Teaching English to Speakers of Other Languages Certificate

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.

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.

* For Touro College undergraduate Education majors who took this course and received a grade of "B" or better, the credits earned will also count as graduate course credit toward the MS degree. However, in the event an undergraduate student does poorly in a graduate-level course and must take it again in their graduate program, financial aid will not be available for such coursework and both grades will appear on the student's transcript. There are other collateral consequences to such coursework; please consult your advisor or Program Director for more details.

This course reviews the impact of historical, legal, sociological, and political issues in relationship to the education of culturally and linguistically diverse (CLD) students. It is designed to prepare educators and educational service providers to support CLD students and their caregivers in the context of multicultural/bilingual settings. Candidates will examine different models of culturally responsive-sustaining educational practices and apply this knowledge to the implementation of pedagogically effective practices for CLD students. 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.

Includes 10 hours of field work.

This course provides an understanding of basic linguistic concepts and their applications for TESOL instruction. Specific concepts include: phonetics, phonology, morphology, syntax, pragmatics, discourse analysis, and the nature of regional and social variations in American English. Students will explore the origins, diversity and functions of human languages, in addition to the relationship between language and society. Includes 10 hours of field work.

Includes 10 hours of field work.

This course requires a minimum of 20 days or 100 hours of student teaching in both el­ementary and secondary ESL classrooms, under the supervision of the cooperating teacher and a Touro professor. This experi­ence will allow student teachers to apply their knowledge in actual classroom set­ting, as well as gain experience with a va­riety of developmental levels. Student teachers will attend seminars throughout the semester, maintain a weekly reflective journal, and submit accumulative portfolio documenting professional growth. Prereq­uisites: EDDN 636, EDDN 637, EDPN 671, and EDPN 673, and permission of the Chair. (Please note: This course must be taken during the final semester of the pro­gram, and concurrently with no more than one content course.)

Students who have taken either EDDN 678 or EDDN 679 must complete that two-semester sequence, and are exempt from EDDN 680.

*Effective July 1, 2012, EDDN 680 replaces both EDDN 678 and EDDN 679 for students who have not completed either of those two courses prior to the Fall 2012 semester.

*Already certified teachers participating in the practicum may be excused from the requirement of completing 50 student teaching hours, allowing them to concentrate on engaging in reflective seminars, developing their ePortfolios, and completing their capstone projects.