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Bilingual Education

 

The Bilingual Education Program at Edgewood College provides a range of professional development opportunities designed to meet individual career goals for educators. Whether you are seeking a Wisconsin Department of Public Instruction (DPI) Bilingual Education license or a Master's of Arts in Bilingual Education, we have a program that meets your needs.

To accommodate the busy schedules of working professionals, coursework in the Bilingual Licensing sequence is available in blended online formats as well as traditional settings. Face-to-face sessions are offered on evenings or Saturdays. 

Program Highlights

  • 18 credit license completion program
  • Start either Fall or Spring semesters
  • Licensure courses offered either blended online or in the classroom
  • Tuition discount on licensing sequence courses
  • Courses can be applied to a Master’s Degree by completing 15 additional credits

License and Degree Requirements

The Bilingual Education Program is designed to meet your professional development goals by offering program options that can either stand alone or build upon one another towards a Masters of Arts in Bilingual Education. View the Bilingual Education Course Map for a schedule showing when courses are offered, online or in-the-classroom.

Bilingual License Sequence

The 18-credit licensing program leads to a Wisconsin DPI license certification in Bilingual Education (WDPI 023). The program is designed for experienced teachers who wish to add this certification. All courses are 3-credits each and may be applied towards completion of the MA-Education in Bilingual Education. Bilingual Licensure courses are available either blended online or in the classroom. Each online course begins with a single mandatory face-to-face orientation meeting. That meeting is held on a weeknight or Saturday at the Monroe Street Campus as designated by the professor.

  • ED 604A: Second Language Acquisition in Content Areas
  • ED 604G: Bilingual Curriculum Design & Assessment
  • ED 605B: Paradigms in Bilingual/Bicultural Education
  • ED 605D: Biliteracy Development (Spanish proficiency required)
  • ED 605K: Language Analysis and Bilingualism
  • ED 694A: Bilingual Field Mentoring 

Master of Arts in Education – Bilingual Education

Completing the Master of Arts in Education degree will give you the skills and knowledge to become a leader of Bilingual Education in your school or district. The Master of Arts in Education: Bilingual Education requires completion of the 18 credits listed in the License Sequence, plus the 5 three-credit courses listed below. 33 credits total.

  • ED 605C ESL/Bilingual Program Development and Advocacy (Ethics requirement)
  • ED 639 Language Focused Instruction and Practice
  • ED 603 Introduction to Education Research
  • ED 692 Applied Research Thesis (Studies in Change requirement)
  • One 3-credit elective course. Choose from ED 689, ED 604F, or ED 686

Tuition and Financial Aid

Edgewood College is committed to making a life-changing education more affordable and accessible to more people than ever before. As part of the Graduate Affordability Promise, courses in the Bilingual Education licensure program are now $569 per credit.

In response to a critical need in Wisconsin schools, Edgewood College has redesigned our tuition structure, allowing for a significant reduction in graduate tuition for our Bilingual Education license certification program. This cost reduction offers you one of the most competitively priced ways to complete these licenses in the state.

At just $569 per credit, you can now complete your entire Bilingual Education 023 license certification at Edgewood College for $10,362. Only 5 additional classes would be required to obtain your Master’s Degree.


Graduate tuition for the 2019-20 year (beginning Summer 2019) is $997 per credit. Courses in the Bilingual License Sequence are offered at the discounted tuition rates shown below. (Effective Summer, 2019).

Each course is 3 credits, and can be applied towards a Master of Arts in Education with a Bilingual concentration. 

Bilingual License Sequence:

Course Title

Cost per credit:

Course cost:

ED 605B Paradigms of ESL/Bilingual Education

$569/credit

$1,707

ED 604A Language Acquisition in Content Areas

$569/credit

$1,707

ED 605D Biliteracy Development

$569/credit

$1,707

ED 605K Language Analysis and Bilingualism

$569/credit

$1,707

ED 604G Bilingual Curriculum Design and Assessment

$569/credit

$1,707

ED 694A Bilingual Field Experience

$569/credit

$1,707

Total Tuition Cost - Bilingual License Sequence ($10,362)

Master of Arts in Education: Bilingual Education (additional coursework required for the Master’s)

Course Title

Cost per credit:

Course cost:

ED 605C ESL/Bilingual Program Development and Advocacy

$997/credit

$2,991

ED 639Language Focused Instruction

$997/credit

$2,991

ED 603 Intro to Educational Research

$997/credit

$2,991

ED692 Applied Research Thesis

$997/credit

$2,991

An approved 3 credit elective in Education

cost varies

cost varies

Total Tuition Cost - MA in Education: Bilingual Education ($25,422 plus 3 elective credits)
*$997/credit is the 2019-20 graduate rate (beginning Summer 2019). Costs are expected to increase each year.

Financial Aid

Graduate students are eligible for financial aid in the form of Federal Stafford Loans. Learn more about Stafford Loans, including eligibility requirements and application instructions.

Graduate Student Financial Aid

Our admissions and financial aid counselors have worked with thousands of students who have questioned how they could afford to complete their graduate education. They will use their experience to suggest creative solutions for financing your education. We work with students and organizations to manage tuition reimbursement plans, extend tuition discounts to various corporate partners in the region, offer third party billing and monthly payment plans, and work with veterans to maximize their available aid.

Teach Grant

Bilingual-license seeking students may qualify for the TEACH grant; a federal grant which, “provides grants of up to $4000 per year to students who agree to teach for four years at an elementary school, secondary school, or educational service agency that serves students from low-income families and to meet other requirements.” These funds do not need to be repaid if you “serve as a full-time teacher for a total of at least four academic years within eight years after you complete or otherwise cease to be enrolled in the program for which you received the TEACH grant.”

Please review carefully the TEACH grant website to review the program stipulations and obligations upon program completion. From this site, you can also find a link which lists current eligible schools and districts that serve low-income students.

To apply for the TEACH grant through Edgewood College, you must first notify your Bilingual program advisor about your intent to apply. Your advisor will then verify your eligibility with the Financial Aid office and put you in touch with a Financial Aid officer to complete the TEACH grant enrollment process.

Admission Requirements

  1. Provide evidence of a baccalaureate or more advanced degree from a United States regionally accredited or equivalent postsecondary institution with a cumulative grade point average of at least 2.75 on a 4.0 scale for regular admission status. The cumulative grade point average is computed on the highest degree held at the time of application to the Edgewood College graduate program.
  2. Complete and submit graduate application (including $30 fee). This application is for graduate students who want to pursue a Master’s degree, license or certificate, or take courses as a non-degree student.
  3. Request that official transcripts for all undergraduate and graduate academic credits received from each post-secondary institutions that you have attended be sent directly to Edgewood College Graduate and Professional Studies.
  4. Provide two letters of recommendation from college or university professors, supervisors and/or professional colleagues who can focus on the candidate’s probability of success in graduate school. Letter of Recommendation Guidelines
  5. Submit a written statement listing the reasons that you will be successful in graduate school: cite how specific background experiences will aid in your success as a student.
  6. Provide evidence of a WDPI initial educator, professional educator, or master educator license (or the equivalent).
  7. International students must contact Graduate and Professional Studies for additional admission requirements. Learn more.

Priority application deadlines for the Bilingual Education program are: 
                August 10 for admission in Fall semester
                December 10 for admission in Spring semester
                May 10 for admission in the Summer session. 

All required application materials should be submitted by deadlines. Applications received after deadlines will be reviewed on a case-by-case basis.

Transfer Credits

You may submit up to 12 semester hours of graduate credit for consideration of transfer to Edgewood College for application to a degree program. Approval of the respective department is required. To be considered for application to a degree program, a course must have been taken within the past five years. For more information about transfer credits, please contact your admissions counselor.

Meet Your Faculty

Pam Dorn

Pam Dorn received a B.S. degree in Elementary Education from the University of Wisconsin - Madison and a Master of Arts in Applied Linguistics from the University of South Florida. She has 16 years of experience teaching second through sixth grades in Florida and Wisconsin and is currently teaching ESL at Glendale Elementary in Madison. Throughout Pam's teaching career she has created, developed and modified curriculum for diverse populations of learners and has guided students to develop meta-cognition in reading and writing.


Jed Hopkins

Jed Hopkins is Associate Professor of Education at Edgewood College in Madison, WI. He received his Ph.D in the Department of Curriculum and Instruction at the University of Minnesota in 2009. Hopkins began his teaching career in London, England as an Elementary teacher almost thirty years ago. Since then he has taught at numerous levels from elementary through middle as well as college pre-service and in-service teachers at the undergraduate and graduate levels.  His teaching and research interests straddle Literacy, Teacher Education, Drama-in-Education, and Philosophy of Education.  Hopkins is particularly interested in appropriating neo-Heideggerian phenomenology and systemic functional linguistics for his work in teacher education.


Sheila Hopkins

TESOL/Bilingual Education Program Director

Sheila Hopkins is a faculty member and Director of the TESOL and Bilingual Education graduate programs at Edgewood College.  She spent much of her career as an ESL teacher in K-12 school systems in the US and abroad.  She holds a BA degree from St. Olaf College, received her Elementary Education license from University of MN, an ESL teaching license from Hamline University in St. Paul, MN, and a Master of Arts in TESOL through Hamline University and Edgewood College.


Sara Huse

Sara Huse graduated from UW-Madison in 1998 with a major in Elementary Education and a minor in Spanish. Sara began her career teaching third grade at an elementary school in Waukesha. She taught there for three years while getting her bilingual endorsement and master's degree in Curriculum and Instruction from UW-Whitewater. In 2001, Sara returned to Madison to help begin the bilingual education program at Cherokee Heights Middle School, teaching in a sixth grade bilingual classroom.


John Kibler

John M. Kibler is the lead consultant and founder of Tomotto Intercultural Consulting, an organization dedicated to aiding K-12 educational institutions in dealing effectively and constructively with the very real challenges of culture, race, class, and language in an American context, working primarily in the Midwest. He continues to work as an educational consultant, instructor and cultural specialist for the Illinois Resource Center, providing educational institutions within Illinois, technical assistance and support through training and consultancy services regarding educational equity for culturally and linguistically diverse students, bilingual education and English-as-a-Second-Language program development, and the implementation of multilingual and multicultural education.


Audrey Lesondak

Audrey Lesondak has served as teacher of English Learners for more than a decade. Prior to entering the teaching profession, Ms. Lesondak worked with diverse populations in Chicago in the arena of public policy and advocacy on housing and homelessness, and locally on food security. She received a Bachelors of Art with a concentration in German at the University of Illinois at Chicago, a Master’s in Urban Planning and Policy from the same institution, and a post-Baccalaureate teaching licensure from Concordia University. She has served on the boards such organizations as Casa Nicaragua, Chicago Coalition for the Homeless, Wisconsin Teachers of Speakers of Other Languages (WITESOL). Current endeavors include working at the state department of education teaching in the CTELL/TESOL programs.


Mercedes Martin

Mercedes graduated from Edgewood College in 2007 with an M.A. in Educational Administration and is currently serving as Interim Principal and ESL teacher at Westside Elementary School in Sun Prairie. She is highly involved in the field of TESOL, served as President of WITESOL in 2007 and is co-creator/facilitator of Edgewood's Networking mini-conferences for ESL teachers.


Nichole Von Haden

Nichole Von Haden graduated from the University of Wisconsin-Madison earning a B.A. with honors in her major, Spanish Literature and Culture, and a Certificate in Chicana/o Studies. She began her career in education as a Bilingual Resource Specialist in the Madison Metropolitan School District, which led her to pursue a Masters of Arts degree in Bilingual Education and three teaching licenses. She taught middle school students for several years and helped write bilingual curriculum for the Madison School District. Currently, she is serving as a bilingual mentor for new educators and a blogger for the publication Teaching Tolerance.


Donna Vukelich Selva

Donna Vukelich-Selva received her Ph.D in the Department of Curriculum and Instruction at the University of Wisconsin-Madison in 2011.  She also holds a Master of Arts in Latin American, Caribbean and Iberian Studies from UW-Madison.  Before coming to Edgewood College in 2008, she taught at a K-12 bilingual school in Managua, Nicaragua, where she also founded and ran a study abroad program for US college students.  Vukelich-Selva teaches both undergraduate courses in the School of Education, as well as graduate courses in the CTELL/TESOL program.  She also teaches in Edgewood’s COR program for freshman students, and piloted a course on the history of immigration in the United States that is cross-listed with Ethnic Studies.  Among her college responsibilities, Donna serves on the advisory board for Edgewood’s Center for Multicultural Education.  Donna’s research interests include critical race theory, education and immigration, bilingual education and restorative justice.  She has been active in the Madison community for many years.

 


Emily Zoeller

Emily Zoeller Has over ten years of teaching and coaching experience in bilingual settings. She earned a B.A. degree from the University of Notre Dame and an M.A. degree from the University of San Diego. Emily supports a strength-based, holistic view of bilingualism, and is primarily interested in the development of language and literacy within dual language immersion environments. She currently serves as a Descubriendo la Lectura Teacher Leader, where she supports teachers in their work with emergent readers and writers.

  • Betsy Berry
    My bilingual courses taught me not only the mechanics of how to work with bilingual students, but crucially, we deeply explored why our work matters in terms of equity and justice through critical conversations and activities. As a result, I am an educator who applies a strong social justice lens to my work, and continues to seek personal and professional growth and impact on equity.
    Betsy Berry, Olson Elementary, MMSD