The Bilingual Authorization equips bilingual teachers with effective, research-based bilingual - bicultural instructional strategies and is valued by employers. The bilingual authorization can be added to any credential and provides eight units of masters level credit.
Candidates for a Bilingual Authorization must hold a prerequisite teaching credential or be recommended for an acceptable teaching credential simultaneously. The following credentials are acceptable as prerequisite or simultaneous teaching authorizations: Single Subject, Multiple Subjects or Education Specialist teaching credentials or the equivalent. In order to obtain their Bilingual Authorization, candidates must be fluent in Spanish and be able to pass the CSET Languages Other Than English (LOTE) III Exam in Spanish Language and Communication prior to issuance of the authorization. This CSET replaces the bilingual assessment through Extended Learning.
EDUC 653 – Biliteracy Education I: Contexts for Learning Syllabus (3 units)
Biliteracy Education I: Contexts for Learning
Addresses the contexts for bilingual education and bilingualism in California public schools. Explores bilingual sociolinguistic/sociocultural competence and implications for learning and instruction, as well as authentic parental participation in schools and the family as a cultural resource to student learning.
EDUC 654 – Biliteracy Education II: Methodology and Cultural Contexts (3 units)
Biliteracy Education II: Methodology and Cultural Contexts
Addresses bilingual methodology and the cultural contexts for bilingual education and bilingualism in California public schools. The theories, pedagogy, and principles of second language acquisition are examined including inter- and intra-communication, transferability, and the interrelatedness of the domains of language. Explores the sociopolitical, historical, and economic role that Latinos and Latino culture play.
EDMS 573, EDMI 573, or EDSS 573 (7 units)
Clinical Practice in Elementary School Bilingual/ELD Settings
EDUC 655 Application of Bilingual and Second Language Acquisition Theories and Principles:
Practicum of Instruction in Bilingual Settings (2 units)
This course is for “add on” candidates, not completing EDMS/EDMI/EDSS 573. An examination and application of the theoretical and methodological issues in designing instruction for English learners in bilingual classroom settings through reflective, critical analysis of practice. Aspects of second language development will be covered, including curriculum planning and development.
CSET LOTE III Exam:
Spanish Language and Communication
Dr. Ana Hernández is Associate Professor of Multilingual and Multicultural Education and Coordinator of the Bilingual Authorization Program, Dual Language Certificate, and Multicultural Specialist Certificate in the School of 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) and served as the President of the organization for four years and a board member for over 10. In addition, Dr. Hernández is a national trainer for dual language programs and involved in bilingual teacher preparation through Global Learning Networks.
E-mail: email@example.com | Phone: (760) 750-8507
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.
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
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