Bilingual/Bicultural Education
Department of Curriculum and Instruction
Designed For
Designed for students interested in bilingual education, language policy and bilingual and ESL instructional practice, our program is ideal for those seeking advanced preparation for leadership, research and advocacy roles within and beyond K–12 education.
Career Objective
The program prepares students to become leaders who can support and advocate for bilingual educators, administrators, children and families. Our graduates pursue careers in education, research, policy and program development across academic, governmental and community-based settings.
At a Glance
Program Starts: Fall
Deadline to Apply:
December 15
Length of Program: 24 months
Schedule: Flexible
Program Location: On campus
GRE Required? No
Flexible Degree Pathways in Bilingual and Bicultural Education
The Bilingual/Bicultural Education (BBE) program provides students with the expertise to lead in a field of growing importance. Students develop a critical perspective that supports effective advocacy for bilingual educators, administrators, children and families within and beyond the K–12 education system.
Working closely with faculty, BBE graduate students build a strong foundation in both research and practice. Key areas of study include language policy and bilingual education program development, second language acquisition, biliteracy, effective bilingual and ESL instructional practices, and bilingual and ESL teacher preparation.
To accommodate a range of academic and professional goals, the program offers multiple degree pathways. Students may pursue
- a Master’s with Thesis (M.A. or M.Ed.), requiring 30 credit hours or
- a Master’s with Report (M.A. or M.Ed.), requiring 33 credit hours, both of which emphasize applied research and scholarly inquiry or
- a Master of Education (M.Ed.), requiring 36 credit hours of coursework.
These options allow students to tailor their program of study to align with individual academic interests, professional preparation and long-term career goals.
Program Area Coordinator, Advisor
Sylvia Celedón-Pattichis
Graduate Admissions Coordinator
Stephen Flynn
Program Details
Application Requirements
Applicants must submit a supplemental writing sample in Spanish, uploaded as a “Miscellaneous Admissions Document.” The writing sample should describe the applicant’s cross‑cultural and/or cross‑linguistic experiences and demonstrate proficiency in written Spanish, including appropriate academic language and content development.
Applicants are encouraged to reflect on experiences that required engagement across cultural, linguistic or national contexts, such as working, traveling or living in multilingual or multicultural settings, and to articulate how these experiences have shaped their academic or professional perspectives.
Applicants with a valid teaching certificate are encouraged to apply.
Program Requirements
Degree Options Overview
Choose the pathway that best fits your academic and professional goals.
- Master’s with Thesis (M.A. or M.Ed.) — 30 credit hours
- Master’s with Report (M.A. or M.Ed.) — 33 credit hours
- Master of Education (M.Ed. only) — 36 credit hours (coursework only)
Note: Student Teaching is required prerequisite for all M.Ed. options.
Common Prerequisites (All Options)
- Admission to the Graduate School
- 12 upper‑division education credit hours
- Demonstrated spoken and written proficiency in Spanish (See Bilingual Education Advisor for details)
Supporting Coursework (Outside C&I)
All degree options require at least 6 credit hours outside C&I. Courses may be selected from areas such as:
- Anthropology
- Educational Psychology
- Linguistics
- History
- Mexican American Studies
- Special Education
- Spanish
Other graduate coursework may count with advisor approval.
Master’s Degree with Thesis
M.A. or M.Ed. | 30 Credit Hours
Program Structure
- 24 coursework hours
- 6 thesis hours
C&I Research Requirement (6 credit hours)
EDC 380R Educational Research and Design
ONE additional research methods class, preferably chosen to support thesis project
Bilingual Education (12 credit hours)
Students will select 12 hours from the following with the advisor approval:
- EDC 390T Foundations of Bilingual & Dual Language Education
- EDC 385G Teacher Leadership in Bilingual/ESL
- EDC 382E Teaching Elementary School Subjects: Bilingual Education
- A course in teaching English as a Second Language: [EDC 382E, 382S]
- EDC 385G: Sociolinguistics OR Assessment & Evaluation in Language Education OR Second Language Acquisition
- EDC 385G: Language Policy in Education OR Biliteracy OR Biliteracy and New Literacy Studies
Choose ONE
- EDC 385G Seminar: Language Acquisition, or Psycholinguistics
- EDC 385G Second Language Acquisition, or ALD 325 Second Language Acquisition with consent of adviser
- EDC 371 Applied Linguistics
Thesis: 6 credit hours
- EDC 698A & B Thesis
Master’s Degree with Report
M.A. or M.Ed. | 33 Credit Hours
Program Structure
- 30 coursework hours
- 3 master’s report hours
C&I Research Requirement (3 credit hours)
- EDC 380R Educational Research and Design
Bilingual Education (24 credit hours)
Required Courses—18 credit hours to include:
- EDC 390T Foundations of Bilingual Education
- EDC 385G Seminar on Program Development and Research: Bilingual Education OR Teacher Leadership in Bilingual/ESL
- EDC 382E Teaching Elementary School Subjects: Bilingual Education
- A course in teaching English as a Second Language: EDC 382E, 382S, 384P
- A course in Biliteracy
- Choose ONE of the following:
EDC 385G Seminar: Language Acquisition, OR Psycholinguistics
EDC 385G Second Language Acquisition, OR ALD 325 Second Language Acquisition with consent of adviser
EDC 371 Applied Linguistics
Elective Courses—6 credit hours from the following or their equivalent:
- EDC 385G Seminar: Language Acquisition, or Psycholinguistics
- EDC 385G Language and Politics
- EDC 385G Language Acquisition and Assessment for Multicultural Special Education (cross-listed with Special Education)
- EDC 385G Critical Pedagogy and Bilingual Education
- OR other courses can be chosen with the approval of your advisor.
Report (3 credit hours)
- EDC 398R Report
Master of Education (Coursework Only)
M.Ed. | 36 Credit Hours
Program Structure: Coursework only (no thesis or report)
C&I Research Requirement (3 credit hours)
- EDC 380R Educational Research and Design
Bilingual Education (27 credit hours)
Required Courses—18 credit hours to include:
- EDC 390T Foundations of Bilingual Education
- EDC 385G Seminar on Program Development and Research: Bilingual Education OR Teacher Leadership in Bilingual/ESL
- EDC 382E Teaching Elementary School Subjects: Bilingual Education
- A course in teaching English as a Second Language: EDC 382E, 382S, 384P
- A course in Biliteracy
- Choose ONE of the following:
EDC 385G Seminar: Language Acquisition, OR Psycholinguistics
EDC 385G Second Language Acquisition, OR ALD 325 Second Language Acquisition with consent of adviser
EDC 371 Applied Linguistics
Elective Courses—9 credit hours from the following or their equivalent:
- EDC 385G Seminar: Language Acquisition, or Psycholinguistics
- EDC 385G Language and Politics
- EDC 385G Language Acquisition and Assessment for Multicultural Special Education (cross-listed with Special Education)
- EDC 385G Critical Pedagogy and Bilingual Education
- OR other courses can be chosen with the approval of your advisor.
Faculty
Studies long-term relationships with Latinx bilingual students and teachers using arts-based biliteracy approaches to affirm and amplify silenced perspectives, build connections, and develop bilingualism and biculturalism.
Develops and evaluates interventions and assessments using technology to support the academic success of Latinx students and other students whose home language is not English.
Focuses on language and cultural influences on teaching and learning mathematics, particularly equity issues involving Latinx students mathematical thinking, the simultaneous learning of English as a second language and math and preparing teachers ...
Examines ethnographic language and literacy practices in K-12 classrooms, specifically focusing on how Latinx critical race theory explains the relationship between heritage language and culture and the evolving identities of future teachers.
Explores the language and literacy practices of young African American children in dual language bilingual program spaces from critical perspectives.
Accepting new students
Biliteracy practices in classroom and curriculum, translanguaging pedagogy, bilingual programs, and dual language programming. Family advocacy and partnerships.
Examines the contributions of strengths-based approaches in literacy instruction with Spanish-speaking bilingual teacher candidates and in-service teachers in the U.S. and in Latin America.
Additional Information
