Five 3-credit courses will be taught by faculty across campus:

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1 TO: Cindy Falk, Chair of the Graduate Committee FROM: Cindy Lassonde and Carol Dean DATE: March 27, 2015 RE: certification program for bilingual education extension The Elementary Education and Reading Department is proposing a new extension annotation certificate program in bilingual education. The program consists of 15 credits delivered online. The required courses are: EDUC 577 Issues in Diversity, Multicultural Education & Bilingualism (3 s.h.) FLED 593 Advanced Research, Theories & Best Practices Teaching English as a Second (3 s.h.) FLAN 510 Linguistic for Foreign Education (3 s.h.) FLED 512 Second Acquisition and Literacy (3 s.h.) EDUC Methods of Teaching Core Subject Areas in the Native and English (3 s.h.) We have submitted a proposal for a State Education grant that will cover threequarters tuition for 40 students who complete the program and receive certification prior to June The grant is through the Office of Bilingual Education and World s. We have organized course offerings so two cohorts of students (20 students per cohort) can complete the sequence of courses prior to June Cohorts are illustrated in the chart on page 6. Five 3-credit courses will be taught by faculty across campus: Carol Dean from Secondary Education and Educational Technology Sasha Ramlal from Elementary Education and Reading Maria C Montoya from Foreign s and Literature Alejandra Escudero from Foreign s and Literature Faculty salaries will be covered by grant for first two years. Thereafter the Elementary Education and Reading Department will pay faculty. Rationale State Education is offering the grant because there is a high need for teachers with this certification in our New York schools. See attached memo from Ira Schwartz of the State Education Department, which states that Common Branch (K-6) teachers with bilingual extensions may teach the English as a Second (ESL) component of a K-6 bilingual program. To reach high-need schools across the state, we are offering this certification program online. The proposed program recognizes that all teachers are teachers of English language learners and supports their success by meeting the following recommendations from the Blueprint for English Learners (ELLS) Success, New York State Education Department, (2014, p. 1).

2 The Blueprint also informs educators of the following: The mission of the New York State Education Department s (NYSED) Office of Bilingual Education and [World s] is to ensure that all NYS students, including English language learners, attain the highest level of academic success and language proficiency. As educators, we strive to ensure that all students individual education paths and socio-emotional needs are met in multiple languages leading them to college and career readiness. In response to the changing global economy, NYSED has adopted the Common Core Learning Standards (CCLS) to provide students, educators, and parents with a set of clear expectations leading to college and career readiness. Over the last decade, there has been an increase in the number of ELLs enrolled in NYS public schools resulting in a current population of 214,378 students who speak over 160 languages. In order for these students to succeed, NYSED needs to provide schools with the appropriate scaffolds, home language assessments and materials so that teachers can provide instruction that will enable students to meet rigorous standards. Under the Regulations of the Commissioner of Education Part 154, the [Office of Bilingual Education and World s] affirms that it is not permissible to assume that unsupported immersion of ELLs into an English-speaking environment will enable them to succeed academically. The NYSED P-12 CCLS require that every teacher be prepared to teach academic language and challenging content to all students, including ELs. All teachers must be skilled in how to support ELLs as they acquire content knowledge while also progressing towards English proficiency. It is imperative that all educators work across the content areas to ensure that all students meet the high demands of the CCLS. 2

3 Admission Requirements Students must already have initial teaching certification and at least 12 s.h. in a foreign language or the equivalent. Course Descriptions New York State regulations (available at BSE/ITI_COURSE%20SEQUENCES% %20SpEd%20Bilingual.pdf) require five areas be included in bilingual education extension programs. This section lists the five areas, followed by the courses we have designed to meet each requirement. I Foundations, Theory and Practice of Bilingual General and Special Education (3 credits). Foundations, theory and practice of bilingual general and special education, multicultural perspectives in education, including an overview of linguistics and English grammar. Course Change: EDUC 577 Issues in Diversity, Multicultural Education & Bilingualism (3 s.h.) This course prepares teachers to be global citizens of the 21st century who are aware of diversity issues that touch individual learners as well as educational institutions, and to use that understanding to improve teaching and learning. Issues to be discussed include ethnicities, races, languages, socioeconomic status, regional/geographic backgrounds, and exceptionalities (physical, mental, emotional), and teaching for social justice, with a special focus on emergent bilingual learners. II Curriculum, Assessment and Methods of Teaching ESL in General and Special Education (3 credits). Methods, materials and assessment criteria used to teach ESL to limited English proficient students, including those with disabilities, at the elementary and secondary levels to meet the ESL Learning Standards (listening, speaking, reading and writing) and assessment requirements in the state of NY. New Course: FLED 593 Advanced Research, Theories & Best Practices Teaching English as a Second (3 s.h.) Methods, materials and assessment criteria used to teach English as a Second (ESL) to students with limited English proficiency. This course will prepare candidates to teach their students at the elementary and secondary levels to meet the English as a Second Learning Standards (listening, speaking, reading and writing) and assessment requirements in the state of New York. Along with an exploration of the research and theories of first and second language 3

4 acquisition, candidates will be involved in numerous hands-on activities and practice in teaching methods, planning, peer teaching, student evaluation and test preparation, classroom management, materials design and preparation with a view toward meeting the needs of a diverse population of learners, parents and community relations. III Curriculum, Assessment and Methods of Teaching Native Arts in General and Special Education (3 credits). Methods, materials and assessment criteria used to teach native language arts to limited English proficient (LEP) students, including those with disabilities, at the elementary and secondary levels to meet the Native Arts Learning Standards (listening, speaking, reading and writing) and assessment requirements in the state of New York. FLAN 510 Linguistic for Foreign Education (3 s.h.) An introduction to the study of linguistics, with emphasis on practical application to effectiveness in the second language classroom. Topics will include basic linguistic theories, terminology and modes of research; phonology, morphology, syntax and semantics both in general and as specific to the language focus of each student; pronunciation and how to teach it; sociolinguistics; and basic historical and comparative linguistics. IV (Content Area Level I) Second Acquisition and Literacy Development in Core Subject Areas for Second Learners (3 credits) Fundamentals of the second language acquisition process and its impact on literacy development in core subject areas, including interdisciplinary practices that incorporate the four basic skills: listening, speaking, reading, and writing in Native Arts and in English through English as a Second (ESL) methodologies, with a focus on reading and writing in the core subjects of Mathematics, Science, and Social Studies, as indicated in the NYS Learning Standards for grades K-12. Course Change: FLED 512 Second Acquisition and Literacy (3 s.h.) This course consists of a general introduction to the study of second language acquisition and literacy development in light of linguistic theory and research. Topics will include a review of linguistic theories related to first and second language acquisition, as well as bilingual upbringing, and bi-culturalism. It includes understanding terminology and modes of research; L1 inference in L2 learning, inter-language and code-switching; processes of language transfer and literacy skills between L1 and L2; emotional and psychological factors in L2 learning; fossilization and error analysis; cognitive effects of different types of bilingualism; cognitive processes involved in synthesizing and internalizing language rules for second language acquisition. 4

5 V (Content Area Level II) Methods of Teaching Core Subject Areas in the Native and English (3 credits). Methods, materials and assessment criteria used to teach core subject areas in the native language and English to limited English proficient students, including those with disabilities. Focus should be given to meet the language arts modalities (listening, speaking, reading and writing) for Native (NL) and English as a Second (ESL) instruction in the content areas of Mathematics, Science, and Social Studies, as indicated in the NYS Learning Standards for grades K-12. New Course: EDUC Methods of Teaching and Assessing Core Subject Areas in the Native and English Curriculum, assessment and methods of teaching used to teach core subject areas (mathematics, science, and social studies) to students who are English Learners, including those with disabilities, at both the elementary and secondary levels. This course content includes adapting methodologies to meet the language arts modalities (listening, speaking, reading, and wiring) for Native (NL) and English as a Second (ESL) instruction. Course Sequence To make the best use of educators schedules and to ensure that two full cohorts of students can complete the program prior to the grant s end date of June 2017, we have designed the overlapping course sequence illustrated on page 6. Courses do not have prerequisites, so educators can begin taking courses any semester. This design allows the departments to make the best use of faculty loads also as each course is offered only one semester per academic year. 5

6 Cohort 1 Cohorts 1 & 2 Cohort 2 Fall 1 Spring 1 Summer 1 Fall 2 Spring 2 FLED 593 EDUC577 Issues Advanced in Diversity, Research, Multicultural Theories & Education & Best Practices Bilingualism Teaching (3 s.h.) English as a (Dean) Second (3 s.h.) (Dean) FLED 593 Advanced Research, Theories & Best Practices Teaching English as a Second (3 s.h.) (Dean) FLAN 510 Linguistic for Foreign Education (3 s.h.) (Escudero) FLED512 Second Acquisition and Literacy (3 s.h.) (Montoya) TOTAL ASSOCIATED FIELD HOURS: 50 EDUC Methods of Teaching and Assessing Core Subject Areas in the Native and English (3 s.h.) (Ramlal) Course Changes FLAN 510 Linguistic for Foreign Education (3 s.h.) (Escudero) FLED512 Second Acquisition and Literacy (3 s.h.) (Montoya) FLED 512 Second Acquisition and Literacy and EDUC 577 Issues in Diversity, Multicultural Education & Bilingualism have been approved by the Elementary Education and Reading Department, Education s Curriculum Committee, all Education departments, and Dean Bowers as course changes. New Courses New course proposals and syllabi for FLED 593 Advanced Research, Theories & Best Practices Teaching English as a Second and EDUC 595 Methods of Teaching and Assessing Core Subject Areas in the Native and English have been approved by the Elementary Education and Reading Department, Education s Curriculum Committee, all Education departments, and Dean Bowers. 6

7 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY Office of P-12 Education Ira Schwartz, Assistant Commissioner Office of Accountability 55 Hanson Place, Room 400 Brooklyn, New York Tel. (718) / Fax: (718) MEMORANDUM TO: Superintendents of Public Schools Directors of Charter Schools Administrators, Coordinators, Directors of LEP/ELL Programs FROM: Ira Schwartz SUBJECT: Provision of English as a Second (ESL) Component of a K-6 Bilingual Program by Common Branch Teachers with Bilingual Extensions DATE: October 2011 After a review of Commissioner's Regulations (CR) 154.2(e)(1)(ii) requested by school districts, the State Education Department has determined that the regulations permit common branch (K-6) teachers with a bilingual extension to teach the English as a Second (ESL) component of a K-6 bilingual program. In all other grades, 7 to 12, the ESL instruction must be provided by a certified English to Student of Other s (ESOL) teacher. After analyzing the credentialing requirements for both ESOL and Common Branch (K- 6) teachers with a bilingual extension, the Department has concluded that these positions entail very similar certification requirements. In addition, teachers in these positions have completed extensive course work in linguistics, sociolinguistics, methods of teaching a second language, teaching language through content, and foundations of bilingual and multi-cultural education. Therefore, as of October 2011, Common Branch (K-6) teachers with bilingual extensions may teach the English as a Second (ESL) component of a K-6 bilingual program. A bilingual program consists of Native Arts (NLA), English Arts (ELA), English as a Second (ESL), and content area classes both in the student s native language and in English (based on the bilingual program model selected by the Local Education Agency (LEA): transitional, maintenance, dual language, two way, etc.). Please note that LEAs continue to have the option to have a certified ESOL teacher provide the ESL services in a K-6 bilingual program. LEAs using either approach will be in compliance with CR Part 154 requirements.

8 The Department encourages districts to take advantage of this flexibility to assign both ESOL and bilingual teachers in ways that maximize support for English language learners and increase the number of common branch bilingual programs offered. If you have any questions, please do not hesitate to call the Office of Bilingual Education-Foreign Services office at (518) (Albany office), or (718) (New York City office). CC: John B. King, Commissioner Pedro J. Ruiz, Coordinator OBE-FLS