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Teaching English to Spanish speaking students.

Bilingual Extension Certificate Overview

The Bilingual Extension program is offered to candidates who are already certified to teach in New York State and wish to teach English Language Learners (ELLs) in a bilingual setting. With the skills gained in this program, candidates are able to teach students who are learning English as a second language and offer more personalized instruction than a teacher that only speaks English.

Teaching English as a second language.

Career Opportunities

The program prepares students to become Bilingual Educators who are able to teach bilingual students in their native language and English. This segment is expected to grow faster than the average for teachers.

What You'll Get
The Mercy Advantage

The School of Education collaborates with school communities throughout New York City and Westchester by offering Mercy College courses, programs of study and professional development opportunities through such venues as teacher centers and teacher unions.

  • Provides the knowledge and skills to teach bilingual students in their native language and English
  • Provides faculty guidance and support
  • Students are able to complete the certificate program in one year

National Accreditation

Mercy College’s national accreditation provides a seal of approval and enhances our graduates’ credentials when seeking employment.

  • National Council for the Accreditation of Teacher Education (NCATE)
  • Council for the Accreditation of Educator Professionals (CAEP)
  • International Literacy Association (ILA)
National Accreditation.

Frequently Asked Questions

Should I have majored in education as an undergraduate?

No. However, you must have an initial teaching certificate, and be proficient in a language other than English.

What education programs do you offer?

The School of Education offers a Master of Science in Education with a concentration in one of the following areas: Early Childhood Education, Birth-Grade 2; Childhood Education, Grades 1-6; Secondary Education, 7-12; Teaching Literacy, Birth-Grade 12; Teaching English to Speakers of Other Languages (TESOL); Educational Administration; Educational Supervision.

What are the prerequisites?

You must have or be eligible for an initial certificate in early childhood, childhood, or a content area subject other than a foreign language.

Do I need to be proficient in another language?

Yes. You must be proficient in English and in another language used for instruction in NYS public schools. These include: French Creole, Korean, Russian, Spanish and Urdu.

Which state exams do I need to take to earn my initial or advanced certification as a teacher?

The following exams are required for initial candidates: EAS, CST(s) in your certification area(s), and the edTPA during student teaching, which is the last semester. Other state requirements include fingerprinting and workshops (DASA, Child Abuse, Violence Prevention, Health and Safety). The following exams are required for advanced candidates: CST(s) in your certification area(s).

Program Details & Curriculum

Curriculum Overview

Bilingual Extension Program: 15 Credits

For a full curriculum listing visit our catalog. 

Admission Requirements

Please refer to the general requirements for admission and matriculation in the Graduate Admissions section of the course catalog. Please review the prerequisite preparation for each program and consult with the program chair or associate dean.

Requirements for admission and matriculation include:

  1.  A completed application for admission.
  2.  Official transcripts from all undergraduate and graduate degrees.
  3.  A résumé.
  4. A valid teaching certificate.

Objectives

The candidates will develop expertise in the following areas:

1. Understand major theories of Bilingual Education and Bilingualism

2. Develop multicultural perspectives and sensitivity to English language learners from diverse cultural and family backgrounds.

3. Acquire pedagogical skills to teach English language arts, native language arts and other content areas in a bilingual setting.

4. Develop linguistic knowledge of language as a complex system of language acquisition and of second language acquisition theories and research.

Goals of the School of Education

The unit goals establish the shared vision, mission, philosophy, and guiding principles agreed to by members of the faculty and other stakeholders in the learning community. The unit’s proficiencies, strategies, and assessments are designed to ensure that candidates acquire the academic, pedagogical, professional, and interpersonal skills required of teachers and other school professionals who prepare students to succeed in a rapidly changing global environment. The six goals reflect the integrated knowledge, skills, and dispositions that together ensure that candidates develop as effective educators and reflective practitioners. These goals are as follows:

Content Knowledge: Candidates demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice.

Pedagogical and Professional Knowledge: Candidates employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students’ intellectual, social, and emotional development.

Diversity: Candidates understand the diverse cultural, linguistic, learning, and social strengths and needs of all populations, and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school-services.

Technology: Candidates employ technology to deliver information, instruction, and professional services to all members of the school community.

Reflection: Candidates reflect on professional practice to make educational decisions and enhance student learning.

Dispositions: Candidates demonstrate positive dispositions that enable them to work as effective educators, citizens, and practitioners within the school and broader community.

The six unit goals are supported by the professional literature including theories, research, wisdom of practice, and education policies.

Program Outcomes

By the end of this program, students should be able to: 

  1. Critically analyze primary and secondary sources
  2. Demonstrate knowledge of geography by identifying counties, capitals, and bodies of water of major geographic regions
  3. Demonstrate proficiency in critical reading and thinking by providing written evaluations of texts
  4. Demonstrate historical knowledge of various and specific time periods and geographic regions through quizzes, exams, oral, and written assignments
  5. Cite and document sources properly
  6. Demonstrate mastery of historical methods, analytical skills, and critical writing by producing an original research project that is well argued, makes use of adequate sources, and uses appropriate citation format (Chicago style)
  7. Demonstrate improved writing skills (proficiency in appropriate grammar and syntax)
  8. Evaluate primary and secondary sources through an array of writing and oral assignments (reading responses, critical book reviews, class participation, online discussion boards, and research)

Certificate Completion Requirements

  • A copy of a valid teaching certificate
  • 50 hours of field experiences in a bilingual setting
  • Passing score of the Bilingual Education Assessment (BEA) test