| Total credits | Estimated resident cost | Estimated Washington border cost | Estimated non-resident cost |
|---|
| Master's - 71 | $43,845 | $47,750 | $61,311 |
Program cost estimates are based on 2025/26 PSU tuition and fees only. This chart is provided to help you estimate the minimum tuition and fees for program completion. Additional fees may apply depending on the course of study that you choose to pursue and the specific courses for which you enroll, so you may also find it useful to review detailed tuition and fee information and the full cost of attendance for PSU graduate programs or undergraduate programs. Financial aid and scholarship options may be available to offset program costs. Visit COE Scholarships for specific details on how to qualify and apply. |
Curriculum
Our curriculum is mapped to support future teachers' development with skills and strategies to support learning in a diverse environment. Our first year focuses on the foundation of teaching and learning in both general and bilingual educational classrooms. For candidates who are employed as teachers on emergency licenses, we provide additional pedagogical support. In the second year, the program focuses more strongly on content area teaching and on bridging theory and practice in subject matter methods courses and student teaching. We have centered bilingual instructional strategies in all aspects of our curriculum.
Course descriptions
For course descriptions, please consult the Bulletin or Class Schedule.
Program Format
Modality
In-Person: This program is held in person with classes held on-campus.
Full-time
Time to completion: 2 years
Scheduling
First year: Evening: First year classes are held primarily in the later afternoon and evening on campus.
Summer: Summer term includes intensive day-time coursework. You should expect to need to be on campus Monday - Friday 9am - 3pm for a few weeks of the summer.
Second year: Practicum begins in the fall of the second year. In addition to evening classes, you will have daytime requirements in schools to fulfill student teaching and ESOL practicum requirements. Plan to ramp up to full time student teaching half-way through winter term and through all of spring term.
Weekly Estimated Time Commitment
The PSU Credit Hour Policy defines 1 credit hour as requiring a minimum of 3 hours of student time per week over the course of the term. PSU operates on the quarter system, and terms last 10 weeks plus 1 finals week.
Graduate school is a big commitment; please consider this information as a starting tool to help you gain a sense of the time commitment. Students learn differently and you may find that it takes you more time to complete the coursework on a weekly basis. Generally, a graduate program is more intensive and should require more time on homework than undergraduate courses; therefore, we recommend planning for more time than the minimum.
Students in this program generally take 9-10 credits per term and should expect to spend at least 18 hours per week outside of classroom time on homework and related activities.
As the program progresses, students engage in experiential learning through student teaching and practicum, which take additional time to complete. Time spent in classrooms via practicum and student teaching ramps up throughout the second year of the program. Students should plan to spend a few hours per week in their ESOL practicum in fall; approximately 20 hours per week in student teaching in winter, and 40 hours per week in the spring.
Program of study
Cohort: This program operates as a cohort model, meaning that students follow a set program of study with a group of peers, learning together and providing a peer-support network. The program of study below outlines these classes term-by-term.
| Year 1 | CR |
|---|
| Fall |
| BBE 522 Human Development & Learning in Multicultural-Multilingual Communities | 4 |
| BBE 526 DLI Professional Development Seminar | 1 |
| BBE 572 Literacy in the Content Area | 3 |
| ITP 511 Classroom Management for Student Success | 3 |
| Winter |
| (ESOL) BBE 536 Bilingual Education, History, Laws, and Policies | 3 |
| BBE 537 Material Adaptations -Material Adaptation and Curriculum Development for DL Classrooms | 3 |
| BBE 526 DLI Professional Development Seminar | 1 |
| (ESOL) CI 596 Second Language Acquisition and Development for k-12 Educator | 3 |
| Spring |
| BBE 546 Dual Language Instructional Methods | 3 |
| (ESOL) ITP 515 Foundation of culturally and linguistically responsive practice | 3 |
| (ESOL) ED 519 Inclusive Secondary Classrooms | 3 |
| Summer |
| BBE 554 Technology & Education | 3 |
| (ESOL) ITP 514 Education for Equity and Social Justice | 3 |
| (ESOL) ELP 565 ELL School-Community Relations | 3 |
| Year 2 | CR |
|---|
| Fall |
| ITP 521-28 Secondary Methods (Content Area) | 3 |
| (ESOL) ITP 509 Practicum: Field Experience with Multilingual Learners and/or DL classroom | 3 |
| BBE 580 Inquiry and Reflective Practitioner A | 3 |
| Winter |
| ITP 521-28 Secondary Methods (Content Area) | 3 |
| BBE 583 Student Teaching I Field Experience with Multilingual Learners and/or DL classrooms | 4 |
| BBE 580 Inquiry and Reflective Practitioner B | 3 |
| (ESOL) ITP 518 Assessment for Learning | 2 |
| Spring |
| BBE 585 Student Teaching II Field Experience with Emerging Bilingual students and/or DL classrooms | 9 |
| BBE 4/580 Inquiry & Reflective Practitioner C | 2 |
| Total Program Credits | 71 |