Post-Credential Bilingual Authorization (Spanish) for Multiple Subject, Single Subject and/or Education Specialist Credential (California)
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This program is designed as a bilingual authorization to be added to an existing base credential for teachers holding Multiple Subject, Single Subject or Education Specialist (Moderate Support Needs and Extensive Support Needs) teaching credentials. Candidates must meet program admission requirements and complete a four-course sequence of bilingual methods courses plus one course on bilingual virtual clinical practice to be eligible for the added bilingual authorization (Spanish).
The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.
Course Details
Bilingual Methods Courses
- 4 courses; 18 quarter units
PRIOR to beginning any of the Bilingual Authorization Method courses below, the candidate must successfully complete CSET LOTE (Subtest III) and meet any other related program requirements.
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Prerequisite: ITL 600 Candidates must maintain a B (3.0) grade point average to successfully complete the Bilingual Authorization Program.; ITL 604; ITL 606; ITL 608; ITL 530; ITL 510, or ITL 520 and ITL 512, or ITL 522 and ITL 516, or ITL 526 and ITL 518, or ITL 528
Historical Foundations of Bilingual Education in the United States Examination of historical foundations and context for bilingual education, bilingualism in the United States, including philosophical, theoretical, legal, and legislative foundations of bilingual education. Analysis of culture in terms of country of origin, geographic barriers, linguistic patterns and ways in which these trends impact migration, immigration and settlement in the United States.
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Prerequisite: ITL 400 and Students must complete the credential packet.
Examines the knowledge, skills, and abilities (KSAs) for bilingual methodology and culture. Provides candidates with a depth of knowledge regarding current research-based theories in academic and content literacy in two languages. Identifies the interconnectedness among four language domains, language forms and functions. Emphasis is placed on the understanding and knowledge of various Bilingual Programs with evaluation of PK-12 student academic achievement.
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Prerequisite: BIL 622
Literacy Learning and Instruction in Spanish/Enseñanza de la Lecto-Escritura en Español Examines how children acquire and develop literacy in Spanish as their native language in the context of a Bilingual/Dual Language education classroom in California. Provides an in-depth examination of research-based theories and best instructional practices for the development of listening and speaking and teaching reading and writing in Spanish as a primary language – Enseñanza de lecto-escritura en Español. Addresses the interconnectedness among four language domains, language forms and functions in Spanish as primary and second language in the classroom.
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Prerequisite: BIL 624
Sociolinguistics and Culture in Bilingual/Dual Language Education in the United States Examines sociolinguistics and culture in bilingual and dual language education in the USA. Addresses different aspects of the traditions, roles, status, and communication patterns of the culture of emphasis. Provides a context in Spanish (the target language) in which candidates will speak, read and write within the course work.
AND Bilingual Clinical Practice (1 course; 4.5 quarter units) candidates will complete 150 hours of bilingual clinical practice experience virtually and/or remotely.
Bilingual Student Teaching
- 4 courses; 13.5 quarter units
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Prerequisite: BIL 620; BIL 622; BIL 624; BIL 626
This course on Bilingual Virtual Clinical Practice will allow Multiple Subject or Single Subject or Education Specialist credentialed candidates to complete 24 hours of Bilingual Virtual Clinical Practice to meet practice and teaching performance associated with earning a Bilingual Authorization to be added to an active base credential. Bilingual Virtual Clinical Practice will take place through observations, instructional design, teaching and scenario analysis of virtual or onsite Bilingual/Dual Language classrooms in CA public schools. Grading is S, U or In Progress (IP).
*The bilingual clinical practice course does NOT grant graduate credit.
Degree Requirements
To receive an added bilingual authorization (SPANISH/ENGLISH), candidates must complete at least 22.5 quarter units.
Prior to admission into this program, candidates must show proof of active CTC credential (Multiple Subject/Single Subject/Mild-Moderate/ Moderate Severe), current work assignment, and number of years working as a certificated teacher in public schools in California. Candidates must pass CSET LOTE (Subtest III) PRIOR to admission into the Post-Credential Bilingual Authorization program.
Each BIL Methods Course includes a required 4-hour field experience in a bilingual/dual language K-12 classroom representing a diverse bilingual/multilingual student population.
Program Learning Outcomes
Upon successful completion of this program, students will be able to:
- Analyze and examine the philosophical, theoretical, historical, legal, and legislative foundations of education policies, school programs, and research on the effectiveness of bilingual/dual language education and bilingualism in the United States
- Promote students’ social-emotional growth, bilingual development, and sense of individual and civic responsibility using asset-based interventions, restorative practices, and conflict resolution practices that foster a linguistically inclusive community
- Design learning experiences for all students that apply research on the cognitive and metacognitive effects of bilingualism, biliteracy, translanguaging, and transliteracies as developmental linguistic processes, including but not limited to cross-linguistic transfer, contrastive analysis, and language use
- Design bilingual instruction by planning, developing, implementing, and assessing standards – aligned content instruction in English and target language which integrates knowledge of the linguistic repertoires and registers across contexts and content areas and transferability between primary and target language
- Employ a variety of culturally relevant, unbiased instructional, and assessment strategies appropriate to students’ transnational educational experiences, language proficiency, and developmental levels in both languages that promote student achievement across program models
- Demonstrate intercultural communication and interaction with families and communities that are linguistically and culturally responsive and affirming in order to empower families’ leadership development for civic engagement in bilingual/dual language education schools
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