The Bilingual Education Certificate (BEC) is a four-course instructional series 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.”
Teachers, Adminstrators, Literacy Specialists and Coaches, Paraprofessionals
Students can complete the full bilingual endorsement in a 12-month period.
Yes, we often work with districts to customize course delivery for groups of teachers.
Courses are a combination of online and hybrid formats and can be taken individually or as a group.
Yes; however, if you're interested in the DESE Bilingual Endorsement, you must complete the full series.
Boston Teachers Union members can earn Academic Ladder Credits.
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 and fourth courses move directly into instructional applications, specifically highlighting critical literacy and language arts teaching in bilingual education settings.
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.
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.
Students will get to pick one course from a series of three one-credit courses to prepare educators to teach language development and writing to students in grades K–8. The curriculum leverages Professor Maria Brisk's approach which has been tested for over 10 years in multiple schools. Courses focus on narrative writing, report and explanation writing, and argument and procedure writing.
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.