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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: 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 upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork.
Amelia Cusack is a second-grade teacher certified in general and special education, grades 1-6, and in the process of obtaining a TESOL certification at Touro University.
I recommend Touro University to all my friends who want to become teachers. Their education programs gave me the flexibility to receive a quality education while working full-time.
Amelia Cusack, Touro University TESOL certification candidate
The following passage is an excerpt from a 4th grade workbook. The reading program is HMH: Into Reading
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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: 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 upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork.
Jasmeet Kaur graduated from York College in Childhood Education Grades 1-6 with honors in 2022 ( Summa Cum Laude). Currently, she is working as a Substitute teacher and pursuing a Master’s in TESOL from Touro College. Her goal is to inspire Bilingual/ Multilingual and the next generation to have confidence in their abilities and use those skills towards their success.
“Touro provided me with insight into how being Bilingual/multilingual is an asset that opens the door for opportunities and cultivates tolerance and respect for other cultures.”
Jasmeet Kaur, Touro University, TESOL Candidate
Here is the second discussion board for Module 2/EDDN 637 by Jasmeet Kaur:
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 includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: 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 upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork. Includes 15 hours of fieldwork. 3 credits
Jasmeet Kaur graduated from York College in Childhood Education Grades 1-6 with honors in 2022 ( Summa Cum Laude). Currently, she is working as a Substitute teacher and pursuing a Master in TESOL from Touro College. Her goal is to inspire Bilingual/ Multilingual and the next generation to have confidence in their abilities and use those skills towards their success.
“As a multilingual individual, I began my journey at Touro College. This has been a nurturing process, and I must say, “If you wish to fly higher, Touro will provide the wings to reach your destination.””
Jasmeet Kaur, Touro University TESOL Candidate
This is our first Discussion Board of the semester:
CHAP 1. WHAT Characteristics INFLUENCE ELLs’ having SUCCESS IN SCHOOL? Several characteristics can influence the success of English language learners (ELLs) in school such as language proficiency, cultural awareness, motivation, Home-school environment, access to resources, peer interaction, individual learning needs, cultural sensitivity, immigrant status, financial status, parental involvement, assessments and last but not least english language learning programs in school. As mentioned in the text, these characteristics can fall under different factors : English knowledge, first language (L1) knowledge, Educational background, sociocultural, emotional and economic factors and other educational categories (Echevarria et al.,2017, p.5). ELLs bring with them a wide range of educational and cultural experiences to the classroom, overlooking their linguistic differences and characteristics can impede in imparting effective learning. As Echevarria et al. ( 2017) indicates that ELLs linguistic assets and other funds of knowledge have implications for instructions, assessment and program design, further having knowledge of a student’s background and abilities in L1 language can help teachers facilitate effective instruction to promote their success in school(p.4). Thus, it is important to consider that success can vary greatly among ELLs, and individual circumstances play a significant role. Providing tailored support and resources based on each student’s needs is essential for their academic achievement.
What are some characteristics of ELLs to consider to implement effective teaching? Although there is a range of characteristics mentioned in question 1 to be considered for ELLs’ success in school. However, Some characteristics of ELLs to consider to implement effective teaching are the educational background of ELLs such as on grade level schooling in their home country and in U.S schools, proficiency in English, proficiency in native language, and individual learning styles and needs of ELLs. For example, Asian students can have a strong academic background in science and math, however, in English, they might need English Language Development ( ELD) to become more proficient in English ( Echevarria et al., 2017, p.5). Knowing these characteristics and building on their prior experiences can help teachers implement research-based pedagogy and incorporate effective techniques and materials to cater to their individual needs and close the achievement gap.
How can we as educators transform the education of English Language Learners/ Multilingual Learners for tomorrow’s world?
Transforming the education of English Language Learners (ELLs) or Multilingual Learners (MLLs) for tomorrow’s world involves adapting teaching practices to prepare them for a globalized, technologically advanced, and culturally diverse future. Some strategies such as adapting culturally responsive teaching where ELL’s culturally relevant material, perspectives, and experiences are incorporated in the curriculum and their native language is used to transfer skills to become proficient in the English language. Michelle Ortiz suggests similar strategies for entering and emerging level ELLs in the above-given article. She suggests differentiation for these learners by adding visuals to slides, translating essential vocabulary words, and allowing students to discuss the content in their native language (Schembari, Jan 11, 2023). Developing individualized learning plans for ELLs based on their language proficiency levels, learning styles, and goals and providing differentiated instruction to meet their specific needs, transferring skills from first language to second language closes the academic achievement gaps and promotes the ELLs’ success. Research also shows that there is a direct correlation between ELLs’ success and use of a first language (Schembari, Jan 11, 2023). Thus, educators should support ELLs in maintaining their proficiency in their native language(s) alongside English. Bilingualism is a valuable skill that can enhance cognitive abilities.
What is one takeaway from this week’s readings and how might it impact your teaching? This week’s reading provides me with deep insight into a range of diverse characteristics for ELLs’ success in school and factors to be considered for effective teaching. Having knowledge of all these factors and reading articles on how educators can transform the ELLs for tomorrow’s world will positively impact my teaching practice. The one big takeaway I learned is that knowing ( sociocultural, linguistic, cognitive, and academic dimensions) and building relationships with students will promote successful second language acquisition. It will lead me to implement biography-driven instruction that involves students knowing holistically to facilitate effective instruction in response to their cultural and linguistic assets and needs. Also, incorporating sheltered instruction techniques that combine language learning with academic content will help ELLs acquire language skills while mastering the subject matter. Some other methods would be to integrate technology in new ways and make it accessible to all students, being said to facilitate equitable and fair educational opportunities for students in all possible ways. Technology should be integrated into the classroom to support language learning and use educational apps, online resources, and digital platforms that can provide personalized learning experiences for ELLs. Educators should Implement project-based learning (PBL) and inquiry-based approaches. These methods promote critical thinking, problem-solving, and collaborative skills while allowing ELLs to explore topics of interest. Teaching cross-cultural competence emphasizes skills like empathy, effective communication, and an understanding of cultural nuances, which are valuable in a globalized society. Importantly, including regular assessments and content-based language instruction (CBI) or sheltered instruction techniques that combine language learning with academic content. This helps ELLs acquire language skills while mastering the subject matter. Thus, by adopting these strategies, educators can empower ELLs to thrive in tomorrow’s world, where communication skills, cultural awareness, and adaptability are increasingly vital for success.
Share a fun fact or photo of yourself. A fun fact about me is that I know four languages ( Hindi, Punjabi, English, and Nepali). But I hate how I couldn’t teach my kids to speak my native languages at home. They know their native language but choose to talk in English because they know that their parents speak and understand English.
References
Vogt, M., Echevarria, J. J., & Short, D. J. (2017). Making content comprehensible for English learners. (5th ed.). Pearson: New York.
The purpose of WMSCI 2023 is to promote discussions and interactions between researchers and practitioners focused on disciplinary, interdisciplinary and transdisciplinary issues, ideas, concepts, theories, methodologies and applications. We are particularly interested in fostering the exchange of concepts, prototypes, research ideas, and other results which could contribute to the academic arena and also benefit business, and the industrial community.
WMSCI 2023 is an international forum for scientists and engineers, researchers and consultants, theoreticians, and practitioners in the fields of Systemics, Cybernetics, and Informatics. The forum focuses on specific disciplinary research, and also in multi, inter, and trans-disciplinary studies and projects. One of its aims is to relate disciplines, fostering analogical thinking and, hence, producing input to logical thinking.
Authors and Abstract:
Jasmin COWIN[1] Department of TESOL/Bilingual Education, Graduate School of Education, Touro University, NY, 10018, U.S.A. Birgit OBERER[2] ETCOP Institute for Interdisciplinary Research, Klagenfurt, Austria Cristo LEON[3] Office of Research & Development, NJIT, Newark, NJ, 07102-1982, U.S.A.
Aldous Huxley, in his seminal work ‘Brave New World,’ offers an incisive literary critique of a society where technological determinism also suppresses the quintessence of humanity. As we approach a paradigm dominated by Generative AI, the echoes of Huxley’s admonitions are evident in contemporary debates about AI’s trajectory and potential ramifications. Drawing parallels between Huxley’s dystopia and the current technological milieu, this keynote and article take a deep dive into AI’s potent capability to influence human behavior, shape societal norms, and potentially homogenize linguistic expression. Citing instances such as language simplification observed on platforms such as X (formerly Twitter) and ALEXA, we highlight the risks associated with an unchecked embrace of AI-driven tools that could inadvertently standardize and curtail the rich tapestry of human language, creative thoughts, and authentic expression. While acknowledging AI’s transformative potential across domains, our discourse emphasizes the imperative of ethical considerations, democratic governance, and the preservation of core human values through trans-disciplinary connections, discourse, and debates. Using ‘Brave New World’ as a literary compass, we advocate for a transdisciplinary dialogue that critically assesses AI’s impact on our social ethos, logos, and pathos. Furthermore, the article underscores our collective responsibility to harness AI’s potential in ways that augment our shared human experiences without eroding the nuanced intricacies that define our identity and autonomy. It addresses the cost of uniformity and stability, the role of technology and consumerism, emotional experiences, deep relationships, personal growth, and the danger of totalitarian control with AI emerging as a nascent regime powered by oblique algorithms implemented by transnational global companies. This transdisciplinary keynote serves both as a reflection on humanity’s place in an automated age and a call to action, urging for technological deployment that amplifies, rather than diminishes, our inherent humanity.
Keywords: Generative AI Language simplification Societal norms Transdisciplinary dialogue Transnational global companies Ethical considerations Human identity
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 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.
Alexandria Galvez is a first-year teacher leading a bilingual 1st-grade classroom. She is glad to have the opportunity to work with English Language Learners and finds herself learning from them every day. Her time at Touro has been marked by the acquisition of valuable knowledge regarding effective strategies for classroom use. Her favorite quote: “The capacity to learn is a gift; the ability to learn is a skill; the willingness to learn is choice.” -Brian Herbert
Differentiated Instructional Activity Assignment
In this assignment, teachers of English Language Learners (ELL) or Multilingual Learners (ML) will explore and implement differentiated instructional activities to maximize the learning of every student in their class. Using the provided Tools for High-Quality Differentiated Instruction: An ASCD Action Tool, teachers will modify an existing content lesson plan to incorporate differentiation strategies in various aspects of instruction. The assignment requires the submission of a paper including the original and differentiated lesson plans, along with all materials, and a 2-4 minute video showcasing one specific aspect of a differentiated instructional activity. The assignment aims to facilitate professional growth and reflection on implementing differentiated instruction.
As I reflect on my completion of the Differentiated Instructional Activity, I am now more aware of my own strengths in terms of recognizing what works for me as the educator and strategies that work for English Language Learners in order to differentiate. For example, using whiteboards as a way to quickly assess student understanding is an engaging hands-on strategy that students enjoy using because it is considered “fun” instead of using regular pencil and paper.
Alexandria Galvez, Touro University TESOL Candidate
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 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.
Infographic by Crystal DeMarco
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 fieldwork.
Crystal DeMarco graduated with her Bachelor’s in Education for grades 7-12 from the College of Staten Island. She is currently working towards her Master’s Degree in the TESOL Program at Touro University. Crystal continues to strive for excellence in her academics to become the best educator and role model for her students. She believes that “Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela
Touro has been one of the best educational experiences in my career by far.
I will empower my students’ voices and opinions throughout instruction to show them that their education is important to me, and that their success in my classroom is my number one goal.
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 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.
EDDN 637: 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 upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork. Includes 15 hours of fieldwork. 3 credits
The attached PPT was a submission for discussion board 9, EDDN 637. I believe using varying submission types such as voice tread, video, PPTs, Padlets, etc. opens up a fertile space for Touro candidates to engage with the materials and each other. I believe assessment diversity is pivotal for teachers of ELL /ML learners, to ensure a holistic view of their linguistic progress. Varied assessments capture different language domains, promoting equity and reducing learner anxiety. They provide instructors with a multifaceted perspective, enabling tailored instruction.
Dr. Jasmin (Bey) Cowin, Associate Professor and TESOL/BLE Praticum Coordinator, Touro University
Samantha Howe 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 University has already provided me with valuable insights and necessary tools to better support my multilingual students.
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 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.
Ashley Ramdat will be a first-year teacher for the upcoming school year and is happy to serve as a first-grade special education teacher. She has one semester left until she graduates with her masters in TESOL and states that she “is beyond excited.”
Touro Graduate School of Education has provided me with such a rich education thus far. They have prepared me immensely in being able to create a culturally inclusive classroom and I appreciate the feedback, support, and conversations I’ve had with peers and professors.”
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 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.
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.
Bio
Natalie Spirkina serves as a second-grade special education teacher working in a public school in Brooklyn, NY. She is passionate about providing students with individualized instruction that will best meet their diverse needs. After working in the DOE for 11 years, she decided to enroll in Touro University’s TESOL program.
My time at Touro University is providing me with the tools and knowledge of the best practices to implement in the classroom and support English Language learners in developing their reading, writing, speaking and listening skills.
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 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.
Bio Kenia Torres graduated summa cum laude from St. Joseph’s University in May 2022 with a Child Studies degree and a concentration in Speech Communication. She is currently pursuing her Bilingual Extension from Touro University. Kenia is a bilingual kindergarten teacher in the Brentwood Union Free School District in Brentwood, NY. She is certified in Birth-6th grade in general and special education. Kenia aspires to be a school leader in the future. She believes: “Our fingerprints don’t fade from the lives we touch.“-Judy Blume
My journey in Touro University has evolved my professional development and understanding of English language learners in the learning environment, to be an effective bilingual educator.
Kenia Torres, Touro University Bilingual Extension Candidate
The WIDA Can Do descriptors are an extremely useful tool to evaluate what language learners can do at various stages of language development. As a bilingual kindergarten tool, I can use the WIDA Can Do tool to supplement content instruction with activities that develop my students’ language learning at the same time. For instance, as depicted in the WIDA Can Do key, kindergarteners at the ELP Level 1, Entering, students should point to pictures described orally in context. Therefore, I can develop activities for my literacy centers that ask students to identify pictures from a story read aloud. This would be an appropriate activity for students at the Entering level according to WIDA Can Do.
Discussion Board Question: How could the WIDA Can Do descriptors help you create differentiation for the reading assessment of your ELL’s//MLs? The WIDA Can Do Descriptors can assist me in differentiating for the reading assessment of my ELLs/MLs as it gives me an accurate description of what language learners can do at their specific language level. For instance, a kindergarten student at the Entering level can point to pictures described orally in context. A kindergarten student at the Developing level can act out songs, chants, stories, and poems, with gestures as a whole group. Meanwhile as described in the WIDA Can Do key, a student at the Reaching level will be able to identify drawings or other visual displays from elaborate descriptions with details. Therefore, I can use this key to identify specific strategies and skills to assess my English language learners, dependent on their language level.
Discussion Board Question: Chapter 12: Use and upload (you can also take a photo) a graphic organizer of your choice to showcase five areas you would like to improve in your teaching of L2 reading that you have learned about in this chapter. Choose one thing at a time, and focus on improving that aspect of your teaching. Share with others what you are doing to become a better teacher of reading. Remember that it will take time to fully develop the ability to integrate improvements into your teaching. Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (p. 186). Heinle ELT. Kindle Edition
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