Bronx

Monroe College's Bronx campus is an ideal urban campus located in the bustling Fordham section.

New Rochelle

Located in downtown New Rochelle, the Monroe College New Rochelle campus is nestled in a diverse, thriving suburban community in Westchester County.

St. Lucia

The scenic Monroe College St. Lucia campus in Barnard Hill Castries on the Caribbean island of St. Lucia combines the best of many worlds.

Queens

Monroe's Queens Extension Center is located in the heart of downtown Flushing, a vibrant and ethnically mixed district of Queens.

  • Bilingual Education Certificate Extension Program (Spanish/English)

    The Bilingual Education Certificate Extension program is a professional credential required of teachers and pupil personnel services (PPS) providers, such as school counselors, school social workers, school psychologists and attendance teachers, who work in bilingual classrooms or officially designated bilingual positions. Program candidates must have a New York State Initial Certificate or a New York State Professional Certificate and be able to demonstrate oral and written proficiency in both English and Spanish.

    Monroe’s Bilingual Education Certificate Extension program was developed in response to the growing demand for qualified bilingual teachers and PPS providers at both the city and state level. Program graduates will:

    • Explore the philosophical and practical groundwork for bilingual education
    • Learn how to provide exceptional instruction that meets the linguistic and cultural needs of emergent bilingual learners, including those with special needs
    • Become advocates for emergent bilingual children and their families within the school system
    • Be prepared for the Bilingual Education Assessment (BEA)
    • Earn a New York State bilingual education certificate extension on an initial or professional license

    Graduates will be qualified to provide specialized support to emergent bilingual children in bilingual or monolingual English classrooms in New York State public, private and charter schools and early childhood centers.

    Advantages of the Monroe College Bilingual Education Certification Extension

    • Increased employment opportunities:  The New York City Department of Education (NYCDOE) has prioritized expanding bilingual education at all grade levels, increasing the demand for qualified bilingual teachers and PPS providers. Carmen Fariña, NYC Department of Education Chancellor, has also emphasized the need for teachers trained in bilingual education.
    • Improved teacher placement rate:  Bilingual teachers have a higher placement rate in jobs across New York State due to the growing population of emergent bilingual students and the expansion of bilingual education.
    • Serving high needs communities:  Bilingual teachers help to close learning gaps for emergent bilingual students.  Learning in both English and their home language enables the students to capitalize on their bilingualism as they develop the English proficiency necessary for their success. 

    Class Schedule 

    Our 15-Credit Bilingual Education Certificate Extension is comprised of the following courses, which can be completed in as few as two semesters:

  • Teaching Bilingual Learners (ED 371)

    Taught in English

    This course provides an overview of the historical, political, and legal foundations of bilingual education in the United States and internationally, and of multicultural perspectives in education.  Educators will examine theories of bilingual education and the development of different bilingual program models, as well as the psycholinguistic and sociolinguistic perspectives that have shaped them.  This course will address the developmental and educational needs of emergent bilingual students, including those with special needs.

    Additional Requirements:  25 hours of supervised field experience.* 

    Prerequisites:  Departmental permission is required for registration. 

    Credits: 3

    Bilingual Literacy and Linguistics Practicum (ED 381)

    Taught in English

    This course provides an introduction to methods and research in teaching literacy skills to all emergent bilingual students.  Educators will review theories that have shaped our understanding of second language learning and how this applies to the specific challenges faced by children who are developing literacy in English.  The course will also explore pedagogical practices for implementing literacy instruction for emergent bilingual students within a variety of program settings.

    Prerequisites:  Departmental permission is required for registration. 

    Credits: 3

    Assessment and Evaluation for Bilingual Students (ED 361)

    Taught in English

    This course provides an introduction to assessing and evaluating bilingual learners within the school system and in the classroom.  Educators will examine and critique regulations and standards for bilingual learners. They will also explore methods for assessing student progress in multiple areas of home and new language development.  Educators will create a functional “tool kit” of holistic bilingual assessments, and implement one or more of them in a bilingual classroom.

    Additional Requirements:  25 hours of field experience.* 

    Prerequisites:  Departmental permission is required for registration.

    Credits: 3 

    Bilingual Curriculum Development (ED 311)

    Taught in Spanish

    In this course, educators will explore frameworks, materials, and strategies to help them plan curricula for classroom contexts where two languages are used as the medium of instruction (bilingual classrooms).  The course’s focus is building a practical understanding of how to utilize Spanish language and bilingual texts in instruction using culturally relevant approaches.  Practitioners will apply their understandings of bilingual education theory to organizing and designing multicultural units of study that include bilingual/Spanish-language and culturally relevant pedagogical materials.

    Prerequisites:  Departmental permission is required for registration.  

    Bilingual Content Instruction- Mathematics, Social Studies, and Science (ED 420)

    Taught in Spanish and English

    This course examines methods for teaching curriculum content in both the home language and the new language of emergent bilingual students.  Particular attention will be paid to developing students’ language and literacy skills while simultaneously developing content area understandings.  Practitioners will explore approaches and materials used for teaching Mathematics, Social Studies, and Science in programs with bilingual instruction.  The course will also focus on how to adapt curriculum for emergent bilingual students and emergent bilinguals with special needs.   

    Prerequisites:  Departmental permission is required for registration. 

    Credits: 3

  • * For teachers with at least one year of paid, full-time bilingual teaching experience, this requirement may be waived given the recommendation of the employing school or district administrator.

    Admissions Requirements

    • Fall application deadline:  August 1
    • Spring application deadline:  December 15
    • Applicants must hold a New York State Initial or Professional License in a valid certification area
    • Applicants must have a minimum GPA of 3.0 in their undergraduate coursework
    • Applicants must demonstrate proficiency in both English and Spanish. Proficiency in Spanish is demonstrated through on-site evaluation of reading, writing, listening, and speaking.  International applicants for whom English is a second language may refer to Monroe College’s policy for admission  here.  Applicants who have passed the BEA may waive this requirement.
    • Applicants must apply and submit all required supporting documentation for enrollment by the program deadline. Documents include:

      • Transcripts from all colleges universities attended (this requirement is waived for Monroe College graduates)
      • Two letters of recommendation
      • Professional resume
      • Photocopy of New York State teaching certification(s) or other state teaching certification(s)
      • Personal statement of up to 1,000 words describing your interest in bilingual education and/or teaching emergent bilingual students (also known as “ELLs”) and how deepening your ability to working with bilingual students and/or in bilingual teaching environments relates to your personal and professional goals.
    • An interview with the Program Head is required prior to acceptance.

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