department menu


Bilingual Authorization

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.

  • Bilingual Authorization Courses

    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. 

    Spanish Language and Communication

  • Bilingual Authorization Faculty



    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: | Phone: (760) 750-8507

  • Bilingual Authorization Contact

    For curriculum related questions:

    Ana Hernandez
    Office: UNIV 400
    (760) 750-8507

    For application and registration questions:

    CEHHS Student Services
    University Hall 222
    (760) 750-4277

Reading and Literacy Authorization

The School of Education offers a Reading and Literacy Added Authorization Program as a focus area within the General Option in the Master’s Program. The purpose of the Reading and Literacy Added Authorization is to prepare teachers to assist other teachers and administrators in the areas of the language arts – reading, writing, listening, speaking – both in creating literacy programs and across the curriculum. 

The RLAA and RLLSC Programs 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 RLLS must hold a valid 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. The California 2042 teaching credential includes the authorization to teach English learners. Candidates who do not possess a valid California 2042 credential will meet the English Learner Authorization requirements through the coursework of the RLAA.

Candidates who do not hold a valid California 2041 teaching credential must submit the equivalent of the Basic Skills Requirement from the state in which they are credentialed/licensed.

  • Reading and Literacy Courses

    EDUC 606:     Foundations of Literacy and Literacy Instruction

    EDUC 610:     Creating conditions for engagement and independence

    EDUC 613:     Multilingual learners, literacy and language

    EDUC 614a:   Reading and writing assessment

    EDUC 614b    Integrating curriculum through fieldwork/clinical experiences

    EDUC 616:     Learning through text  

  • Reading and Literacy Faculty

    LaurieStowellLaurie Stowell has been a professor of literacy at California State University San Marcos since 1992. She received her Ph.D. at The Ohio State University in language, literature and reading. Prior to that, she taught middle school for eleven years in Columbus, Ohio. She teaches literacy courses in the middle level and elementary credential program, children's literature, as well as writing and assessment courses in the master’s program. In 2001, Dr Stowell also founded and directs the San Marcos Writing Project. Her research interests include writing, children’s and adolescent literature, and middle level literacy. Publications include practitioner’s journals, teacher education journals, a co-authored book and book chapters for practicing teachers and she has presented at numerous state and national conferences. She has also worked with elementary, middle and high school teachers in San Diego and Riverside County to plan and implement reading strategies and the teaching of writing. She was selected as the Outstanding Professor of the year at Cal State San Marcos in 1997, received the CSU Wang Family Excellence Award in 2005 and the California Teachers of English Classroom Excellence Award in 2008.

    E-mail: | Phone: (760) 750-4286


    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: | Phone: (760) 750-8547

    Elizabeth Garza, Associate Professor in Elementary Literacy

    E-mail: | 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: | Phone: (760) 750-8235

  • Reading and Literacy Contact

    For curriculum related questions:

    Laurie Stowell 
    Office: UNIV 427
    (760) 750-4286

    For application and registration questions:

    CEHHS Student Services
    University Hall 222
    (760) 750-4277