Concluding Program Reflection Assignment: Data Literacy, Equity, and Technology Use in TESOL
Alexa Armentano
Introduction:
Throughout my time in the TESOL graduate program at Touro, I have learned the various ways to support English Language Learners (ELLs). My journey through the TESOL program has been transformative, equipping me with the knowledge and tools to support ELLs more effectively. This reflection assignment is an analytical and introspective examination of my learning journey. I will explain how I have developed a deeper understanding of data literacy and research, equity and access, and technology use in assessment and evaluation, and how these areas shaped my growth as an educator. This program has not only expanded my teaching practices but also reinforced my commitment to fostering equitable, inclusive, and impactful learning environments for all students.
Data Literacy and Research:
Data literacy in the TESOL context is the ability to collect, analyze, and interpret data to make informed decisions regarding needs for students. This means, student data is used to plan and adjust instruction to meet the various needs of ELLs. I have applied this understanding in practical scenarios such as in SIOP lesson plans and other assignments throughout my time at Touro and in the classroom. The most impactful experience was when I created a SIOP lesson plan. When creating this lesson plan, I included assessments and reviews to assess student understanding. There are also extension activities at the end of the lesson plan incase students show they need further support and more instruction to better understand concepts. I also used NYS standards as a guide and designed learning objectives that aligned with students’ varying language proficiency levels.
WIDA is an extremely helpful analysis tool that guides teachers to better understand student progress. This resource is so important for TESOL because it provides a great tool for teachers to refer to when assessing students and better understanding their needs and proficiency levels. The WIDA Can Do Descriptors provide examples of what language learners can do at various stages of English language development in listening, speaking, reading, and writing. (WIDA, n.d.). It also helps teachers reflect on their teaching and ensure they are providing students with materials that will continue to help them grow academically. “A central reason for us to be interested in reflective teaching “is to gain awareness of our teaching beliefs and practices, to learn to see teaching differently,” (Gebhard & Oprandy, 1999), and to develop and transform our professional practices.” (Murcia et al., 2013). Analyzing WIDA data helped me identify specific language gaps.
The implications of these practices were significant for me because it taught me the importance of data literacy throughout instruction. A data driven approach improves student outcomes because it ensures teachers like me are aware of student performance. Teachers can adjust instruction to address the specific needs of individual students. Instruction should be based on student performance and data ensures this will occur if teachers learn from the outcomes.
Equity and Access:
This program emphasized the importance of equity and access in education, especially for ELLs. Throughout this program, I was introduced to various assessment and data collection tools. I adapted many of these assessment tools to ensure they were culturally and linguistically appropriate. For example, I incorporate culturally responsive teaching into as many lessons as possible, and as an ENL teacher I will incorporate CLT teaching into all lessons and assessments. “Culturally responsive pedagogies can allow educators to design and select assessments that promote student equity as part of a balanced system of assessments. For assessments to be culturally responsive or culturally sustaining, they must be able to account for differences in students’ cultural identities.” (IES, n.d.). This ensures equity for ELLs throughout instruction and assessments.
Ensuring equity also requires recognizing and addressing the diverse needs of students. For example, incorporating ELLs L1 into assignments is very beneficial for students to be more successful. By providing visuals and simplified instructions, teachers can create an accessible and fair learning environment and assessment environment. These adjustments ensure students feel safe and respected by incorporating their cultural and linguistic backgrounds.
Technology Use in Assessment and Evaluation:
Technology plays are large role in education and has played a large role throughout my time through the TESOL program. Incorporating technology in assessment and evaluation ensures efficiency, accessibility, visuals, engagement and more. There are many online resources and tools that can be used throughout instruction and assessment. Some of these tools are Quizlet, Kahoot, EDpuzzle, etc. These online resources create an engaging experience for students and teachers can assess and evaluate students through activities on these programs. “Technology accelerates the acquisition of phonics, increases vocabulary, improves reading-comprehension skills, and encourages language development, according to Edutopia.org contributor Maya Payne Smart.” (SHARE, 2013). Using technology for assessing and supporting ELLs is beneficial for students and can help teachers get a more accurate understanding of student comprehension.
In addition to data analysis, technology enhances the ability to present findings effectively. Using online resources such as PowerPoint is a great way to present data and recommendations for students and instructional strategies. I used PowerPoint several times throughout the program to showcase my findings on specific assignments. Using online resources just like PowerPoint, it creates an opportunity to incorporate many visuals and bilingual aspects that ensures the data is accessible for all. This is something that can be used in the classroom while teaching ELLs as well.
Concluding Reflections:
Throughout my time in the TESOL program I have had many significant learning moments that I know will stay with me throughout my entire career. These moments have had a profound impact on my understanding and approach to TESOL. There are three main pivotal learning moments that stand out to me. The first learning moment was the important of incorporating students’ culture and first language into instruction. Adapting teaching materials to reflect the cultural diversity of my students is a practice that reinforced the important of culturally responsive teaching. This ensures students feel safe, respected, and welcome and ensures a teaching environment where they feel comfortable taking risks. “A culturally and linguistically responsive environment also involves providing language supports for our ELLs. Researcher Stephen Krashen has noted language acquisition principles that help teachers create a supportive, nurturing place where language is learned through meaningful tasks and authentic interactions.” (Blaha, 2022). Incorporating students’ cultures into instruction is so beneficial for academic success and creates an inclusive environment for all students which is so important. It can also help deepen relationships within the classroom which is also beneficial to student success. The second learning moment was creating my first SIOP lesson plan. This experience deepened my understanding of integrating language and content instruction, differentiating lessons, and using multiple strategies to support ELLs in the learning process. “The SIOP Model provides a scaffolded approach that makes complex content more accessible. By aligning language objectives with academic goals, students are better equipped to grasp challenging concepts, leading to improved test scores and overall academic performance.” (TESOL Trainers, n.d.). The third learning moment was the importance of screening students and understanding their academic levels so that they are provided with appropriate materials that will support their learning experience. Using the WIDA Can Do Descriptors is extremely beneficial for this process. It ensures students are on track success and receiving support for their individual needs because no two students learn the same way or at the same pace.
These experiences have contributed significantly to my personal and professional growth. On a personal level, this program has strengthened my empathy for ELLs and the challenges they face every day. Professionally, it has equipped me with the skills to advocate for equitable practices within my school and feel I can truly support ELLs during their learning experiences.
My learning throughout this program and my time at Touro will definitely influence my future teaching practices, especially in the field of TESOL. I plan to incorporate more culturally responsive materials, differentiate instruction, provide strategies, create positive relationships, and more. I also plan on incorporating technology within instruction as well as assessments to further support ELLs. My ultimate goal is to create a classroom environment where students feel valued, safe, supported and empowered to be successful learners.
Conclusion:
The TESOL program at Touro has been an extremely rewarding journey. I have learned so much throughout my coursework and observations that I will carry with me throughout my career in education. I feel ready to take on TESOL and incorporate the many pivotal learning moments that I have had. By understanding the importance of data literacy, equity, and technology, I feel I can make a difference teaching ELLs and create positive learning environments and experiences for students. This program has not only prepared me for challenges ahead but also inspired me to be a lifelong advocate for equitable and inclusive education.
References:
Blaha, K. (2022, February 10). Foundations of culturally and linguistically responsive teaching. Edutopia. https://www.edutopia.org/article/foundations-culturally-and-linguistically-responsive-teaching/#:~:text=A%20culturally%20and%20linguistically%20responsive,meaningful%20tasks%20and%20authentic%20interactions.
Celce-Murcia, M. (2013). Teaching English as a Second or Foreign Language.Fourth Edition. Heinle Cengage Publishing. Reflective Teaching: Principles and Practices Chapter 39
Culturally responsive assessment: Goals, challenges, ... (n.d.-b). https://ies.ed.gov/ncee/rel/infographics/pdf/REL_PA_Culturally_Responsive_Assessment.pdf
How to integrate technology to teach ell students. Resilient Educator. (2020, April 17). https://resilienteducator.com/classroom-resources/how-to-integrate-technology-with-teaching-ell-students/#:~:text=Technology%20accelerates%20the%20acquisition%20of,org%20contributor%20Maya%20Payne%20Smart.
Proven tools and support to help educators and multilingual learners succeed. WIDA. (n.d.). https://wida.wisc.edu/
TESOL Trainers. (n.d.). The power of the SIOP model in diverse classrooms. The Power of the SIOP Model in Diverse Classrooms. https://tesoltrainers.com/blog/unlocking-success-in-diverse-classrooms-the-power-of-the-siop-model#:~:text=The%20SIOP%20Model%20provides%20a,scores%20and%20overall%20academic%20performance.