response etc. Candidates will first introduce their assigned method including the general approach, syllabus and other aspects, they will then demonstrate their mini lesson they planned online through PPT, video and upload all the artifacts plus a paper submission of no more than 2 pages excluding references. 1.5 line spacing normal margins. New York times or similar font. Any content area can be selected to demonstrate the lesson such as PowerPoint, materials, and realia. Part 1 – Video, Part 2 – PPT, Part 3 – paper explaining the mini lesson.

Below the infographic I designed for the methods presentation:

Kate Yanovich works as a New Yok city public school elementary teacher. She was born and raised in Kishinev, Moldova in Eastern Europe. Her native language is Russian and she has lived in Brooklyn, New York, for the past 28 years. She earned her Bachelor’s degree in English with a minor in Journalism from Brooklyn College. After some time tutoring writing, math, and conflict resolution skills to students in after-school programs, she realized her passion for teaching and returned to Brooklyn College where she obtained her Master’s degree in Early Childhood and Childhood Education. Kate Yanovich shares that she has “…taught students of different ages, ranging from Pre-K to middle school, and having a background in special education. I also worked with students and young adults with special needs. I have a great love for children and a passion for enabling their abilities and potential for a bright future. Currently, I am pursuing the TESOL Graduate degree at Touro College and look forward to working more closely with second language and multilingual learners in their educational journeys. “

Kate Yanovich’s Method Presentation Video

https://drive.google.com/file/d/1hJRtOmq1kOCJfNnhF47AD74LqyyJQaZD/view

I believe in the kind of teaching that promotes children’s curiosity for learning and develops creativity, independence, and new discoveries. I enjoy working with parents as they are an equal partner and play an integral part in supporting their children’s education and social-emotional development.

Kate Yanovich, Touro University TESOL teacher candidate