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Elementary and Early Childhood Education


Post-Master's Advanced Certificate in TESOL and Elementary Bilingual Education with Initial Certification in TESOL (All Grades) and Bilingual Education Extension Notation in Elementary Education (Grades 1-6)

Program Directors

Prof. Robert Vago, Department of Linguistics and Communication Disorders (LCD); Queens Hall 300A; (718) 997 2970; Robert.Vago@qc.cuny.edu

Prof. Patricia Velasco, Department of Elementary and Early Childhood Education (EECE); Powdermaker Hall 054E/ (718) 997 5318; Patricia.Velasco@qc.cuny.edu


Admissions Requirements

  • Master’s in Education (MAT or MSED)
  • Current NYSED Teacher Certification in elementary education
  • Fluency in a language other than English in which Bilingual Extension is offered
  • Personal interview, including evaluation of oral and written English language proficiency
  • Applicants whose first language is not English and who do not hold a degree from an accredited institution of higher education in a country where English is an official language must submit proof of having passed the Test of English as a Foreign Language (TOEFL) with the following minimum scores: 600 (paper-based test); 250 (computer-based test); 100 (Internet-based test). 
  • Summer matriculation only
  • Application deadline:  April 1

 Maintenance Requirement

  •  Students must set up an advisement session with one of the Program Directors

 Course Work Requirements

  • This is a 24 credit program, consisting of 8 courses: 6 required and 2 disjunctively required between two courses. (6 transfer credits, approved by the Program Directors, are the maximum allowed.)

 

REQUIRED COURSES

CREDITS

 

LCD 701.  Introduction to Linguistics.  3 hr.; 3 cr. Structural aspects of language most relevant to the ESL and/or literacy teacher. 

 OR                                                                                                   

EECE 766. English Language Learning in the Bilingual Classroom: Theoretical Background. 3 hr.; 3 cr. Designed for bilingual teachers, this course concentrates on theoretical and structural approaches to the study of the second language learning process in a bilingual classroom. Students explore aspects of second language acquisition as well as those factors involved in individual variations in achievements of non-native speakers of English attending bilingual programs.

 

 

 

3

 

 

 

LCD 702. Teaching English Sentence Structure I.  3 hr.; 3 cr. Prereq. or coreq.: LCD 701.  Introduction to the grammar of English and applications to teaching ESL, Part I.

3

 

LCD 706. Bilingualism. 3 cr.; 3 hr. Prereq. or coreq.: LCD 701. Sociolinguistic and psycholinguistic properties of bilingualism, legal history, and educational foundations of bilingual education.  Bilingual education will be compared to other approaches.  An emphasis is placed on the implications of bilingualism for ESL and/or literacy teachers.

OR

EECE 761: Educating the Non-native Speaker of English: Theory and Research. 3hr.; 3 cr. This course examines the philosophy, rationale and historical background of bilingual education. By using information provided by research on the field, participants will discuss the programs and trends while exploring the sociological and political aspects of bilingual education. Special emphasis is placed on the analysis of the research in first and second language acquisition as well as the study of strategies to develop the first language and acquire a second language through the content areas.

 

 

 

 

 

 

3

LCD 740. Second Language Acquisition and Teaching. 3 hr. plus 25 hr. of fieldwork; 3 cr. Prereq. or coreq.: LCD 701.  Introduction to the linguistic and pedagogical theories and methods of teaching ESL.  There is a field experience requirement at various school settings in conformity with New York State certification requirements.  Classes may sometimes be held at these off-campus locations. 

3

EECE 763: Teaching of Reading and Language Arts in Bilingual Education. 3 hr.; 3 cr. This course is taught in Spanish. For students who speak a language other than Spanish, candidates take an independent course (EECE 791.3) with an instructor who is a native speaker of that language. The languages for which New York State grants certification are: Arabic, Bengali, Cantonese, French, Haitian Creole, Hebrew, Korean, Mandarin, Polish, Russian, Spanish, Urdu, Vietnamese and Yiddish.

3


 

 

LCD 741. Methods and Materials of TESOL: Listening, Speaking, Reading, Writing. 3 hr. plus 25 hr. of fieldwork tutorial; 3 cr.Prereq.: LCD 702 and 740.  This course is a comprehensive review of the methods and materials used in TESOL/ESL classes to teach the four language skills:  listening, speaking, reading, and writing. The class covers how to adapt methods and materials to suit learner populations of different ages and at varying levels of English proficiency.  The role of instructional technology (e.g. audiovisual, multimedia, computers in ESL instruction) will also be addressed.  There is a field experience requirement at various school settings in conformity with New York State certification requirements.  Classes may sometimes be held at these off-campus locations.  There is a requirement for 10 full school days of supervised student teaching in ESL classes at either the elementary or secondary level.

3

EECE 764. Learning the Content Areas in Multilingual Settings: Teaching and Assessment. 3 hr.; 3 cr. This course focuses on the study, analysis, application, and creation of appropriate classroom instructional strategies to teach content areas to language minority students. Students practice different methodologies in teaching mathematics, science, social studies, and other content areas in the first and second language, and consider the evaluation issues related to language and content in the bilingual-multicultural classroom. Participants develop skills to examine, evaluate, and create instructional materials to teach language to minority children in their mother tongue.

3

LCD 742.  Methods and Materials of TESOL: The Content Areas. 3 hr.; 3 cr. Prereq.: LCD 741.  In this course students learn the principles and practices for TESOL/ESL through academic content areas such as mathematics, science, social studies, and language arts.  Readings, model lessons, and authentic materials are used to examine the theoretical issues involved and apply them to teaching practices for ESL learners at the elementary and secondary levels.  There is a requirement for 10 full school days of supervised student teaching in ESL classes at either the elementary or secondary level, complementing the level of student teaching in LCD 741.

3

TOTAL CREDITS

24

 

 Course Sequencing

 

Courses

Number of courses

Summer

LCD 701 or EECE 766

LCD 706 or EECE 761

2

Fall

LCD 702

LCD 740

2

Spring

EECE 763

LCD 741

2

Fall

EECE 764

LCD 742

2

 

Certification Requirements

Candidates accepted into the program must also satisfy the following NYS certification requirements prior to graduation (course deficiencies must be made up in consultation with the Program Directors):

  • a broad liberal arts background that includes courses in Literature;
  • The Arts
  • American History 1 and 2
  • Mathematics
  • Natural Sciences
  • Social Sciences
  • 12 semester hours or the equivalent of study of a language other than English (including sign language)
  • a course in both Child Educational/Developmental Psychology and Adolescent Educational/Developmental Psychology
  • passing the Content Specialty Test in TESOL
  • completion of seminars

 
 
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