The purpose of the dual language bilingual education (DLBE) graduate certificate is to address the growing need of schools and teachers in meeting the needs of culturally and linguistically diverse students, including the rapidly growing English language learner student population, through the provision of high-quality dual language and other bilingual education programs. Dual language and other strong forms of bilingual education can be effective in helping all students develop high levels of bilingualism, biliteracy, and academic achievement while fostering students’ linguistic identities and rights.
For more details on the Teaching English Language Learners (TELL) Certificate >
This course builds theoretical and practical knowledge about how second languages are learned, and the educational basis for second language teaching and learning. It focuses on research, sociocultural issues, and instructional strategies for the English language and literacy development of English language learners.
This course builds foundational and practical knowledge of children’s bilingual development and the sociocultural, cognitive, philosophical, and educational basis for high-quality dual language and other bilingual education programs. It focuses on research and current issues related to the bilingual development of emergent bilinguals in K-12 contexts.
Application of theory, research, and guiding principles to providing high-quality instruction in dual language and other bilingual education programs in K-12 education. This course includes a specific focus on both program-level design of effective dual language programs, and effective language and literacy instruction for emergent bilingual students leading to high levels of bilingualism, biliteracy, and academic achievement.
This course provides a critical review of research and practice in language proficiency and content-area assessment of English Language Learners (ELLs) and other culturally and linguistically diverse (CLD) students in K-12 education. Students will explore the sociocultural dimensions of standardized testing, academic achievement, and accountability. Students will conduct critical analyses of standardized testing instruments and learn to develop alternative classroom-based language, literacy and content-area assessments appropriate for ELL and CLD students.
This course builds theoretical and practical knowledge for teachers about effective second language and content area instruction for English language learners. The course focuses on research-based teaching and learning strategies for making content area instruction comprehensible for English language learners while supporting their English language development.
By filling out the grad application and following these steps >
To complete the application file, the office of Graduate Studies within the College of Education, must receive the following in addition to the admission application >
Receive email notification of admittance decision letter from the Graduate School and make your decision >
Receive Welcome Letter from College of Education’s Office of Graduate Studies
Purdue Online will send your next steps including those listed here >
Receive confirmation of official registration from Purdue Online. Additional Information >
Follow these instructions to confirm your enrollment at Purdue.
*Tuition and fees are charges on a per credit hour basis and are subject to annual increase. Annual increases may change the total program cost. The rate and fees above are effective for the 2019-2020 school year.
Note: Purdue faculty and staff fee remissions may not be applied to this program.
Course Content Information or Blackboard:
Course Registration, payment, drops/withdraws, and removing holds:
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College of Education: Purdue University
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