The Bilingual Authorization (BILA) Program prepares Multiple Subject, Middle Level,
Single Subject, and Education
Specialist teacher candidates and teaching credential holders to teach in Spanish. The program prepares teachers
to serve California’s culturally and linguistically diverse Emergent Bilingual/English Learners and to leverage
language as a means for access and equity.
BILA Program Philosophy
The BILA Program’s philosophy is based on the principles of education as a practice
of freedom, dialogical, and
cultural action. BILA candidates develop a depth and breadth of knowledge in the history, politics, and theory of
bilingual education, language and culture in education, equitable educational research and practices, and bilingual
instructional practices. The program values preparing bilingual and cross-cultural teachers who are reflective and
transformational in addressing the needs of culturally and linguistically diverse learners through collaboration with
families, schools, and communities.
The BILA courses are online and taught in Spanish. Upon completion of the program, candidates and teachers earn a Bilingual Authorization to add to a valid CA teaching credential and count as electives in CSUSM’s MA in Multilingual and Multicultural Education.
There are two pathways to earn a Bilingual Authorization
- Candidates enrolled in a CSUSM teacher credential program
- Teachers with a valid CA teaching credential
- BILA courses for candidates enrolled in a CSUSM teacher credential program
Candidates enrolled in a CSUSM teacher credential Program:
- EDUC 653 (3 Units) - Biliteracy Education 1: Contexts for learning
- EDUC 654 (3 Unites) - Biliteracy Eduation II: Methodology and Cultural Contexts
- EDMS/EDMI/EDSS 573 (7 Units) - Clinical Practice in Elementary or Secondary School Bilingual Setting
- CSET LOTE III Exam - Spanish Language and Communication
- BILA courses for teachers with a valid CA credentials
Teachers with a valid CA Credentials:
- EDUC 653 (3 Units) - Biliteracy Education I: Contexts for Learning
- EDUC 654 (3 Units) - Biliteracy Education II: Methodology and cultural Contexts
- EDUC 655 (2 Units) - Practicum of Instruction in Billingual Setting
- CSET LOTE III - Spanish Laguage and Communications.
- Bilingual Authorization Faculty
Dr. Ana Hernández is Professor of Multilingual and Multicultural Education. She earned a doctorate in Educational Leadership from the Joint Doctoral Program at the University of California in San Diego and CA State University San Marcos. Her research examines issues of equitable teaching practices and cross-cultural competence in dual language education. Dr. Hernández taught for 32 years in California public schools as a bilingual/dual language teacher in grades K-8th. She is one of the founders of the Association for Two-Way and Dual Language Education (ATDLE), served as President of the organization, and is an active member of their Advisory Council. In addition, Dr. Hernández is a national trainer and consultant for dual language programs and involved in bilingual teacher preparation through Global Learning Networks.
E-mail: firstname.lastname@example.org | Phone: (760) 750-8507
Dr. Xochitl Archey is Assistant Professor of Multilingual and Multicultural Education and Coordinator of the Bilingual Authorization Program in the School of Education. She earned a Ph.D. in education from the Joint Doctoral Program at San Diego State University and Claremont Graduate University. Frameworks of educational equity and social justice are central to her scholarship. Her published work and conference proceedings are in language acquisition for ELs with (dis)abilities and in teacher preparation, specifically in how teachers maximize educational equity through critical examination of social inequities. Dr. Archey taught in California public schools as an elementary school teacher.
E-mail: email@example.com | Phone: (760) 750-8230
- Bilingual Authorization Contact
Reading and Literacy Authorization
The School of Education offers two advanced CTC credentials in addition to the MA in Reading, Language, & Literacy. The purpose of the Reading and Literacy Added Authorization is to prepare teachers to “lead from any seat” to support the development of students’ literacy skills and school district programs.
The RLAA and RLLSC specialist credentials provide advanced preparation in reading/language arts assessment and instruction, clinical and field experience, as well as a strong foundation in theory and research in the teaching of reading and writing in the preK-12 educational system. Coursework prepares candidates to work within diverse settings and to maximize learning for diverse student populations. In this way candidates will be prepared for many different assignments, including preventing reading difficulties as early as possible, working with struggling readers, and helping English learners attain success in the development of their literacy strategies. Students may also use these courses in partial fulfillment of the requirements for the Master of Arts in Reading, Language, and Literacy.
Candidates seeking the RLAA and/or RLLSC must hold a valid California teaching credential and have 3 years of teaching experience by the end of the program before they are recommended for the RLAA and/or RLLS credentials.
- Reading and Literacy Courses
EDRL 606: Foundations of Literacy and Literacy Instruction
EDRL 610: Creating conditions for engagement and independence
EDRL 613: Multilingual learners, literacy and language
EDRL 614a: Reading and writing assessment
EDRL 614b: Integrating curriculum through fieldwork/clinical experiences
EDRL 616: Learning through text
EDRL 618: Teaching Literacy for the 21st Century
EDRL 619: Teacher Inquiry to Improve Student Learning
EDRL 623: Integrating Curriculum Through Fieldwork/Clinical Experiences
EDRL 627: Designing, Developing, and Evaluating Effective Programs
- Reading and Literacy Faculty
Erika Daniels, Associate Professor in Literacy Education, received her doctorate in Literacy from a joint program between the University of San Diego and San Diego State University Joint Doctoral Program. She teaches Literacy courses in the teacher credential program and advanced Literacy in the Masters program while also co-coordinating the Middle Level Education program.Her other professional role is as the Director for the Alliance to Accelerate Excellence in Education. The Alliance is a regional collaboration between CSUSM, community colleges, and K-12 school districts that focuses on a comprehensive and comprehensible pathway to college access and success. Before coming the CSUSM as a full-time faculty member, Erika taught kindergarten and middle school in East Los Angeles and middle school in Oceanside, CA. Erika's research interests are twofold and explore literacy practices for reluctant and disengaged learners and as well as how the context of schooling fosters or hinders the motivation of young adolescents.
E-mail: firstname.lastname@example.org | Phone: (760) 750-8547
Elizabeth Garza, Associate Professor in Elementary Literacy
E-mail: email@example.com | Phone: (760) 750-8504
Christiane Wood, Assistant Professor in Literacy Education, received her doctorate in Curriculum and Instruction/Literacy Studies from the University of Wisconsin – Madison. Before coming to CSUSM, Christiane taught kindergarten, early elementary grades, and middle school and was a reading specialist (PK-12) in Wisconsin. Christiane received her Elementary Education and French B.A. and M.A. in Educational Policy & Leadership and Literacy Studies from Marquette University.
Christiane’s scholarly interests include early childhood literacy, multiliteracies, play/tinkering, educational technology, social justice, and educational leadership for change.
E-mail: firstname.lastname@example.org | Phone: (760) 750-8235
- Reading and Literacy Contact