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Online Bilingual Cross-endorsement

Eastern’s online Bilingual track enables Early Childhood, Elementary and Secondary content-area teachers to take the courses typically required by most states to apply for bilingual certification. It consists of six online courses which are taught by professionals with practical, academic and technical expertise. The online courses are designed to effectively lead participants to master the theory and apply the strategies of bilingual teaching. While the courses are online, instructors offer the necessary support for participants to accomplish course objectives.  

You can choose to take these courses towards a Master of Science in Educational Studies or in order to apply for cross-endorsement at the office for teacher certification in the state where you reside.

Apply to Eastern's Graduate Division


  • This course introduces students to the foundational principles, theories, and practices in the field of bilingual education in the U.S. This course provides an overview of how to implement dual language-TWI programs in K12 classrooms. It explores issues of curriculum development and instruction as well as access to resources in bilingual classroom settings.

  • This course explores the linguistic and academic assessment of English Learners (ELs) and related issues at grade levels PreK-12. Candidates will review and learn how to use assessment tools to place ESL learners appropriately, monitor progress and reclassify students according to state standards. They will learn to interpret assessment results and plan instruction that helps students achieve high standards across all stages of English proficiency. Candidates will examine state and federal assessment requirements for ELs and examine the usefulness and limitations of standardized tests. Candidates will investigate the issue of over-identification of ELs in special education and review appropriate accommodations for ELs.

    In addition, candidates will consider the assessment of L1 and L2 for native and non-native English speakers, they will reflect on the impact of language proficiency and culture on learning and assessment. They will understand the role of informal assessment and portfolio approaches to assessment.

  • This course examines first and second language acquisition theory and processes, factors that influence variation in learning in Spanish and English, and how theory and research inform pedagogical practices in bilingual/dual language contexts. 

  • This course is designed to support advanced candidates with skill development through an applied field experience with English Learners (ELs) framed by online theoretical components. The course will examine the complex role that classroom teachers play in the development of English Learners across affective and cognitive domains. Theories of second language acquisition and research-based practices will be investigated with special emphasis on the candidate’s program (e.g. elementary, secondary content areas). Curriculum considerations will be explored in the context of both general education and ESL.

  • This course introduces students to the foundational principles, theory, and practices in intergroup communication through an interactionist perspective with a focus on home-school connections. “Cultural competency” is one of public education's primary tools for closing the achievement gap in today’s public schools. This course will examine both analytical and practical approaches to intercultural communicative competency in the classroom and the community. Candidates will develop a portfolio to demonstrate competency in attitudes, knowledge and skills necessary for cultural competency, and reflect forward on projected skill and competency development.

  • This course introduces students to instructional methods and practices for teaching ESL and dual language in PreK-12 settings with a focus on academic language development, increasing background knowledge, developing language, content, cultural objectives, vocabulary development, increasing oral language production, selecting culturally responsive materials, integrating language and content instruction, and differentiating according to students’ language proficiency levels in Spanish and English.


  • Dr. Fabrizi is the Associate Chair of the Education Department and serves as Faculty Advisor for students pursuing the Dual Language Learners Cross-Endorsement.
  • Katherine Barko-Alva

    Assistant Professor, ESL and Bilingual Education

    Dr. Barko-Alva is Assistant Professor of ESL/Bilingual Education at the School of Education, William and Mary. She is a McKnight doctoral fellow and holds a Ph.D. from the University of Florida. She focuses on how teachers understand and negotiate language within the context of culturally and linguistically diverse classrooms. She serves in the ESL National Advisory Council for iCivics, and she is an executive board member of Virginia Dual Language Educator Network. She was awarded the 2018 Virginia Latino Advisory Board Latinx Leadership Award in education and the Janet Brown Strafer award, School of Education-William & Mary 2018-2019.

  • Aradhana Mudambi

    Director of Bilingual Education, International College Admissions Counselor, and Professor of Cultural Competence

    Dr. Aradhana Mudambi is the Director of TESOL, Bilingual Education, and World Languages in Windham Public Schools, Willimantic, CT. She has worked in five countries and five US states. She holds a Doctorate of Education from Harvard University and teaches the course on Intergroup Communications and Cultural Competence.


For more information, email or call (860) 645-0667