Content-based Language Instruction

This September (2014) will mark the start of my tenth teaching year and my third year as a teacher in the New York City public school system. Prior to relocating to NYC, I taught English as a foreign language to students between the ages of 4 and 82 in Cairo, Egypt (2003-2006) and in Tokyo, Japan (2006-2010). The materials I will publish on TpT are designed for English learners in fourth and fifth grade, who must learn content and language simultaneously.

The most high-impact instruction provides students with engaging multi-media exposure to language and content. Cutting-edge research shows that English learners need balanced instruction that provides them with contextualized grammar instruction (not drill and kill grammar in isolation) and systematic vocabulary instruction that builds their depth of knowledge. The materials I will publish on TpT are designed to facilitate students' acquisition of language and content. All materials are aligned to the CCLS and based in research.

Yet to be added

Master's in TESOL from Hunter College, GPA: 4.0; Master's in Global and International Education from Drexel University, GPA: 4.0; Bachelor's in Asian and Middle East Studies from University of Pennsylvania, GPA: 3.6.

I am a passionate advocate of English language learners and work hard to develop high-quality content-based language instruction that is grounded in research. I am an active member of New York TESOL and TESOL International professional organizations, through which I connect with colleagues to collaborate on projects, swap materials, and provide support. Recent interests include: research concerning best practices for serving students with interrupted formal schooling, using corpora and concordancers to build language learning materials and activities, and teaching strategies that structure students' implicit vocabulary acquisition.