Bilingual Childhood Education
Degree: Master of Science in Teaching (MST) - Bilingual Childhood Education Program
Career Path: Classroom teacher for grades 1-6
Start Semester: All
Campus: Lincoln Center
The blingual childhood education program is distinguished by exceptionally strong field experiences and a carefully coordinated sequence of courses progressing from foundations and teaching methods to the development of a professional portfolio.
Candidates develop teaching skills and apply knowledge learned in courses during their field experiences. They are supported by expert faculty, master teachers and field advisers/mentors.
Scholarships and Graduate Assistantships Available
Fieldwork required for financial aid & scholarships.
Fall: June 30
Spring: November 15
Summer: April 15
General Teacher Education Program Admissions Requirements
- 3.0 GPA
- Online application
- Official transcript(s)
- Resume or Curriculum Vitae (C.V.)
- Personal statement
- Two letters of recommendation
- GRE or MAT exam scores
Candidates for the Bilingual Childhood Education Program must complete the following specific admissions requirements:
- Demonstrate proficiency in English through coursework and the admissions essay.
- Candidates for whom English is a second language are required to take and achieve a passing score in one of two tests: the TOEFL (Test of English as a Foreign Language) or the IELT (International English Language Test). The following scores are the recommended minimum, current* test scores for English Language Proficiency for admission to the Graduate School of Education:
- IELTS*: 7 for General Test Score, No subtest can be lower than 6.
- TOEFL*: 577 for paper test, 90 for Internet based (IBT) test.
- Successfully interview with bilingual program faculty.
- Competence in a language other than English as demonstrated by fulfilling in a language other than English, as demonstrated by fulfilling one of the following three options:
- taking and obtaining a passing score in the ACTFL Language Test (oral and written) in the target language
- documentation in the transcripts of having completed undergraduate studies in the target language
- agreeing to complete successfully 2 courses in the target language
- Submit official GRE or the equivalent exam scores
*Note: IELTS and TOEFL scores can be no more than 2 years old.
- Beginning Reading and Writing in Inclusive Classrooms (CTGE5534)
- Bilingual Curriculum Materials Workshop: Content Areas (CTGE5851)*
- Bil/ESL Curriculum Development: Reading and Language (CTGE5852)*
- Childhood Education Portfolio (CTGE0704)
- Development of Communication Skills in ELL Students (CTGE5844)*
- Historical, Philosophical, and Multicultural Foundations of American Education (UEGE5102)
- Literacy Across the Curriculum in Inclusive Classrooms (CTGE5548)
- Principles of Bilingual Education (CTGE5841)*
- Psychology of Child Development and Learning (PSGE5316)
- Reflective Practice and Field Experience I in an Inclusive Childhood Classroom (CTGE5551)
- Reflective Practice and Field Experience II in an Inclusive Childhood Classroom (CTGE5552)
- Reflective Practice and Student Teaching I in an Inclusive Childhood Classroom (CTGE5553)**
- Reflective Practice and Student Teaching II in an Inclusive Childhood Classroom (CTGE5554)**
- Second Language Acquisition and Assessment (CTGE58420)*
- Special Education Foundations: Past, Present, and Future (CTGE5155)
- Teaching Mathematics to Children (CTGE5227)
- Teaching Science and Technology to Children (CTGE5242)
- Teaching the Arts in Childhood Education (CTGE5212)
- Teaching Technology to Children (CTGE5065)
- Teaching Social Studies to Children (CTGE5066)
*Requires a minimum of 15 hours of fieldwork in a school with a bilingual program.
**One required student teaching experience must be completed in a bilingual education classroom (grades 1 - 6).
In the fall and spring semesters of the first year, students are in classrooms for three full days per week: observation for three weeks, then student teaching, in the same classroom, for 10 weeks.
In the fall and spring semesters of the second year, students are in classrooms for five full days per week: observation for two weeks, then student teaching, in the same classroom, for 12 weeks.