Over the last two decades, more than 600 bilingual speech-language pathologists have successfully completed the Teachers College Bilingual Extension Institute, directed by Professor Catherine Crowley. Taught by an eight-person faculty and seven master clinicians, the Institute’s Advanced Certificate in Bilingual Speech-Language Pathology is designed to provide students with the knowledge and clinical skills needed to provide culturally and linguistically appropriate services for children and adolescents.
For 2021, the total tuition for the Bilingual Extension Institute is $6,650 (plus non-refundable deposit of $300.00), plus a course fee of $30 per semester.
On Campus Curriculum Outline
("Areas covered" sections correspond to NYSED requirements)
Weekend I (May). Bilingual/Bicultural Language Development. Theories and Models of Bilingual Education.
Compare normal languagedevelopment to bilingual/bidialectal language development. Identify normal processes of second language acquisition. Introduce theories and models of bilingual education. Introduce sociolinguistic parameters of topic, participant,setting, and function, and home/school gap. Discuss dialect andlanguage stigmatization and code-switching.
Areas covered. Sociolinguistics andpsycholinguistics. Bilingualism. Theories of bilingual educationand bilingualism. Impact of home/school mismatch in meeting the State Learning Standards. Multicultural perspectives in education.
Weekend II (June). Speech-language Assessment of Preschool Children.
Reviewof current assessment materials and discusses how to use these materials effectively. Identify the "Critical Questions" for evaluations. Analyze the impact of home/schoolmismatch on the differential diagnosis of a language or speech disorderand a difference. Study the validity of current assessmentmaterials and technology based upon current research, andtechnology. Analyze of language differences and sociolinguistics on the assessment of culturally and linguisticallydiverse preschool children.
Areas covered: Methods of teaching native language arts and English language arts to bilingual ELLs,including literacy and other content areas, for meeting the State Learning Standards. Sociolinguistics and Psycholinguistics. Bilingualism.
Weekend III (September). Speech-Language Assessment of School-Age Students.
Identify factors to distinguish difference from adisorder. Use of published tests, technology, and alternative andcurriculum-based strategies in assessment. Impact of bilingualism and sociolinguistics on the assessment of culturally and linguisticallydiverse children. Role of speech language clinician in "early intervening services" and Response to Intervention. Implications ofHehir report findings. Impact of IDEA on assessments.
Areas Covered. Methods of teaching English language arts to bilingual English language learners, including literacy and other content areas and of using the native language and English, for meeting the State Learning Standards. Sociolinguistics and Psycholinguistics. Bilingualism.
Weekend IV (October). Speech-Language Intervention for Preschool Children.
Delivery of appropriate assessment to ensure optimal pre-academic success for ELLS and non-native speakers of General AmericanEnglish. Factors to consider when deciding the language ofinstruction, review of current research on impact of bilingualism onlanguage development of children with language disorders. Effectivenessof education programs for ELLS including CALLA and ALERTA in the development of academic English.
Areas covered. Methods of teaching Englishlanguage arts to bilingual English language learners, including literacy and other content areas, using the native language and English, for meeting the State Learning Standards. Multicultural perspectives in education.
Weekend V (November). Speech-language intervention for School-age Students.
Review and analysis of research of most effective methods fordeveloping social and academic language to meet the curriculum standards. Analysis of impact on language acquisition, literacydevelopment, and development of other content areas when an ELL has a communication disorder. Focus on developing collaborative relationships with parents and teachers of ELLS.
Areas covered. Methods of teaching English language arts to bilingual English language learners,including literacy and other content areas, using the native languageand English, for meeting the State Learning Standards. Multiculturalperspectives in education. Sociolinguistics.
Weekend VI (December). Ethical Considerations, Bilingual Phonology, Neuroscience of Bilingualism.
Analyze development of phonological awareness and its relationship todevelopment of literacy in ELLS. Identify ethical concerns in theassessment and treatment of bilingual/bicultural children. Reviewcurrent practice in assessment from birth through 21 based upon federal law, current research, and preferred practice. Review of currentresearch on neurolinguistics of bilingualism and its clinical impact.
Areas covered. Methods of teaching English language arts to bilingual English language learners, includingliteracy, using the native language and English, for meeting the StateLearning Standards for students. Sociolinguistics and psycholinguistics. Multicultural perspectives in education.
(May be done in groups)
(1) Contrastive linguistic analysis of English and the students non-English language
(2) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a typically developing bilingual preschool child, between 2-4 years old.
(3) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a typicallydeveloping bilingual school-age child, preferably 9 yrs or older.
(4) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a bilingual childwho is suspected (or it is known) of having a language disorder.
(5) College-supervised field experience/Collaborative journal. This journal maintains a record of the 50 hours ofspeech-language services for clients from 3 through 21 years includinga description of the treatment plan and what was done in individual sessions.
(6) Inservice: Give an inservice about what the student learned in the Institute to colleagues. Students may work together on the inservice project in the same district.