Post Masters Bilingual Extension Program

The course work for the Bilingual Extension Certificate will offer all participants a course of study that effectively prepares them to meet the New York State teacher certification requirements and the New York City licensing requirements. The program prepares teachers and teacher candidates to serve the special needs of bilingual learners in multicultural and multilingual schools by assisting them in developing language and disciplinary literacy skills in two languages that enable them to become college- and career-ready. To achieve this purpose, Molloy University offers intensive course work in second language acquisition, bilingual education theory and methodologies, language arts and content area instruction and assessment for bilingual learners, grammatical and linguistic issues, cultural diversity, research methodologies, and practical teaching experiences in inclusive classrooms (including high needs schools in low socio-economic environments).

Goals and Objectives of the Bilingual Extension Program

Goals of the Bilingual Extension Program

This program is designed to prepare teachers--who currently hold a valid license in any of the certification areas identified by NYSED-for bilingual extension certification as well.  (The certification areas in italics are currently offered at Molloy University): early childhood education; childhood education; middle childhood education; adolescence education; a special subject; literacy education; career and technical education; students with disabilities in early childhood, or childhood, or middle childhood, or adolescence; students who are blind or visually impaired; students who are deaf or hard of hearing; and students with speech and language disabilities.

Objectives of the Bilingual Extension Program

The multifaceted objectives of this program include providing candidates for the Bilingual Extension with:

1.      A strong foundation in multicultural and bilingual education as well as the theory of second language acquisition as they apply to teaching bilingual learners at diverse language proficiency and grade levels;

2.      Knowledge and skills necessary to create an effective and constructive learning environment and to design and implement instructional activities for bilingual learners at varied language proficiency levels in elementary and secondary grades;

3.      Techniques to monitor and assess students' English and Native language acquisition and academic content learning;

4.      Effective techniques and strategies to address the special developmental and educational needs of bilingual learners in an inclusive, multicultural classroom environment with special attention to handicapping conditions and special needs of gifted and talented students of both genders;

5.      Methods to promote bilingual learners' receptive (listening and reading) and productive (speaking and writing) language development in English and in their native languages as well as academic language proficiency and content area knowledge;

6.      Opportunities to develop effective skills to communicate, plan, and work with bilingual families;

7.      Experiences in utilizing resources, programs, and services available in the local and global community effectively;

8.      Skills to collaborate effectively with fellow teachers, teaching assistants, school administrators and supervisors, and all school personnel;

9.      A college-supervised field experience in a bilingual setting

10.  Knowledge of, and opportunity to utilize, current technology that emphasizes learning experiences for bilingual learners.

The specific goals of the Bilingual Extension Program include preparation in the areas of:

•         Natural and holistic language development through the use of functional language used for authentic communicative and academic purposes both in English and the native language;

•         Integration of language and content area instruction both in English and the native language;

•         Emphasis on the implementation of the Common Core Learning Standards in English and Mathematics, the New York State Learning Standards in all other content areas and the Common Core Bilingual Progressions.

•         Practical application of theory under the guidance of college professors and experienced bilingual field supervisors;

•         A variety of experiences, including reading, writing, discussing, observing, participating, modeling, and practicing English language arts and Native language arts;

•         A variety of approaches and techniques to respond to the diverse needs of bilingual learners;

•         Student- and activity-centered learning experiences, and opportunities for the candidate for bilingual extension to become successful facilitators of the language acquisition process by giving students meaningful opportunities to process, develop, and use the native language as well as English;

•         Respect for individual and cultural differences that exist in a multicultural learning environment;

•         Commitment to continued professional growth in bilingual education theory and practice.

The Bilingual Extension program is based on Molloy University's mission, the four pillars of the Dominican tradition and the Professional Education Unit's Conceptual Framework, which delineates the shared philosophy of all undergraduate and graduate, initial and professional certification programs. The course descriptions also demonstrate close alignments to the NYSED program-specific requirements as indicated:

Prerequisite for this program:  Candidates must have a valid base teaching certificate, e.g.  Initial Childhood or Adolescent Education certification in a content area (other than TESOL or a modern language)and a passing grade on BEA (Bilingual Education Assessment).

Required Courses  (21 credits):

Course Descriptions

EDU 5130 Meeting The Needs Of Culturally Diverse Students In Inclusive Classrooms In Birth-Grade 2, Childhood 1-6 And Adolescence 7-12

This course will initially approach multicultural education from a reflective, autobiographical, and learner-centered viewpoint, which focuses on birth through grade 2, grades 1 through 6, and grades 7 through 12. The meaning, necessity, and benefits of multicultural education will be explored by placing it in a socio-cultural context. The interaction of home, school, and community context, the teaching and learning process, as well as the content of instructional materials also will be examined from a multicultural perspective.

Strategies for fostering intergroup understanding, awareness, and appreciation by students of the diverse ethnic, racial, cultural, and linguistic groups represented in schools and the general population will be considered. Specific cultures will be examined. The effects of students' home culture, race, gender, ethnicity, religion, socioeconomic status, and exceptionalities on the learning process will be explored utilizing case studies and snapshots as well as participants' own field experiences. 3 credits

EDU 5250 Teaching Literacy in the Native Language: Strengthening the Connection Between Languages                                                     
This course will provide methods and materials for teaching Native Language Arts (reading, writing, and oral language) to emergent bilingual students (P-12).  The course uses an interdisciplinary approach to teaching literacy in the native language as a pathway to strengthen the connection between languages leading to biliteracy. Course participants will develop the knowledge of theory and best practices as a frame of reference for teaching literacy in the native language to support the connection between the home and new language. Participants will be able to design lessons and assessments aligned to the NYSED Common Core Learning Standards, with specific focus on the Bilingual Common Core Progressions.  In addition, the participants will develop an understanding of the historical perspective of language teaching and learning. 

Field Component: Attendance at a cultural event and classroom observations


This course will provide an introduction to the scientific study of language, with a specific emphasis on areas relevant for TESOL and bilingual education professionals. These areas will include phonology, morphology, syntax, semantics, and pragmatics. Topics in linguistics related to issues of first and second language acquisition, and language development and teaching will receive special emphasis. Theoretical and applied linguistic issues will be discussed through the analysis of English language output.

Teacher candidates will have the opportunity to identify core elements of selected linguistic theories, to describe common components of selected language systems, and to relate this knowledge to the linguistic characteristics they encounter in the second language classroom. Thus, this course will benefit the TESOL and bilingual education teacher candidates (a) on the theoretical level, by providing knowledge and skills for analyzing linguistic data, and (b) at the practical level, by providing explanations for the specific linguistic phenomena observed. It will also serve as a foundation for further study in the theoretical and practical aspects of language teaching as well as a catalyst for developing acceptance of linguistic diversity. 

Field Component: Collection and analysis of linguistic data for homework and in-class projects


This course will serve as a foundation to English as a second language teaching and learning. It provides the course participants with a (a) comprehensive overview of the theoretical principles of second language acquisition (SLA), bilingual education, and teaching English to speakers of other languages (TESOL) and (b) practical methodologies, approaches, and techniques necessary for the effective instruction of English Language Learners (ELLs) and bilingual learners.

Historical perspectives of second language learning research and the development of various language teaching approaches also will be discussed. Teacher candidates will examine the similarities and differences between first and second language acquisition as well as several approaches and perspectives of second language teaching. Course participants will consider the linguistic, cognitive, affective, cultural, social, and instructional factors contributing to variations in language acquisition among ELLs and bilingual learners.  Effective instructional techniques and strategies and classroom management techniques will be practiced. Current TESOL and bilingual education instructional materials will be reviewed and critically analyzed.

Field Component: A tutoring project of an ELL or bilingual learner


The theoretical and practical aspects of English Language Learners' (ELLs) and bilingual learners' overall language development will be the focus of this course. Teacher candidates will become acquainted with effective tools and teaching ideas to promote ELLs' and bilingual learners' receptive (listening and reading), as well as productive (speaking and writing) language development. The course will address the language and literacy needs of students of diverse age groups, cultural and linguistic backgrounds, and language proficiency, reading, and writing levels.
Through readings, discussions, demonstrations, in-class and at-home projects and activities, teacher candidates are expected to (a) demonstrate a thorough understanding of the complex issues of teaching language arts to ELLs and bilingual learners in light of the Common Core State Standards and (b) develop a repertoire of tools and techniques to maximize ELLs' and bilingual learners' language and literacy learning potential.  The course will assist participants in acquiring strategies for teaching listening, speaking, reading, and writing to ELLs and bilingual learners. Effective instructional models, assessment procedures, and classroom organization and management strategies tailored to the needs of ELLs and bilingual learners will be considered.  Focus will also be placed on lesson planning and materials development to meet the needs of all English language learners from the pre-kindergarten through high school levels.
Field Component: Formal observation of classes with ELLs and bilingual learners and professional workshop participation

The purpose of this course is to introduce teacher candidates in the TESOL and Bilingual Extension programs to the principles of content-based English and native language instruction and appropriate assessment techniques. The course will assist participants in developing a theoretical frame of reference, the necessary knowledge and skills, and practical techniques for (a) teaching ELA, math, science, and social studies to ELLs and bilingual learners, and (b) assessing their language and content area progress. 

Course participants will develop adequate background knowledge to make informed decisions about which teaching and assessment techniques best serve the academic and language development needs of ELLs and bilingual learners. They will become familiar with the Sheltered Instruction Observation Protocol (SIOP) and various differentiated instructional and assessment procedures aligned with the Common Core Learning Standards, with special emphasis placed on the NYSED Common Core Initiative (Bilingual Progressions). Participants will design CCLS- aligned SIOP lessons for content-based English language and native language instruction that develop communicative proficiency through scaffolded learning strategies while also target content-based knowledge and skill development. Additionally, participants will develop a thorough understanding of culturally and linguistically appropriate assessment practices.

Field Component: Observation of content-based ESL and bilingual classes


This practicum experience is designed for classroom teachers who already possess initial teaching certification and have completed all other course work required by NYSED for a bilingual extension. It is completed either during the academic year or during the summer under the supervision of a bilingual certified classroom teacher. This field experience is under the direct supervision of a college field supervisor with bilingual certification and includes experience in teaching bilingual in either childhood or adolescent settings. Candidates attend 4 seminars during this course.

Tuition and fees.

Gainful Employment Disclosure

For more information, please contact our graduate education office:
Kellenberg Building
Room K-326
516.323.3115 or 3119

Contact Us

Have questions about anything here? Feel free to drop us a quick note!

Of course, feel free to Contact Us.

Audra Cerruto, Ph.D.
Associate Dean, Director of Graduate Education Programs
1000 Hempstead Avenue Kellenberg Hall, K-326 Rockville Centre, New York 11571-5002