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The Bilingual Bicultural Education program offers a comprehensive and in-depth examination of the linguistic, academic, social, and cultural needs of English language learners by addressing second language acquisition and bilingual/ESL educational theory, research, policy, and practice. The foundation of the program rests on the sociopolitical, linguistic, and cultural implications of approaches to language education and language policies. The program offers two concentrations for Illinois State endorsement: Bilingual Education (BE) and English as a Second Language (ESL).
Students seeking the master’s degree in Bilingual Bicultural Education have the option to also pursue an Illinois initial or subsequent teaching license. Please consult your academic advisor as an additional program application may be required.
- Bilingual Education (BE): Requires an Illinois target language proficiency (TLP) test in addition to the required coursework and field experience hours.
- English as a Second Language (ESL): Must complete the required coursework and field experience hours (does not require a language proficiency test).
Individuals must submit an application directly to the Illinois State Board of Education (ISBE) upon successful completion of the required coursework and licensure tests. All individuals must meet ISBE requirements at the time of application. Requirements are subject to change per the discretion of ISBE. All licensure guidelines, rules, and requirements can be found on the ISBE website.
|Program Requirements||Quarter Hours|
|Degree Requirements (MA)||48|
|Total hours required||48|
|Program Requirements||Quarter Hours|
|Degree Requirements (MEd)||48|
|Total hours required||48|
Students will be able to:
- Apply theoretical foundations of second language education to develop sound instruction and teaching approaches for language learners.
- Integrate theory and research on second language acquisition into praxis for language learners.
- Evaluate history and policies of second language education and how historical and policy context affect the education of language learners.
- Analyze various assessment issues that affect second language learners, such as accountability, reliability, validity, bias, special education testing, language proficiency, language supports, and accommodations.
The academic programs within the College of Education have set forth these dispositions as educational and professional expectations for all students. Students should be aware that failing to abide by DePaul University or College of Education policies including, under certain circumstances, these dispositions, could result in adverse consequences for the student, including removal from his or her program, the College of Education, or the University.
- Is receptive to faculty feedback and acts meaningfully and professionally upon suggestions
- Reflects on his or her own progress and identifies strengths and weaknesses, including evaluating strategies for success, finding alternatives for inappropriate strategies, and modifying future practices
- Demonstrates a positive attitude and commitment to the profession
- Demonstrates thoughtful, effective verbal and non-verbal communication and listening skills
- Respects and considers cultural contexts in order to determine how to be responsive to learners and to proactively promote all students' learning
- Is committed to collaboration with colleagues, families, and communities in order to promote all students' learning and development
- Demonstrates professional ethical and legal behavior as defined by the respective codes of ethics and laws
- Recognizes and fulfills professional responsibilities and habits of conduct (e.g., dress, language, preparedness, attendance, punctuality, etc.)
- Demonstrates concern for and protection of safety and well-being of others
Degree Conferral and Graduation
The awarding of a degree is not automatic. You must submit an application to be considered for the degree. DePaul awards and posts degrees at the end of each regular academic term (autumn, winter, spring, summer).
It is your responsibility to initiate the degree conferral application process by submitting an online application. Submitting an application means you intend to finish your degree requirements by the end of the term for which you have applied.
Graduate students must be approved for student teaching and complete student teaching, seminar, and induction courses to be cleared for the degree. Student must submit graduation application for the quarter you are completing the final course (student teaching is considered a course).
After you submit the application, you cannot register for any term after the one selected in the application.
To apply for degree conferral, log on to Campus Connection. Select FOR STUDENTS, then GRADUATION, then APPLY FOR DEGREE CONFERRAL. On screen instructions will take you through the application process.
Provided that all requirements and financial obligations are met, degrees are posted 30 days after the official end of the term. Official dates are listed on the Academic Calendar.
DePaul holds one commencement ceremony each year in June. If you intend to participate, you must first apply for degree conferral for the current academic year and then submit a cap and gown order. Honors are not announced at the ceremony for undergraduates completing their final courses in spring quarter because a final GPA is not available at the time of the ceremony.
Additional information about degree conferral and graduation can be found on the College of Education website.
Bilingual Bicultural Courses: 36 quarter hours required, grade of C or better required
|BBE 402||BILINGUAL-BICULTURAL PROGRAM DESIGN AND CURRICULUM DEVELOPMENT||4|
|BBE 404||LANGUAGE, LITERACY AND CULTURE||4|
|BBE 406||SOCIOCULTURAL AND HISTORICAL PERSPECTIVES IN BILINGUAL EDUCATION||4|
|BBE 407||EQUITY ISSUES IN ASSESSMENT OF LANGUAGE LEARNERS||4|
|BBE 425||BILITERACY PRACTICES IN BILINGUAL EDUCATION AND ESL||4|
|BBE 466||FIRST AND SECOND LANGUAGE ACQUISITION||4|
|BBE 524||METHODS OF TEACHING ENGLISH AS A SECOND LANGUAGE||4|
|BBE 526||THEORETICAL FOUNDATIONS OF TEACHING ESL AND WLE||4|
|BBE 599||LEADERSHIP IN EDUCATING LINGUISTICALLY DIVERSE LEARNERS||4|
Social and Cultural Foundations Courses: 8 quarter hours required, grade of C or better required
|SCG 408||EDUCATION AND SOCIETY||4|
|SCG 403||HUMAN DEVELOPMENT AND LEARNING: ELEMENTARY||4|
|or SCG 406||HUMAN DEVELOPMENT AND LEARNING:SECONDARY|
100 Field Experience Hours: Non-credit, non-tuition, PA grade required
|BBE 97||100 FIELD EXPERIENCE HOURS IN ESL / BE DOCUMENTED||0|
Choose One: Thesis (MA) or Capstone (MEd)
Master of Arts (MA) Degree Requirements: 4 quarter hours, grade of C or better required
|BBE 589||THESIS RESEARCH IN BILINGUAL-BICULTURAL EDUCATION||4|
The Master’s Thesis is completed in conjunction with faculty advisement. Preparation for the writing of the Thesis should begin well in advance of the completion of coursework. Oral examination on Thesis required. Consult the MA Thesis Handbook for additional information.
Master of Education (MEd) Degree Requirements: 4 quarter hours, grade of C or better required
|BBE 510||SPECIAL TOPICS IN LANGUAGE EDUCATION AND CULTURE (MEd degree only)||4|