Teacher Leadership in Bilingual ESL Instruction Graduate Certificate

The Teacher Leadership in Bilingual ESL Instruction Graduate Certificate requires admission to the Graduate School and 12 semester hours of graduate courses from the following.

Requirement to complete graduate certificate program.
BLED 501GLB/Theoretical Foundations of Bilingual/ESL Education3
BLED 510Dual Language Assessment3
BLED 597Special Topics4
One course (3 sh) from the following:
BLED 502Social & Academic Language Development for Bilingual Learners3
BLED 512Social and Academic Language Development in English for Bilingual Learners3
Total Hours12

Note:
Coursework must be completed at Texas A&M University-Commerce with a 3.0 GPA on all courses used for graduate certificate.  (No Substitutions)

BLED 501 - GLB/Theoretical Foundations of Bilingual/ESL Education
Hours: 3
A critical analysis of the rationale for bilingual, multicultural education focusing on history, philosophy, and theory. The study and analysis of educational programs designed for English Language Learners including the native language and the ESL (English as a Second Language) components as well as a critical review of research on the effective implementation of bilingual/ESL programs

BLED 502 - Social & Academic Language Development for Bilingual Learners
Hours: 3
Analysis and application of research-based approaches to the development of oral and written language in English Language Learners that result in biliteracy and high academic achievement. Preparation and adaptation of holistic, thematically based materials and activities and critical evaluation of existing materials in Spanish. Prerequisites: BLED 501 or concurrent enrollment or instructor approval and advanced Spanish proficiency. Cross listed with: BLED 512.

BLED 503 - GLB/Bilingual Content Area Instruction
Hours: 3
Analysis and application of methods, materials, and assessment instruments used in the teaching of language arts, math, science and social studies to bilingual students. Creation, formal presentation, and evaluation of thematic units delivered primarily in Spanish and others using sheltered ESL techniques delivered primarily in English. Prerequisites: BLED 501 or concurrent enrollment or instructor approval and advanced Spanish proficiency. Corequisites: BLED 501. Crosslisted with: BLED 513.

BLED 504 - Technology Tools for Teaching English Language Learners
Hours: 3
Students will apply knowledge of current educational technology to the teaching of English Language Learners. They will incorporate videos, podcasts and other instructional technologies into websites in linguistically and culturally appropriate ways to meet the needs and address the strengths of ELLs. Prerequisites: None.

BLED 505 - Project-Based Learning for English Language Learners
Hours: 3
Project Based Learning (PBL) taps into student strengths and interests in a manner that is cross disciplinary as it builds academic language and the ability to think deeply and well. Students will identify and evaluate PBL models and create project plans for linguistically and culturally diverse learners.

BLED 510 - Dual Language Assessment
Hours: 3
Selection, evaluation, and design of means for assessing the oral and written language proficiency and academic achievement of bilingual and ESL students. Critical review of standardized tests as well as alternative and informal assessment techniques and instruments, consideration of relationships between first and second language proficiency, and academic achievement and sociocultural dimensions of testing and assessment. Prerequisites: Admission to the MED program or consent of the instructor. Crosslisted with: BLED 610.

BLED 512 - Social and Academic Language Development in English for Bilingual Learners
Hours: 3
Analysis and application of current approaches to oral and written language development in English that result in higher academic achievement for K-12 English Language Learners (ELLs). Students will assess the oral languages and literacy skills of ELLs and design, evaluate, and modify/adapt commercial and research-based instructional materials to build on student strengths and meet identified needs. Prerequisite: BLED 501 or concurrent enrollment or instructor approval. Crosslisted with: BLED 502.

BLED 513 - GLB/Advanced Sheltered Content Area Instruction
Hours: 3
Analysis and application of second language acquisition research, theory, and pedagogical approaches to the teaching of math, science, social studies, and language arts in English to ESL students in K-12. Content-based ESL and sheltered instructional approaches, methods, and materials that meet state and local standards will be among those explored and experienced. Prerequisites: BLED 501 or concurrent enrollment or instructor approval. Crosslisted with: BLED 503.

BLED 529 - GLB/Workshop:Bil/ESL Educ
Hours: 3
Workshop in Bilingual/ESL Education Six semester hours may be applied to a graduate degree when topics vary. May be graded on a Satisfactory (S) or Unsatisfactory (U) basis. Prerequisite: BLED 501 or consent of the instructor.

BLED 589 - Independent Study
Hours: 0-4
Independent Study

BLED 597 - Special Topics
Hours: 0-4
Special Topics

BLED 602 - Advanced English & Spanish Academic Language Development for Emergent Bilinguals
Hours: 3
This course is designed for bilingual educators who work with bilingual education programs as teachers, instructional specialists, or administrators. Analysis and application of research-based approaches to oral and written language (English and Spanish) development for K-12 students who are becoming bilingual and biliterate. Creation, formal presentation, and evaluation of Spanish language arts instruction to native speakers of Spanish and of English language instruction to students not yet proficient in English. Advanced Spanish proficiency required. Prerequisites: Doctoral level standing or consent of the instructor. Advanced Spanish proficiency. Crosslisted with: BLED 612.

BLED 603 - Advanced Content Area Instruction for Emergent Bilinguals
Hours: 3
This course is designed for bilingual educators who work with bilingual education programs as teachers, instructional specialists, or administrators. Analysis and application of second language acquisition research, theory, and pedagogical approaches to the teaching of language arts, math, science and social studies in English and Spanish to K-12 students who are becoming bilingual and biliterate. Creation, formal presentation, and evaluation of culturally responsive content area instruction delivered in Spanish and in English using sheltered instruction approaches. Advanced Spanish proficiency required. Prerequisites: Doctoral level standing or consent of the instructor. Advanced Spanish proficiency. Crosslisted with: BLED 613.

BLED 610 - Valid Assessment & Accountability for English Learners
Hours: 3
This course is designed for bilingual and ESL educators who work with bilingual and ESL programs as teachers, instructional specialists or administrators. Selection, evaluation and design of means for assessing the oral and written language proficiencies and academic achievement of English Learners (ELs). Critical review of standardized tests and their usage in state-mandated accountability systems and authentic assessment techniques and instruments, consideration of relationships between L1 and L2 proficiencies and academic achievement, and sociocultural dimensions of testing and assessment. Prerequisites: Doctoral level standing or consent of the instructor. Crosslisted with: BLED 510.

BLED 612 - Advanced English Academic Language Development for English Language Learners
Hours: 3
This course is designed for ESL educators who work with ESL programs as teachers, instructional specialists, or administrators. Analysis and application of research-based approaches to oral and written English language development for K-12 ESL students. Creation, formal presentation, and evaluation of English language instruction to students not yet proficient in English. No Spanish proficiency required. Prerequisites: Doctoral level standing or consent of the instructor. Crosslisted with: BLED 602.

BLED 613 - Advanced Sheltered Content Area Instruction for English Language Learners
Hours: 3
This course is designed for ESL educators who work with ESL programs as teachers, instructional specialists or administrators. Analysis and application of second language acquisition research, theory, and pedagogical approaches to the teaching of language arts, math, science and social studies in English to K-12 students who are native speakers of multiple languages other than English. Creation, formal presentation, and evaluation of culturally responsive content area instruction delivered in English using sheltered instruction approaches. No Spanish proficiency required. Prerequisites: Doctoral level standing or consent of the instructor. Crosslisted with: BLED 603.

BLED 690 - Seminar in Bilingual/ESL Education
Hours: 3
Seminar in Bilingual/ESL (English as a Second Language) Education In depth analysis of major topics of critical concern to the profession. Nine semester hours may be applied to a doctoral degree when topics vary. Prerequisite: Doctoral level standing or consent of the instructor.