This degree is administered by the Office of Graduate Studies and through the faculty of Education, Department of Counseling, Bilingual Education, and Educational Leadership, College of Education.
Competencies
Upon completion of the Bilingual/ESL program, graduates will be able to:
1. Pedagogical Theory and Practice:
• Analyze and Apply Language Acquisition Theories: Candidates will apply research-
based principles of second language acquisition and bilingualism to design effective
proficiency and content knowledge for English Learners (ELs).
instruction that promotes high levels of academic achievement.
• Develop Evidence-Based Pedagogy: Candidates will design and implement research-
based curricula (e.g., dual language, sheltered instruction) that integrate language.
2. Assessment and Data-Driven Instruction:
• Evaluate Language Proficiency and Academic Progress: Candidates will analyze and
interpret multiple assessment tools—including standardized tests and formative
classroom assessments—to make data-driven decisions that improve student learning.
• Implement Formative Assessment Systems: Candidates will demonstrate the ability to
monitor Ells’ language development in speaking, reading, and writing, adjusting
instruction based on real-time data.
3. Cultural Responsiveness and Advocacy:
• Cultivate Inclusive Learning Environments: Candidates will develop classroom
environments that leverage students' native languages and cultures, promoting cultural
adaptability, empathy, and positive identity development.
• Demonstrate Educational Leadership and Advocacy: Candidates will advocate for
equitable education by understanding local, state, and federal policies (e.g., ESSA Title
III) and by engaging with families and communities to support student success.
4. Linguistic Analysis and Content Integration:
• Apply Linguistic Knowledge (Metalinguistic Transfer): Candidates will analyze the
structures of English and the target language, enabling them to teach vocabulary and
literacy through cognates and transfer strategies.
• Integrate Multilingual Content Literacy: Candidates will curate and evaluate
authentic, multicultural literature and resources to enhance literacy development across
content areas.
5. Research and Reflective Practice:
• Conduct Action Research: Candidates will identify, analyze, and solve practical
problems within their bilingual/ESL classrooms through systematic, evidence-based
research.
• Engage in Reflective Practice: Candidates will continuously analyze their own
pedagogical techniques, teacher positionality, and the effectiveness of their instruction for
diverse learners
Admission Requirements
Admission Requirements
In addition to the College of Education requirements, students seeking teacher certification in bilingual education as a part of this master’s degree must apply to the certification program and further to demonstrate proficiency in Spanish by passing the Bilingual Target Language Proficiency Test (BTLPT).
Regular Admission
• Bachelor's Degree from an accredited college or university.
• GPA of 3.0 or better in the last 60 credit hours
• Essay submitted and reviewed: "How specifically will the master's in this program support your goals and interest?"
• Two letters of Recommendation: Preferably from someone who has supervised you and/or could speak about your strength and weaknesses.
Conditional Admission
• Bachelor's Degree from an accredited college or university.
• GPA below 3.0 - 2.5 in the last 60 credit hours
• Essay submitted and reviewed: "How specifically will the master's in this program support your goals and interest?"
• Two letters of Recommendation: Preferably from someone who has supervised the applicant and/or could speak about their strength and weaknesses.
- OTHER EVIDENCE: At least one of the following:
- Minimum GRE score of 282 (verbal and quantitative combined);
- May also consider cultural components including, but not limited to, English as a second language, weak academic preparation that can be remediated, student motivation and desire to succeed, evidence of success in career field (e.g., teaching or service awards), and/or candidate's diverse experiences and perspectives. This is submitted in the form of a low GPA document explaining the reasons surrounding the lower GPA and evidence of ability to succeed in graduate study.
- Official transcripts.
Core Requirements
Core Courses
| EDUC 6305/EDRD 6305/EDUC 4305 | Research Design in Education and the Social Sciences | 3 |
| EDSP 6341 | Behavior Management and Social Skills | 3 |
| | |
| EDSP 6353 | Literacy and Language Arts for Diverse Learners | 3 |
| Or | |
| EDBI 6325 | Teaching Language Arts and Reading for Spanish Speakers | 3 |
| Total Credit Hours: | 9 |
Bilingual Emphasis Courses
| EDBI 6323 | The History & Politics of Bilingual/ESL Education | 3 |
| EDBI 6326 | Innovative Methods in ESL & Problem-solving Strategies | 3 |
| | |
| EDBI 6327 | Content-Based Language Instruction | 3 |
| Or | |
| EDBI 6324 | Teaching Science, Social Studies and Math in Spanish | 3 |
| | |
| EDBI 6329 | Theories & Principles of Language Acquisition & Multicultural Development | 3 |
| EDBI 6331 | Integrating Technology in Language Instruction | 3 |
| Total Credit Hours: | 18 |
Culminating Experiences
(Choose one)
| EDBI 6332 | Seminar: Bilingual/ESL Education | 3 |
| EDUC 6397 | Research In Education | 3 |
| Total Credit Hours: | 6 |
Total Credit Hours: 30