Skip To Content
[SUMM22] EDUC7615: Foundations of Bilingual and Dual Language Education (2022-2023 Cohort) is a Course

[SUMM22] EDUC7615: Foundations of Bilingual and Dual Language Education (2022-2023 Cohort)


Sorry! The enrollment period is currently closed. Please check back soon.

Full course description

Foundations of Bilingual and Dual Language Education | July 25th - September 2nd, 2022

Time:  Asynchronous with no face-to-face meetings

Location: Online

Who Should Enroll?

The course is designed for any K - 12 educators interested in deepening their understanding  about the foundations of language education in the United States. 

Course Description:

The specific aim of this asynchronous, online course, is for educators to explore the characteristics of language education programs in the U.S, focused specifically on history,  attributes of language program models, political contexts, and legal foundations. These characteristics of language education programs are interrogated through a contemporary lens of equity and power. In service of this aim, educators will explore dual language models, program designs, and implementation, with an introductory focus on the competencies, knowledge, and skills for instruction and assessment in multilingual classrooms and programs. 

Course Benefits:

After participating in this course, educators will:

  • have a sense of the long history of language education dating to the inception of the U.S.
  • understand the legal precedents for current language education programming
  • make connections to how equity and power are implicated in all language programming
  • be able to walk into any school that serves multilingual students and make sense of the type of language programming that is in place
  • have the basic foundations of history and politics to move forward into deeper explorations of bilingual theory, research, and methods of instruction

Certification of Completion:

The Lynch School is a state-approved provider of Professional Development Points. 15 PDPs will be provided upon completion of the course.

Please note that all participants from outside Boston College will not receive academic credit nor a transcript documenting their participation in this course. However, all participants will be awarded a certificate of completion and Professional Development points to apply to their professional development plans. 

Fees and Policies:

Payment is due by credit card at registration. Tuition includes all instructional materials. 

Refunds will only be granted up until the course begins. No refunds will be granted for registration or technical errors on the participant's part (such as incorrect name/email, login failure, etc.).

Additional offerings from the Lynch School Professional & Continuing Education Office can be found on our website

Course Facilitators



Amanda Campbell is the Assistant Director for English Learner Education in the Lynn Public Schools where she oversees the Compañeros Dual Language program, and a school committee member in Salem, Massachusetts. Prior to her current role, she was an ESL teacher, a kindergarten and first grade teacher of newcomers, and a literacy specialist for multilingual learners.


Ana Soto Viquez.JPG


Ana Soto Viquez's background as a bilingual student in international schools across different countries fueled a strong  interest in bilingual and dual language education, especially the development and instruction of reading and writing in bilingual students. A first grade teacher at the dual language Hurley K-8 School with Boston Public Schools for the last five years, she has had the opportunity to work closely with second language learners, seeing second language acquisition and biliteracy theories put into practice and explore how the theory of Systemic Functional Linguistics can inform writing instruction.


Yáñez Photo.jpeg


Jess Yáñez has a graduate certificate in Bilingual Education from the Universidad Pontificia Comillas and a MA in Middle East and Islamic Studies from the University of Exeter, where she co-led a research project in intercultural learning. Prior to her role as Supervisor for Bilingual Programs at the Worcester Public Schools in Massachusetts, Jess developed literacy curriculum for grades 4-12 with the Literacy Design Collaborative and Carnegie Learning. She has taught and served as a literacy leader in bilingual programs in Los Angeles, Worcester, and Spain, mostly in middle school.




Rebecca Westlake brings over 15 years of experience as a teacher, instructional coach, building and district leader of English Learner and Bilingual Education. She has served multilingual students and families in the Massachusetts urban communities of Salem, Boston, Lawrence, and Chelsea, as well as in D.C public schools and in Spain in dual language, general education, and Sheltered English immersion settings. Rebecca holds a Masters in School Leadership from Harvard Graduate School of Education. She speaks Spanish and English and believes deeply in the power of teachers, families, and community to bring about positive change.

Course Designer

Patrick Proctor is a professor and educational researcher focusing on bilingualism, bilingual education, language, and literacy. Theoretically, his work attempts to merge critical and developmental perspectives on language, literacy, and bilingualism in education. In terms of praxis, he works directly with teachers and administrators on issues of bilingual education and language-based literacy instruction, particularly in schools and districts characterized by student (and ideally teacher) multilingualism.