There are 3 ways to be certified as a bilingual teacher:

Option 1: If you already have provisional or initial certification in one area and want an MSED degree that leads to the bilingual extension

Option 2: If you want an Advanced Certificate leading to the bilingual extension

Option 3: If you do not have any provisional or initial certificate as a teacher see, option 3

Total Number Of Credits in Bilingual Education:
Professional Only: 33 Credits

*Students must show a course on Disabilities as undergraduates or must take an additional 3 credits of TAL 803, Perspectives on Disability

Total Number of Credits for Programs in Bilingual Education:
Professional Only 33 credits

Option 2
MSED in Bilingual Education Extension Certification

Total Number Of Credits in Bilingual Education:
Advance Certificate Extension: 15 Credits

Option 3
MSED in Childhood Urban Education /Urban Adolescents, and Teaching Urban Children/Adolescents with Disabilities, and Literacy
With Bilingual Extension Certification (Initial/Professional)

Because the programs at the Brooklyn Campus of Long Island University are inclusive and integrated, students interested in being initially certified as bilingual teachers follow the Childhood/Adolescence /Disability or Literacy Programs and take an additional 9 credits for the Bilingual Extension certification. Please consult the appropriate section for specific requirements.

Total Number of credits in Childhood/ Adolescence/ Disability/ Literacy with Bilingual Extension Certification, initial certification: 30 - 42 credits.

Teaching and Learning 801 Issues in Urban Education. Corequisite: TAL 088 or exemption
Using the School of Education KEEPS mission as a context, this course examines the intersection of individuals, families, schools, communities, and society as they exist and interact in urban settings. Through readings and class discussion, students will examine schooling from historical, philosophical, sociological, economic, and political perspectives. Factors such as language, ability, socioeconomic class, ethnicity, race, gender and sexuality will be introduced through a critical perspective in order to understand how they influence and shape urban education. Students will have the opportunity to engage in field-based research related to issues studied. Fifteen hours of fieldwork are required. Three credits. back

Teaching and Learning 804 Fundamentals of Linguistics Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
An introduction to the basic concepts of linguistics needed to understand second language acquisition, language variation in urban settings, and ESL pedagogy for diverse learners. Students will become familiar with the main components of language structure (phonological, morphological, syntactic, and lexical) and will learn their significance from a psycholinguistic perspective. They will analyze data from languages spoken in New York City. Three credits. back

Teaching and Learning 821 Multicultural Perspectives in Education, Prerequisites or corequisites: TAL 099 or exemption, TAL 801 Offered every semester
An examination and analysis of the historical evolution, theories and practices of multicultural education. Factors of race, ethnicity, culture, language, socioeconomic class, gender, ability, sexual orientation, power and privilege will be explored as they relate to teaching, learning, and schooling in the urban and societal contexts. Students will also select and evaluate multicultural curricula and literature that will validate and enrich students' lives and experiences and enable them to meet NYS Learning Standards. Three credits. back

Teaching and Learning 823 Bilingualism and Bilingual/Multicultural Education. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every Fall
Introduction to the individual, social, cognitive and linguistic nature of bilingualism, including second language acquisition, sociology of language, and the relationship between language and culture. Students will examine the socio-political, historical, and legal foundations that have shaped bilingual and multicultural education policies, program models, and teaching and assessment practices. Issues pertaining to second language learners with diverse learning needs will be addressed. Students will develop an understanding of the distinction between language differences and language disability. Ten hours of fieldwork required. Students pursuing the bilingual extension will have an additional twenty hours of fieldwork. Three credits. back

Teaching and Learning 830 Classroom Inquiry I. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
The course aims to develop and improve aspects of teaching practice through inquiring about students’ work with children and adolescents in classrooms and other educational settings from a phenomenological perspective. Through collaborative inquiry, students will learn disciplined modes of observation and description and a range of ways to document aspects of teaching and learning. They will complete a child study including the collecting and describing of the child’s work and a Descriptive Review of the Child. In addition, students will investigate the assumptions about persons and knowledge-making underlying the phenomenological modes of inquiry basic to the child study. Students will begin to develop a conceptual understanding of the nature of inquiry, documentation, evidence, questions, and knowledge. Thirty hours of fieldwork are required. Three credits. back

Teaching and Learning 862 ESL Curriculum and Methodology: Teaching Literacy K-12. Prerequisite: TAL 830 Offered every Spring
A study of different approaches to teaching ESL in an urban classroom with a focus on all aspects of language and literacy, including listening, speaking, reading, and writing, at different levels of proficiency in English. Students will learn to develop literacy through the content areas. They will also become familiar with uses of technology in an ESL setting and with literacy and language proficiency assessment. Students will learn how to help English Language Learners of varying ability meet NYS Learning Standards in literacy. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 863 ESL Curriculum and Methodology: Teaching Content Areas K-12 Prerequisite: TAL 830 Offered every Fall
An examination of the practices of teaching the content areas of science, mathematics, social studies and language arts through English. Strategies for implementing sheltered instruction, adapting materials, and developing vocabulary in specific content areas will be introduced. Attention is given to the teaching of content areas to second language learners with disabilities. The use of technology in teaching ESL is presented along with assessment tools for measuring progress in specific subject areas. Students learn to develop their own curriculum and materials in a workshop setting. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 864 Sociolinguistic Issues in the Urban Classroom, Prerequisite: TAL 830 Offered every Fall
A study of how language structure varies in an urban setting along parameters such as socioeconomic class, culture, and gender, and how such variation impacts upon second language learning and teaching. Considerable attention is given to the issue of language standardization and the inclusion of African American vernacular, pidgins, creoles, and non-standard varieties of English in schools. Three credits. back

Teaching and Learning 866 Native Language Teaching in the Bilingual Classroom. Prerequisite: TAL 830. Offered every Spring
An exploration of theories of literacy and related teaching practices to develop native language reading, writing, speaking, and listening skills, and to use native language in teaching the content areas (mathematics, science, and social studies). Techniques of assessing native literacy skills will be examined. Students will become familiar with native language resources in the community through evaluating culturally appropriate curricula, children’s literature and media. Students will also analyze and strengthen their own biliteracy skills. Twenty hours of fieldwork are required. Three credits. back

Teaching and Learning 879 Special Topics in Education. Prerequisite: TAL 099 or exemption
An in-depth and intensive study of specific critical areas of interest in education, as identified by faculty. With approval of program faculty, students may apply a maximum of three credits to their degree program. Ten hours of fieldwork may be required. Three credits. back

Teaching and Learning 880 Classroom Inquiry II. Prerequisite: TAL 830 Offered every semester
A course that aims to develop and improve aspects of teaching practice by deepening students’ understanding of inquiry, documentation, evidence, questions, and knowledge as introduced in Classroom Inquiry I. Students will extend their learning of collaborative modes of classroom inquiry by formulating a question and completing an inquiry into a school or classroom issue, a curricular activity, or an aspect of their teaching practice. Students will explore a range of literature related to the questions being investigated. They will investigate and compare assumptions about persons and knowledge-making underlying various modes of inquiry through exposure to a range of research designs. Thirty hours of fieldwork are required. Three credits. back

Brooklyn Campus