Mission

The dual language specialization program at Western Oregon University is a graduate-level program designed to support experienced educators in attaining deep theoretical knowledge and specific pedagogical skills to support the academic language development of emergent bilingual students in P-12 instructional contexts. The dual language specialization program is open to both practicing educators who wish to add the specialization to an existing Oregon teaching license as well as to current graduate students enrolled in an MS.Ed. and MAT programs in the College of Education who wish to add this area of expertise to their program of study. Upon completion of the specialization, participants will be prepared to deliver instruction that supports academic content knowledge within dual language settings.

The Dual Language Specialization requires 15 quarter hours consisting of five, three-credit courses that are taken sequentially and culminate in a field-based practicum. The five courses leading to the specialization address foundational knowledge of bilingualism (E.g. History of bilingual education and program models), theories of bilingualism, assessment, sociocultural influences on learning language, and instruction. At the core of the specialization is a commitment to developing reflective practitioners who analyze and critique their own beliefs, theories, and classroom practices to ensure they are meeting the academic needs of their emergent bilingual students. Courses will be taught by faculty whose expertise and scholarship focus on the teaching and learning of linguistically diverse students in P-12 dual language settings.

Learning Outcomes

1. Prepare teachers who understand how first and second languages are acquired and developed, and who apply research-based teaching and assessment practices that address the needs of English language learners in a variety of school settings.
2. Prepare teachers who foster a classroom climate that is inclusive of all diversity, and who understand the influence of culture on students’ learning process and academic achievement.
3. Prepare teachers who are knowledgeable about policies related to the education of emergent bilingual students, and who collaborate with colleagues, administrators and families to meet their learners’ needs.
4. Prepare teachers to work effectively with emergent bilingual students in dual language instructional settings.