Bilingual Education Endorsement Certificate

Program Overview

Rider’s bilingual endorsement program trains future educators to be sensitive to the cultural, sociological, linguistic, and psychological diversities that English Language Learner students bring with them to school. The mission of the bilingual program is to provide the skills, attitudes and understandings necessary to teach non-native speakers of English in order for them to achieve their greatest potential through education for life. Furthermore, the program introduces future educators to the different laws and programs that influence the bilingual classroom.

The course work in this program counts toward completion of the Master of Arts in Teaching (MAT).

Curriculum Overview

This endorsement provides bilingual teaching credentials for those already certified in another specialization.  It is a 15 credit program requiring five courses taken in the late afternoon/evening.

Certificate Offered

  • Bilingual Education Endorsement

Contact

Kathleen M. Pierce, Ph.D.
Professor of Graduate Education
Memorial Hall 202
609-895-5478
kpierce@rider.edu

María Villalobos-Buehner, Ph.D. 
Associate Professor of Spanish, ESL, Bilingual and World Language Education
Fine Arts 343
609-895-5596
mvillalobos@rider.edu

Program Website: Bilingual Education Endorsement 
Associated Department: Department of Graduate Education, Leadership, and Counseling

Bilingual Education Endorsement Certificate Requirements

(15 credits)

CURR 548Curriculum and Instruction for Diverse Learners3
EDUC 520Introduction to Linguistics and Psycholinguistics3
EDUC 521Teaching a Second Language3
LITR 508Literacy and the Bilingual/Bicultural Child3
EDUC 560Educating and Evaluating the Bilingual Child3
Total Credits15

Additional requirements for completion

  • Language proficiency tests are required.
    • Oral Proficiency Interview (OPI)
    • Written Proficiency Test (WPT)

Courses and Descriptions

CURR 548 Curriculum and Instruction for Diverse Learners 3 Credits

This course will examine the curricular and instructional issues that educational leaders must address in accommodating the school program to the needs and abilities of diverse learners. A historical perspective will be developed with an emphasis on how schools have responded to meet the needs of the exceptional child. Legal issues and programmatic trends will be examined and assessed since the inception of the Individuals with Disabilities Education Act. Multicultural issues will be introduced within the context of school and society. The responsibility of the educational leader in fostering a multicultural perspective pertaining to curriculum and instruction, governance, bias and prejudice and school climate and culture will be emphasized. Students will identify and develop curricular possibilities and solutions in school settings to accommodate learners’ diverse needs. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.

Prerequisite(s): CURR 531 and CURR 538.

EDUC 520 Introduction to Linguistics and Psycholinguistics 3 Credits

This course provides an introduction to the properties of human languages and to their systematic study in the field of linguistics and psycholinguistics. Topics include the nature of human language as distinct from other communication systems; sound patterns (phonology), word-formation (morphology), sentence structure (syntax), and meaning (semantics) in the world's languages; relations to cognition, communication, and social organization; dialect variation and language standardization; language learning by children and adults; and the nature and history of writing systems. Intended for any undergraduate and graduate interested in language or its use. It is assumed that students have had no prior course work or exposure to linguistics and will begin with the basic assumptions that are shared by those who study language from a variety of perspectives. Students analyze their own speech patterns, investigate different speech acts in different languages and develop a research project using a linguistic construct in order to apply it to the second language classroom. Students present this project in a poster format to the university community at the end of the semester.

EDUC 521 Teaching a Second Language 3 Credits

This course focuses on interactive methods of teaching a new language as well as cross-cultural understanding. Students learn to plan using national and state standards for language instruction, organize activities, design and direct language learning tasks, and assess learning. Includes theoretical positions on communicative language learning and teaching, the use and evaluation of currently used materials, the design of new materials, and field experiences in the language to be taught. Students develop their professional portfolio, participate in an E-seminar, prepare a unit of study, and present lesson segments. Open to prospective world language teachers, ESL and bilingual teachers, as well as practicing teachers seeking certification. *NOTE: This course is cross-listed as READ 517. Students cannot get credit for both READ 517 and EDUC 521.

LITR 508 Literacy and the Bilingual/Bicultural Child 3 Credits

Presents multidisciplinary and interdisciplinary perspectives on bilingual/bicultural children and their reading process. Strategies and materials for second language reading instruction are suggested and discussed.

EDUC 560 Educating and Evaluating the Bilingual Child 3 Credits

An examination of the historical, legal and pedagogical aspects of the education of language minority students. Considers the design of school programs for minority students including legal mandates, testing, staffing and funding. Emphasis is placed on the evaluation of bilingual students as they enter, develop and exit from special programs of study.