纽约城市大学布鲁克林学院

The program in bilingual childhood education prepares candidates to teach in bilingual settings where two languages are used as the mediums of instruction. This program provides candidates with a solid foundation in the theory and practice of bilingual education; courses include the following topics: bilingualism, research, methodology, biliteracy, content instruction in bilingual settings and multicultural education. Option A is designed for candidates who already hold certification in Childhood Education. Option B is designed for career changers and includes an additional 18 credits of education course work as well as one semester of student teaching in a bilingual setting. These courses of study includes a 15-credit bilingual extension which can be taken as an advanced certificate (see Advanced Certificate in Bilingual Education). Students will enroll in the appropriate course of studies listed below (Option A or B) based upon teaching experience, previous course work, and the teaching certificates they hold.

Student Learning Outcomes

Understand the major concepts of bilingual education theory and practice across developmental levels including the history of bilingual education (InTASC, Standard 4)

Understands and inquires about the development and growth of a variety of emergent bilingual students across developmental levels and school contexts (InTASC, Standard #1)

Able to translate the most current bilingual education theories to practice that supports the development of emergent bilinguals across developmental levels and content areas. (InTASC, Standard 4)

Recognizes and respects the group and individual differences of emergent bilingual students and uses these differences as resources in student learning (InTASC, Standard #2)

Identifies, modifies, and executes practices that ensure that both the physical and interactional learning environment supports a healthy attitude towards language diversity and language learning and supports emergent bilinguals’ overall academic and social development (InTASC, Standard #3)

Understands how to support students’ language development alongside overall academic and social development through the use of their entire linguistic repertoire and multiple modalities (including play, art, digital literacies, etc). (InTASC, Standard 5)

Thoughtfully plans developmentally-appropriate and culturally sustaining pedagogy that results in rigorous learning of language and content (InTASC, Standard 6)

Can adapt and utilize a range of informal assessment tools to accurately assess emergent bilinguals’ growth in both content area skills as well as language (InTASC, Standard 6)

Can develop and implement instructional strategies that take into account the multiple dimensions of the bilingual learning (including linguistic diversity, cultural background, race, socioeconomic background) and honors and builds off students’ resources (InTASC, Standard 7)

Structures experiences so that bilingual students can build and develop metacognitive and metalinguistic practices to support bilingualism and learning in general (InTASC, Standard 8).

Engages in frequent and collaborative professional development experiences that, at times, cuts across grade bands and languages, to develop an identity as a bilingual practitioner (InTASC, Standard 9).

Collaborates with other colleagues to discuss, share, and lead to improve the educational lives of emergent bilingual students alongside the collaboration of families and community members (InTASC, Standard 10).