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Episode Summary:

In this episode of RBERNing Questions, we sit down with Isadora Costa, Founder and Director of Stars English School and Finance Director for BRAZ-TESOL, to explore innovative approaches to teaching English in Brazil. She shares her insightful journey from starting as a young teacher to creating her own school with a unique immersion methodology. Learn more about BRAZ-TESOL’s efforts in providing professional development, fostering community, and advocating for teachers. Plus, Isadora shares her thoughts on the role of AI in modern teaching. If you’re an educator who wants to be inspired to chart your own path in supporting multilingual learners, tune in now!

RBERNing Questions for this Episode:

1- BRAZ-TESOL has over 2000 members. What role do you think the efforts of the executive board have played in attracting so many members?

2- What seem to be the most pressing needs of the community of TESOL Professionals in Brazil, and how have you addressed those needs as an organization?

3- How do you see the organization developing in the coming years?

Guest BIO:

Isadora Pereira Costa wears many hats in the world of education and ELT. She holds B.A. degrees in both Mass Communication and Pedagogy, a Postgraduate Degree in Bilingual and Multilingual Education, and a TESOL certification from Anaheim University. Her professional development also includes certifications such as LPACTE, ACTE, and IH COLT from the British Council. In addition, she is Cambridge certified, having achieved both the CAE and CPE.

Isadora is the founder of Stars English School and the creator of the Stars Methodology. With a wealth of international experience in English-speaking countries, her journey in education began early—she started teaching at just 13 years old in England. Today, she is recognized as a young learners expert, teacher trainer, speaker, and ELT materials writer.

Beyond the classroom, Isadora serves as the Finance Director for BRAZ-TESOL, leads the Santa Catarina Chapter, and is a former Event Coordinator for the Young Learners and Teens Special Interest Group (SIG).

Resources:

Websites/Social Media:

www.starsenglish.com.br

www.braztesol.org.br

https://www.linkedin.com/in/isadorapereiracosta/

@sixstrarsedu

@starenglishschool

Other Published Media:

https://www.youtube.com/@starsfunlearning https://www.youtube.com/@starsenglishschool/videos https://editoraboc.commercesuite.com.br/livros-de-ingles/livro-colecao-knock-knock-10-livros https://www.amazon.com.br/Pr%C3%A1ticas-Ingl%C3%AAs-Inf%C3%A2ncia-teachers-ebook/dp/B0B671MD1C

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

***For CTLE credit, click here***

Episode Summary:

In this episode of RBERNing Questions, Dr. Okon Effiong, the incoming President of TESOL, sits down to talk to us at the TESOL Convention in Long Beach, California. Dr. Effiong shares his inspiring journey from aspiring genetic engineer to prominent educator in the field of English Language Learning. He recounts his first TESOL convention, his transition into leadership roles, and his efforts in founding the Africa English Language Teachers Association. Dr. Effiong also discusses the challenges and underrepresentation faced by African teachers, as well as his views on current political issues affecting language teaching. With a vision to advance TESOL's mission of promoting academic excellence and research, as the President Elect 2025, he emphasizes the importance of flexibility, advocacy, and global membership engagement in the rapidly changing landscape of education.

RBERNing Questions for this Episode:

1- As the incoming President of TESOL, what is your mission for the organization? What is your vision in terms of its development?

2- What was your personal reaction to the news about the executive order designating English as the official language of the U.S., and what did it motivate you to do as a leader in our field?

3- Given the current anti-diversity and anti-multi-lingual climate here in the US, in which providing advocacy for our English Language Learners and our immigrant students is facing excruciating resistance, what advice do you have for the educators out there to keep them motivated?

Guest BIO:

Okon Effiong is an English lecturer at Qatar University. He holds a PhD in Applied Linguistics from the University of Southampton, United Kingdom. Okon is the Founder of the African English Language Teachers Association and the President-Elect of TESOL International Association. He is also the winner of the British Council ELTons Outstanding Achievement Award 2024. Okon held several leadership positions in TESOL International Association, and has given numerous international presentations. His publications include Cultivating positive reading attitudes with Grade 8 (Routledge,2024), Global Efforts in Advocacy for English Language Teaching and Learning: Conclusions and Futures (Michigan Publishing, 2024), When visible minorities lead visible majorities (Macmillan, 2023), and Continuing professional development in the Foundation Program at national university in the State of Qatar (Springer, 2023). He is the lead editor of Hybrid Learning in English Language Teaching: Motivation, Challenges and Opportunities (Cambridge Scholars Publishing, 2024), and co-editor of Decentering Advocacy in ELT: Perspective and local practices (Michigan Publishing, 2024), and The role of language teacher associations in professional development (Springer 2018).

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

***For CTLE credit, click here***

Episode Summary:

In this episode, co-teachers share their secrets on how to prepare your ELLs and MLs for a PBL culminating event in which they showcase their civic-minded projects to a myriad of education specialists, field questions, and discuss possible solutions and future pathways to explore on their chosen topics. Ms. Davi and Ms. Frontino provide a comprehensive, start to finish guide that can be easily implemented by any educator with an interest in developing more structured, student-driven Project-Based Learning. If you’re looking for a way to breathe more life into your PBL projects, this is a must listen!

RBERNing Questions for this Episode:

1- Can you tell us about the implementation of your PBL project for this event from start to finish?

2- What were some of the biggest challenges you faced in implementing the project?

3- What were the biggest benefits for the students who participated in the PBL with ELLs in Mind collaborative culminating event on May 28th?

Guests' BIOS:

Luisa Frontino

This is Ms. Frontino’s tenth year teaching English as a New Language (ENL) at Brooklyn Studio Secondary School in Bensonhurst, Brooklyn. Prior to becoming a teacher, she was an NBC Page (like Kenneth on 30 Rock) and worked in book publicity at Little, Brown and Company for five years. Her experience in publicity definitely prepared her for teaching in a myriad of ways!

As a teacher, she has worked primarily in high school, supporting English language learners in ELA and US History classes. For the last four years, she and Francesca Davi have co taught high school English to sophomores and juniors. In the last two years they have focused on project based learning in their classroom to leverage the rich experiences and backgrounds of their students, and the results have been impactful. They look forward to continuing their work with PBL next year too!

Francesca Davi

Ms. Davi started her career 17 years ago in Italy, teaching English and Spanish to high school students. She attended Fordham University as an undergraduate student and graduated in 2006 with a double major in Italian Language and Literature and International Intercultural Studies and a minor in Spanish Language and Literature. She earned her Master’s degree in TESOL in 2017 from ACE.

In 2015, she began teaching at Brooklyn Studio Secondary School and has taught 7th grade science, high school nutrition, and middle and high school Italian. Recently, she has taken on the role of the 10th Grade ENL teacher and this is her first year also co-teaching 11th grade ELA/ENL with Ms. Frontino.

She recently won a grant to create an Exploring Italy class for her high school students. This course gives them a unique opportunity to virtually explore major cities in Italy in real time with local tour guides via Zoom. Students also learn about the culture and history of the country.

Resources:

Contact Information:

Email: fdavi@schools.nyc.gov

PBL Pamphlet:

Amplifying Multilingual Voices and Learning in K-12 Education Through Project-Based Learning

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

***For CTLE credit, click here***

Episode Summary:

How can AI redefine the way we teach and support multilingual learners’ speaking progress? In this episode, three dynamic presenters from the TESOL 2025 Convention: Alayne Flores, Gina De Anda, and Jennie Kim discuss the practical use of AI chatbots to provide that much-needed speaking practice outside of the classroom. Tune in to hear about how they are integrating AI tools like Custom GPTs and Chatty Bot in their instruction for all levels of multilingual learners. Discover the challenges they've faced, the innovative solutions they've implemented, and the future possibilities for AI in curriculum planning.

RBERNing Questions for this Episode:

1- What influenced your decision to focus on Custom GPTs, and in particular, Chatbots?

2- What are some advantages and disadvantages to using AI as a conversation partner from both your and your students’ point of view?

3- What are the implications for using AI Chatbots in curriculum planning and how do you see this potentially advancing in terms of future applications in or out of the classroom?

Guests’ BIOS:

Jennie Kim is an Assistant Professor of ESL at San Diego College of Continuing Education (SDCCE). She serves as the CATESOL Technology-Enhanced Language Learning Interest Group Coordinator and is also the Co-Chair of the GenAI Literacy for ESL Committee at SDCCE. With a strong passion for integrating innovative technologies into language education, she focuses on how tools like generative AI can enhance learning experiences for English language learners.

Alayne Flores is an adjunct instructor of ESL/ELAC at the San Diego College of Continuing Education. She began teaching English in 2006 for salmon farming companies in Chilean Patagonia. Her career also took her to Thailand, Peru, and Honduras before returning to her hometown, San Diego, where she taught at UCSD Extension before finding her teaching home at SDCCD. Most recently, she helped write curriculum for a course called Advanced English for Parents Online, which she has also taught for two years. She loves her diverse colleagues and students in her exceptional community college district.

Gina is an ESL educator with experience teaching high school students, adults, and learners abroad. Known for her collaborative spirit, she’s passionate about building community-driven classrooms, promoting digital literacy, and creating accessible content. As a Spanish and French speaker, she brings the empathy of a language learner to her teaching. Outside the classroom, you’ll find her journaling, trying out new tech tools, or hosting cozy backyard gatherings with friends.

Resources:

Websites/Social Media:

LinkedIn:

www.linkedin.com/in/jennie-kim-6260b08

http://linkedin.com/in/ggddaa

Mentioned in this episode:

GPT: https://chatgpt.com/g/g-LaNuFjXVr-english-for-newcomers

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

***For CTLE credit, click here***

Episode Summary:

In this episode, Alicia Baez, the Assistant Superintendent for the Division of Multilingual Education at Buffalo Public Schools discusses her extensive role in overseeing ENL programming, bilingual education, and community outreach. Alicia shares her personal journey inspired by her father, also an educator, and her tireless advocacy for bilingual and dual language programs. She highlights the importance of culturally and linguistically inclusive education, teacher support, and effective leadership. Alicia also discusses various initiatives like the Bilingual School Principals’ Consortium and new programs designed to support immigrant and refugee students in Buffalo. As we wrap up, Alicia emphasizes the need for educators to ensure every student feels represented and safe in their learning environment.

RBERNing Questions for this Episode:

1- In your role as Assistant Superintendent of Multilingual Education, what are you most proud of in terms of initiatives you’ve developed to better serve our MLs?

2- As Director of Bilingual Education, you established a bilingual school Principals’ Consortium. How did the collaboration of these leaders impact the effectiveness of education for MLs in the Buffalo area?

3- What are the most important steps educators can take to better promote biliteracy, bilingualism, and biculturalism in classrooms all over America and how do you think administrators can support them in these efforts?

Full BIO:

Alicia Báez began her career with the New York City Department of Education and has more than seventeen years of experience in education. This term includes more than thirteen years of service in bilingual education. While working in the South Bronx, she supported English Language Learners (ELLs) and Multilingual Learners (MLs) as a classroom teacher, literacy/data coach, and as an Assistant Principal. She coordinated the development of literacy curriculum in both English and Spanish, integrated technology to meet the needs of ELLs and MLs, facilitated numerous professional development opportunities for teachers, implemented an adult ENL program for parents, and supervised Title III Saturday programs.

Alicia returned to her hometown of Buffalo, New York more than seven years ago where she proudly accepted the position of Assistant Principal at City Honors School. She then served the ELLs and MLs in the City of Buffalo through her role as Director of Bilingual Education for the Division of Multilingual Education.

Alicia served as the Associate of Bilingual Education for the Office of Bilingual Education and World Languages at the New York State Education Department. In this role she worked with various school districts across the State of New York as implemented and enforced the regulations and policies that govern the rights of English Language Learners and their families.

Recently, Alicia has returned to the Buffalo Public Schools as the Assistant Superintendent of Multilingual Education where she has continued the work she began as directed and expanded upon the programming offered in Buffalo.

Alicia is currently a Regional Director and Secretary for the New York State Association of Latino Administrators and Superintendents.

Resources:

Websites/Social Media:

https://www.buffaloschools.org/o/dept-multilingual-education/page/multilingual-ed

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

***For CTLE credit, click here***

Episode Summary:

In this episode of the RBERNing Questions podcast, host Yasmeen Coaxum continues the TESOL 2025 Presenters’ Series from the TESOL Convention 2025 with Dr. Katya Goussakova and Dr. Nicole Hammond from Seminole State College of Florida. They discuss their presentation titled 'AI Tools for ESL Grammar Teachers,' their backgrounds in English language teaching, and their innovative methods for integrating AI, specifically Chat GPT, into grammar instruction. Tune in to hear their insights on creating engaging grammar activities using AI, the future of AI in education, and the importance of personalization in teaching. If you LOVE grammar instruction and are looking for fun, new ways to use AI to engage with your students, this episode is for you!

RBERNing Questions for this Episode:

1- Why did you decide to focus on Chat GPT’s use in grammar instruction, and how did you decide on which grammar points to focus on?

2- What was your process for creating prompts that yield effective results?

3- How do you see AI affecting grammar instruction going forward?

Guest BIOS:

Dr. Goussakova has been teaching, developing materials, presenting, teacher training, editing, and publishing in the field for over 25 years. Her interests include corpus linguistics, writing, grammar, OER, & AI.

Dr. Hammond is an Associate Professor for Seminole State College’s Center for English Language Studies where she teaches EAP, ESOL, and ELI courses. She received her Ph.D. in Education (TESOL Track) from UCF. She has taught ESL/EFL classes for over 20 years, with 18 years of experience teaching international students at a college setting. Her first teaching experience was as a volunteer through Americorps in Apopka. She has also conducted teacher training conferences and workshops in Ecuador, Japan, Brazil, and Costa Rica and has presented at several national and international conferences.

Resources:

Websites/Social Media:

https://www.seminolestate.edu/els

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

***For CTLE credit, click here***

Episode Summary: In this episode, Maria Friedland explains her diverse roles and how she collaborates with educators and institutions to develop professional learning opportunities and curriculum resources for K-12 multilingual learners. She shares her teaching journey from Brazil to the U.S. and her numerous initiatives, notably her passion project, “PBL with ELLs in Mind: A Collaborative, Culminating Event.” This conversation is full of delightful stories about students who participated in this event, highlighting the impact of collaborative projects on multilingual students. If you’re interested in facilitating a passion project to empower your ELLs and MLs, Maria shares insights to help you on your journey to seeing your educational event come to fruition. Tune in now!

RBERNing Questions for this Episode

1- Can you describe the origins of PBL with ELLs in Mind: A Collaborative, Culminating Event?

2- What have been some of your proudest moments in developing and seeing this event come to fruition?

3- What advice would you give to current educators who might want to put on an event that really resonates with their passion in this field?

Guest BIO:

Maria Oliveira-Friedland is the Senior Director of Social Studies/Civics Curriculum and Instruction for Multilingual and English Learners (MLs/ELLs) in New York City Public Schools. In this capacity, Maria works closely with central offices, district teams, and educators of Multilingual Learners to design, plan and deliver professional learning opportunities and curricular resources that address the needs of K-12 linguistically diverse learners. Maria Oliveira-Friedland has also served NYCPS as a Director of Middle School Literacy and Language Development and as a Senior ELL Instructional Specialist, designing instructional resources for middle school and secondary education. Maria has an Advanced Studies Degree in District Leadership and Policy, a master’s degree in School Leadership, Administration and Policy, a master’s degree in TESOL K-12, and a BA in Geography. With over 20 years of experience as an educator in New York City and abroad, Maria’s educational leadership and teaching practices have always been directly connected to serving Multilingual, English Language Learners and immigrant families.

Resources

Publications:

Amplify Multilingual Voices and Learning in K-12 Education through Project-Based Learning Amplifying Multilingual Voices and Learning in K–12 Education .pdf

Scaffolded Models for the Integration of Language and Content

Scaffolded Models for MLs_v4.pdf

A Guide to Linguistically Responsive Writing Feedback

Guide for Developing Linguistically Responsive Writing Feedback .pdf

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

***For CTLE credit, click here***

Episode Summary:

In this 3rd episode of our TESOL 2025 Presenters’ Series, featuring Dr. Tamara Jones, we explore the common pitfalls of traditional listening instruction in classrooms. Dr. Jones reflects on her own experience of simply playing recordings and offering multiple-choice questions, highlighting that this method primarily provides practice rather than actual teaching. She delves into the challenges of understanding the listening process, both for students and educators, and raises and answers the important question of how to effectively teach listening skills.

RBERNing Questions for this Episode:

1- What are some of the key listening comprehension problems, and what evidence-based approaches do you suggest we take to solve them?

2- How do you think as educators we got into the practice of "assessing" listening rather than teaching the skills to improve it?

3- What were the measurable results of using some of the strategies you mentioned? What has been some of the feedback you've received from students who have completed these exercises?

Guest BIO:

Tamara Jones has taught in Russia, Korea, England, Belgium and the USA. She is currently the ELC Academic Manager at Howard Community College in Columbia, MD. Tamara holds a PhD in Education from the University of Sheffield in the UK and is a co-author of Q: Skills for Success, Listening and Speaking 4 and author of There must be 50 Ways to Teach Pronunciation and There must be 50 Ways to Teach Vocabulary. She is also the editor of Pronunciation in the Classroom - The Overlooked Essential and co-editor of Listening in the Classroom – Teaching Students How to Listen. Her research is currently focused on the connection between pronunciation and listening and she is always interested in practical ways to make pronunciation instruction integral to ESL/EFL.

Resources:

Websites/Contact Info:

https://www.howardcc.edu/programs-courses/continuing-education/english-language-center/

Email: tjones@howardcc.edu

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/