Bilingual/Biliteracy Development in Spanish, M.S.Ed.

Teaching & Learning

Bilingual/Biliteracy Development in Spanish

M.S.Ed.

The primary market for this program is U.S. teachers in Pre-K-12 settings who wish to boost their proficiency in Spanish and teach in dual language learning (DLL) or ESOL contexts. Typically DLL ends in 5th or 6th grade. There is a recent and progressive push for biliteracy and bilingualism (Seal of Biliteracy and Sobrato Early Academic Language Seal), which requires biliteracy in middle and high school grades, across content areas. Some Spanish language courses may be required, depending on proficiency. HYBRID PROGRAM with some face-to face meetings.


Program Objectives & Learner Outcomes

Competency 1. Knowledge of foundations of TESOL and bilingual education, including language and culture, language acquisition and development, and ESL/bilingual education research, partnerships and advocacy.

Competency 2. Knowledge of planning, implementing, and managing (using resources and technology effectively) ESL/bilingual education and content instruction.

Competency 3. Knowledge of assessment for English language learners, including language proficiency assessment and classroom-based assessment for ESL/bilingual education.

Course delivery will follow online and distance based synchronous or asynchronous models, and/or some hybrid models that are consistent with the University’s portfolio of course-delivery options. The program will not be offered face-to-face.

A student’s culminating experience may be drawn from among the options found in the University of Miami Bulletin: (a) a thesis requiring 6 credits of independent research; those six credits will be in addition to the the student’s 30-credit program of study; (b) a comprehensive examination; or (c) a final project that serves to apply and to synthesize the student’s program of study. The final project may make use of non-written media, such as a video or a display, that are actually used to teach and/or to train people where the content is taken from one or more LLLMS fields, as appropriate.


Required Coursework

TAL 640 Planning and Organization and Instruction in Bilingual Education

TAL 641 Principles of Curriculum Development and Classroom Management for TESOL

TAL 642 Methods of Teaching Content Areas in TESOL

TAL 643 Introduction to Theories and Practice of Teaching English to Speakers of Other Languages

TAL 644 Advanced Techniques in TESOL

TAL 645 Language Assessment

TAL 646 Principles of First and Second Language Acquisition

TAL 653 Applied Linguistics in Education

TAL 647 Understanding Culture in the Classroom

TAL 691 Applied Research in Education

TAL 506 Home Language Strategies to be changed to 600-level number

TAL 592 Workshop in Education to be changed to 600-level number


REQUIREMENTS FOR ADMISSION

TO THE DOCTORAL PROGRAM IN TEACHING AND LEARNING

The following factors are considered when selecting doctoral students for admission:

  • At a minimum, completion of a bachelor’s degree with an outstanding record from an accredited institution.
  • Acceptable and recent (within 5 years) Graduate Record Exam (GRE) scores. The target minimum is a score of 1100 combined on verbal and quantitative (or 302 on new GRE scoring system) and at least a 4.0 on writing.
  • International applicants whose native language is not English must take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) and the Graduate Record Examination. TOEFL scores are valid for two years after test date.
  • Professional experience relevant to degree program.
  • Undergraduate grade point average of at least 3.0 (4.0 scale).
  • Graduate grade point average of at least 3.5 (4.0 scale).
  • Three letters of recommendation. At least two of the three letters of recommendation should include specific evaluation of the candidate’s potential to engage in scholarly research required for this program.
  • The written statement of intent (in the UM online application) should describe how the candidate’s specific interests and obtaining a Ph.D. in this area of study fits into his/her career goals.
  • Available student space in the program and someone willing to advise the student. Applicants are encouraged to contact faculty in the Language and Literacy Learning area to inquire about the match between the applicant’s interests and the faculty’s areas of scholarly research.
  • A personal or phone interview may be required. Applicants will be notified as appropriate.

MARKET DEMAND

U.S. teachers in Pre-K-12 settings who wish to boost their proficiency in Spanish and teach in dual language learning (DLL) contexts will have the opportunity to focus their MSED on Bilingual Education. Typically DLL ends in 5th or 6th grade. There is a recent and progressive push for biliteracy and bilingualism (Seal of Biliteracy- www.sealofbiliteracy.org and Sobrato Early Academic Language Seal- http://www.edcentral.org/sealstrongstart/) which requires biliteracy in middle and high school grades, across content areas. California just awarded the Seal of Biliteracy to 860 high school students this year. Also, M-DCPS attempted to have their Extended Foreign Language program go district wide for all K-5 students, but there was such limited Spanish proficiency among the teachers, they had to abort their plans. Seminole County just announced that they will offer world language courses in all 38 elementary schools beginning next school year. Parents will be able to choose to have their children participate, and have the language choices of Spanish, Chinese, French, or German.


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Program Director

Luciana de Oliveira

Professor & Chair, Department of Teaching and Learning

305-284-8462


Room: Merrick Building 324 C