Bilingual Education

The Bilingual Education Certificate (BEC) is a three-course instructional series and teaching practicum for teachers seeking Massachusetts Department of Elementary and Secondary Education (DESE) endorsement for bilingual education. 

The bilingual education courses share in common a unifying view of equity and justice that recognizes intersections between race and language. Instructors work with participants to view themselves and their instruction through a critical lens that sees how these intersections can be recognized and used for enhancing instruction.
C. Patrick Proctor, Ed.D., Associate Professor of Literacy & Bilingualism

At a Glance

Who should attend?

Teachers, Adminstrators, Literacy Specialists and Coaches, Paraprofessionals

How long will it take?

Students can complete the full bilingual endorsement in a 12-month period.

What is the format? 

Courses are online, with a combination of asynchronous and synchronous participation. 

Can I take only one of the courses? 

Yes; however, if you're interested in the DESE Bilingual Endorsement, you must complete the full series.

When are the courses offered next?

A new cohort begins each summer. Educators may be able to join mid-cohort with special permission. Please see the "Courses" section below for more information about the schedule.

How do I sign up?

Individuals participating on their own can use the "Register" button in the "Courses" section below. Schools or districts interested in registering a group for the BEC should email


The first two courses are focused on the history and politics of bilingual education, and on theory and research in bilingualism and second language acquisition. The third course covers instructional applications, specifically highlighting critical literacy and language arts teaching in bilingual education settings.

Foundations of Bilingual Education

Students will be able to walk into any school that offers a bilingual program and/or serves bilingual pupils and identify the type of program in place depending on the specifics of different contexts. In service of this goal, students will explore the following characteristics of language education programs in the U.S specifically: history, models (and key attribute of program types), political contexts, and legal foundations. Students will understand dual language models, design, and implementation, including competencies, knowledge, and skills of dual language teachers, features of instruction and assessment, and implementation.


Online, asynchronous


July 25 - September 2, 2022

15 PDP's

Professional Development Points



Bilingualism, Second Language, and Literacy Acquisition 

This course explores theories of first and second language and literacy development among children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. The course also addresses varied social, political, and instructional factors that affect bi/multilingual language and literacy development.


Online, synchronous & asynchronous


October 3 - December 9, 2022

45 PDP's

Professional Development Points



Bilingual Literacy and Literature

This course is designed to provide pre- and in-service practitioners exposure to contemporary issues, perspectives, and approaches for literacy instruction in bilingual education settings. These bilingual education settings include transitional and dual language bilingual education programs, and we will explore literacy instruction as it pertains within and across these different program models. At its core, the course is designed to model the types of instructional approaches it espouses. The course will be delivered bilingually, in Spanish and English. As such, the language of instruction of the course, as well as expectations for participation, are fluid and variable. The course targets a range of literacy related topics all designed to orient the bilingual educator toward bilingual literacy instruction in contemporary bilingual education contexts.


Online, synchronous & asynchronous


January 23 - April 14, 2023

45 PDP's

Professional Development Points



Practicum & Supervision

Participants complete a 75-hour practicum experience supervised by an experienced bilingual educator. 


Participants choose Spring, Summer, or Fall



Program Faculty

Patrick Proctor

Dr. Patrick Proctor is a Professor at the Lynch School of Education and Human Development and an educational researcher focusing on bilingualism, bilingual education, language, and literacy. Theoretically, his work attempts to merge critical and developmental perspectives on language, literacy, and bilingualism in education. In terms of praxis, he works directly with teachers and administrators on issues of bilingual education and language-based literacy instruction, particularly in schools and districts characterized by student (and ideally teacher) multilingualism. 

Course Facilitators

Ana Soto Viquez

Ana Soto Viquez's background as a bilingual student in international schools across different countries fueled a strong  interest in bilingual and dual language education, especially the development and instruction of reading and writing in bilingual students. A first grade teacher at the dual language Hurley K-8 School with Boston Public Schools for the last five years, she has had the opportunity to work closely with second language learners, seeing second language acquisition and biliteracy theories put into practice and explore how the theory of Systemic Functional Linguistics can inform w'sriting instruction for bilingual students.

Amanda Campbell

Amanda Campbell is the Assistant Director for English Learner Education in the Lynn Public Schools where she oversees the Compañeros Dual Language program, and a school committee member in Salem, Massachusetts. Prior to her current role, she was an ESL teacher, a kindergarten and first grade teacher of newcomers, and a literacy specialist for multilingual learners. 

Jess Yáñez

Jess Yáñez has a graduate certificate in Bilingual Education from the Universidad Pontificia Comillas and a MA in Middle East and Islamic Studies from the University of Exeter, where she co-led a research project in intercultural learning. Prior to her role as Supervisor for Bilingual Programs at the Worcester Public Schools in Massachusetts, Jess developed literacy curriculum for grades 4-12 with the Literacy Design Collaborative and Carnegie Learning. She has taught and served as a literacy leader in bilingual programs in Los Angeles, Worcester, and Spain, mostly in middle school.

Rebecca Westlake

Rebecca Westlake brings over 15 years of experience as a teacher, instructional coach, building and district leader of English Learner and Bilingual Education. She has served multilingual students and families in the Massachusetts urban communities of Salem, Boston, Lawrence, and Chelsea, as well as in D.C public schools and in Spain in dual language, general education, and Sheltered English immersion settings. Rebecca holds a Masters in School Leadership from Harvard Graduate School of Education. She speaks Spanish and English and believes deeply in the power of teachers, families, and community to bring about positive change.


For questions about the content and delivery of the courses contact Patrick Proctor at

If you are interested in the BEC endorsement, or individual coursework for your school or school district contact Ashana Hurd at 617-552-4213, or email