Certificate in Teaching English Language Learners
Certificate in Teaching English Language Learners
Who is this program for:
Boston College Lynch School offers the Teaching English Language Learners (TELL) certificate program at both the graduate and undergraduate levels.
Candidates include:
- Students who hold a license to teach in US public schools
- Students pursuing a license to teach in US schools
- Students with interest or experience in working with bilingual learners/English language learners in other educational contexts
Who will you work with:
- Candidates work with professors and instructors who are expert in the field of working with bilingual learners/English language learners.
- Candidates enrolled in licensure programs will have field placements that include work with bilingual learners/English language learners.
What are the program goals:
This program is designed to prepare mainstream teachers to work with bilingual learners/English Language Learners in their mainstream classroom settings. International students and others intending to work with bilingual learners/English language learners in other contexts find the TELL certificate program useful as well.
Unique aspects of the program:
The certificate program exceeds current state licensure requirements in Massachusetts. This expanded focus on bilingual learners/English language learners reflects the social justice mission of the Lynch School.
- First and second language acquisition theory
- Research on bilingualism
- Culturally and linguistically responsive pedagogy for content, language and literacy learning for bilingual learners/English language learners
- Effective practices for working with bilingual learners/English language learners and their families.
- U.S. policy and history related to the education of bilingual learners/English language learners
What will I study?
Curriculum
- Courses: 6 including a field experience
- Credits: 10
| Course | Course Title | Credit |
|---|---|---|
EDUC6346 EDUC6347 |
Teaching Bilingual Students Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms in elementary education. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. There are two sections of this course: EDUC6346 is for elementary and early childhood education majors and EDUC6347 is for secondary education majors. |
3 |
| EDUC3308 | Bilingualism in School and Communities The goal of this course is to prepare students to participate in increasingly multilingual and multicultural environments in order to better serve bilingual students, families, and communities. Building on theory, research, and practice from the fields of bilingualism, second language acquisition, and education, students will learn about the process of language and literacy development in children and adolescents who are exposed to more than one language, and the social and cultural contexts in which this development occurs. Through the use of case studies and school profiles, students will deepen their understanding of issues in bilingualism and bilingual education. |
3 |
Students choose two of the following:
| Course | Course Title | Credit |
|---|---|---|
| EDUC2151 | Pre-Practicum I A one-day-a-week practicum for Lynch School sophomores and juniors majoring in elementary and secondary education. Placements are made in selected schools in the Greater Boston area. |
1 |
EDUC3152
|
Pre-Practicum II A one-day-a-week practicum for Lynch School sophomores and juniors majoring in elementary and secondary education. Placements are made in selected schools in the Greater Boston area. |
1 |
EDUC3153
|
Pre-Practicum III A one-day-a-week practicum for Lynch School sophomores and juniors majoring in elementary and secondary education. Placements are made in selected schools in the Greater Boston area. |
1 |
Students enroll in the Inquiry Seminars alligned with their choosen pre-practicums.
| Course | Course Title | Credit |
|---|---|---|
| EDUC2131 | Inquiry Seminar I The purpose of this seminar is to introduce and develop classroom-based inquiry skills in teacher candidates. Teachers develop a self-awareness about their personal beliefs and biases about teaching, learning, and pupils; explore, understand, and learn to navigate the various aspects of school culture; and learn to use their classroom as a research site by posing critical questions about pupil learning, consulting related research, gathering and analyzing data about their pupils and classrooms, attempting interventions, evaluating results, and documenting pupil learning. Students should be enrolled in EDUC2151. |
1 |
EDUC3132
|
Inquiry Seminar II The purpose of this seminar is to introduce and develop classroom-based inquiry skills in teacher candidates. Teachers develop a self-awareness about their personal beliefs and biases about teaching, learning, and pupils; explore, understand, and learn to navigate the various aspects of school culture; and learn to use their classroom as a research site by posing critical questions about pupil learning, consulting related research, gathering and analyzing data about their pupils and classrooms, attempting interventions, evaluating results, and documenting pupil learning. Students should be enrolled in EDUC3152. |
1 |
EDUC3133
|
Inquiry Seminar III The purpose of this seminar is to introduce and develop classroom-based inquiry skills in teacher candidates. Teachers develop a self-awareness about their personal beliefs and biases about teaching, learning, and pupils; explore, understand, and learn to navigate the various aspects of school culture; and learn to use their classroom as a research site by posing critical questions about pupil learning, consulting related research, gathering and analyzing data about their pupils and classrooms, attempting interventions, evaluating results, and documenting pupil learning. Students should be enrolled in EDUC3153. |
1 |
Application Information
PrintDeadlines
- Rolling Admissions
Apply Now
A non-refundable application fee of $75 is required, however, this fee is waived for select applicants.
Resume
In addition to your academic history and relevant work experience, please include:
- Any teaching or counseling experience (including any licenses already held);
- Any social justice related experience;
- Any language skills other than English (especially Spanish language skills) and;
- Any research experience or publications
Personal Statement
To be uploaded to your online Application Form.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Transcripts
All official undergraduate and graduate transcripts must be sent to our office before the application deadline. Please note the following:
Only official sealed (unopened) transcripts are acceptable. An official postsecondary transcript must be printed on official institutional paper and include at least one of the following: an institutional watermark, the registrar’s signature, or the registrar's seal.
Copies and unofficial transcripts sent directly from applicants are not acceptable, the transcript must come directly from the institution.
If you are a current student and have not completed your undergraduate and/or graduate degree, the most updated version of your transcript is acceptable.
Official electronic transcripts are accepted when sent directly to gsoe@bc.edu from the institution. When requesting electronic transcripts, you must manually type in gsoe@bc.edu to ensure it is received by our office.
Mailed transcript(s) should be sent to the following address:
Lynch Office of Graduate Admissions, Boston College
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
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Contact Us
gsoe@bc.edu
617-552-4214