The Bilingual Authorization equips bilingual teachers with effective, research-based bilingual - bicultural instructional strategies that is valued by employers. The bilingual authorization is offered in conjunction with the credential program options or added to any credential. Both options offer transferable units of masters-level credit.
The following credentials are acceptable as prerequisite or simultaneous teaching authorizations: Multiple-Subject, Middle Level, Single-Subject, Special Education, and Integrated Credential Program options or the equivalent. To obtain the Bilingual Authorization, candidates must be fluent in Spanish and be able to pass the CSET Languages Other Than English (LOTE), Section III (Spanish: Language and Communication) prior to issuance of the authorization.
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 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. Xochi 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 School. 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
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