Advanced Certificate at the Bilingual Extension Institute (In-person)
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.
Admission Information
Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.
Advanced Certificate
- Points/Credits: 6
- Entry Terms: Summer, Fall
- Enrollment Formats: Full-Time Campus-Based, Part-Time Campus-Based
Certification
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- Bilingual SLP Extension
Application Deadlines
| Entry Term Available | Priority Deadlines | Final Deadlines | Extended Deadlines |
|---|---|---|---|
| Spring | N/A | N/A | N/A |
| Summer | May 1, 2025 | May 1, 2025 | N/A |
| Fall | July 1, 2025 | July 1, 2025 | N/A |
Select programs remain open beyond our standard application deadlines, such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.
Application Requirements
| Requirement | |
|---|---|
| Online Degree Application, including Statement of Purpose and Resume | |
| Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed | |
| Results from an accepted English Proficiency Exam (if applicable) | |
| $75 Application Fee | |
| Supplemental application required (included in online application) | |
| Applicants should have TSSLD or TSHH Certification or be in a program leading toward these certifications | |
| Applicants who already hold NYSED Bilingual Extension Certificate cannot be recommended for certification again, but are eligible for the Advanced Certificate |
For admission-related inquiries, please contact BBSadmission@tc.columbia.edu.
Tuition Information
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.
Requirements from the TC Catalog (AY 2024-2025)
Displaying catalog information for the Fall 2024, Spring 2025 and Summer 2025 terms.
On Campus Curriculum Outline
Weekend Content
("Areas covered" sections correspond to NYSED requirements)
Weekend I (May). Bilingual/Bicultural Language Development. Theories and Models of Bilingual Education.
Compare normal language development 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 and language stigmatization and code-switching.
Areas covered. Sociolinguistics and psycholinguistics. Bilingualism. Theories of bilingual education and bilingualism. Impact of home/school mismatch in meeting the New York State Learning Standards. Multicultural perspectives in education.
Weekend II (June). Speech-language Assessment of Preschool Children.
Review current assessment materials and discuss how to use these materials effectively. Identify the "Critical Questions" for evaluations. Analyze the impact of home/school mismatch on the differential diagnosis of a language or speech disorder and a difference. Study the validity of current assessment materials and technology based upon current research, and technology. Analyze language differences and sociolinguistics on the assessment of culturally and linguistically diverse 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 New York State Learning Standards. Sociolinguistics and Psycholinguistics. Bilingualism.
Weekend III (September). Speech-Language Assessment of School-Age Students.
Identify factors to distinguish differences from a disorder. Use of published tests, technology, and alternative and curriculum-based strategies in assessment. Impact of bilingualism and sociolinguistics on the assessment of culturally and linguistically diverse children. Role of speech language clinician in "early intervening services" and Response to Intervention. Implications of Hehir 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 New York 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 American English. Factors to consider when deciding the language of instruction, review of current research on impact of bilingualism on language development of children with language disorders. Effectiveness of education programs for ELLS including CALLA and ALERTA in the development of academic English.
Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy and other content areas, using the native language and English, for meeting the New York 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 for developing social and academic language to meet the curriculum standards. Analysis of impact on language acquisition, literacy development, 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 language and English, for meeting the New York State Learning Standards. Multicultural Perspectives in Education. Sociolinguistics.
Weekend VI (December). Ethical Considerations, Bilingual Phonology, Neuroscience of Bilingualism.
Analyze development of phonological awareness and its relationship to development of literacy in ELLS. Identify ethical concerns in the assessment and treatment of bilingual/bicultural children. Review current practice in assessment from birth through 21 based upon federal law, current research, and preferred practice. Review of current research on neurolinguistics of bilingualism and its clinical impact.
Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy, using the native language and English, for meeting the New York State Learning Standards for students. Sociolinguistics and psycholinguistics. Multicultural perspectives in education.
Institute Projects
(May be done in groups)
(1) Contrastive linguistic analysis of English and the student’s 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 typically developing bilingual school-age child, preferably 9 yrs or older.
(4) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a bilingual child who 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 of speech-language services for clients from 3 through 21 years including a description of the treatment plan and what was done in individual sessions.
(6) Inservice: Give an inservice presentation to colleagues about what the student learned in the Institute. Students may work together on the inservice project in the same school district.