Where this program can take you:

• Become a certified dual language teacher and/or instructional leader
• Better serve the needs of emergent bilingual learners within any classroom context
• Use courses to finish the Master of Science in Education: Curriculum and Instruction program

To start, you need:

• A bachelor’s degree
• A valid teaching license (preferred)

Finishing will take:

• 1 year or less
• 15 credits

Begin your Dual Language/Bilingual Education Certificate/Specialization program:

• Fall term

Where you will take classes:

• On campus-All classes meet once per week from 5-7:50 pm
• Online-Hybrid

What you will learn:

This certificate/specialization prepares teachers and other education professionals to develop students’ competencies in bilingualism, biliteracy, and multiculturalism. Builds expertise for effective instruction, leadership, and advocacy in dual language and bilingual settings.

Learning outcomes:

• Prepare teachers and other education professionals to apply theories of first and second language acquisition to their practice, and to use theoretical principles related to the role of culture and identity to foster an inclusive learning environment in dual language and bilingual settings.
• Prepare teachers and other education professionals to use evidence-based practices and strategies related to planning/developing/designing, implementing, and managing/assessing instruction in dual language and bilingual settings.
• Prepare teachers and other education professionals to act as a resource and advocate for multilingualism, and to collaborate with students, their families, and the community in order to meet the needs of multilingual students.

ED 631: Foundations of Biliteracy (3 credits)

This course explores the relationship between first and second language literacy and between oral and written language skills. The course also examines ESOL and biliteracy teaching strategies for differentiated proficiency levels, as well as materials, classroom organizational structures, and assessment tools. Projects encourage participants to become reflective practitioners as they analyze and critique their own beliefs and teaching practices, and plan their professional growth.

ED 641: Theories of Bilingualism (3 credits)

This course focuses on theories of language acquisition and their application to the classroom. It also explores topics such as language ideology, learners’ linguistic capital, translanguaging, contrastive analysis, language transfer, and metalinguistic strategies. Participants engage in linguistic analysis and consider classroom practices that maximize dual language learning, development, and use. Projects encourage teachers to become reflective language learners and practitioners.

ED 644 Bilingualism in Social Contexts (3 credits)

This course examines the concept of culture and its manifestation in schools and communities, with an emphasis on dual language/bilingual classrooms in the U.S. Informed by up-to-date theory and research, participants examine socio-cultural and historical forces that impact the educational process. Strategies that capitalize on learning and using cultural and community resources in dual language/ bilingual classrooms are emphasized. Partnerships with families, schools, and communities are an important focus of the course. Projects encourage participants to become reflective practitioners.

ED 645 Instruction and Assessment in Dual Language/Bilingual Settings (3 credits)

This course focuses on curriculum development, assessment practices, and design of materials for dual language and bilingual classrooms. Informed by current research and theory, participants plan, develop and implement instructional strategies and assessment tools that foster academic and linguistic development. Projects encourage participants to become reflective practitioners, as they critique and analyze their teaching practice in dual language/bilingual settings, and plan their professional growth.

ED 647 Critical Inquiry and Reflective Practice for Dual Language/Bilingual Educators (3 credits)

This course focuses on examining the policies, instructional practices, and the curriculum to transform them as appropriate. It also lays the foundations to develop an advocacy stand and to examine their leadership skills. Participants also conduct research and are encouraged to become better reflective practitioners.