Bilingual Authorization Credential Program
Program Review
Program Addendum: Program Response to Feedback (April 2023).
1. Program Summary
The Bilingual Authorization Pathway in CSUF Multiple Subject, Single Subject, and Education Specialists empowers students to obtain an additional Bilingual Authorization (BiAu) to teach in Dual Language classrooms. The pathway is for teacher candidates and credentialed teachers who wish to teach in classrooms where two named languages of instruction, English and its partner language (e.g., Vietnamese, Korean, Khmer, Mandarin, and Spanish) coexist and draw from each other to amplify the students’ linguistic repertoires and [trans]languaging skills.
The BiAu pathway is available for candidates in any of the Post-Bac pathways as well as for credentialed teachers. At CSUF, the Bilingual Authorization is offered in the following partner language areas: Khmer, Korean, Mandarin, Spanish, and Vietnamese.
Program Design
The College of Education Bilingual Authorization Program provides a purposeful, developmental sequence of coursework and field experiences designed to provide our candidates with extensive opportunities to demonstrate that they have developed knowledge and skills described in the California Standards of Quality and Effectiveness for Programs Leading to Bilingual Authorization.
In order to prepare teachers to meet the specific needs of students in bilingual settings, the BiAu program draws from the works of scholars such as Ofelia Garcia, Li Wei, Nelson Flores, Jonathan Rosa, Laura Ascenzi-Moreno, and Kate Seltzer, as well as the Guiding Principles for Dual Language Education, the English Learner Roadmap, and the Translanguaging: A CUNY-NYSIEB Guide for Educators among other scholars and sources.
We believe that Emergent Plurilingual (EP) students should fully develop cognitive and subject-specific abilities in their native language while simultaneously developing English language abilities. We recognize the central role of languaging, languages, and cultures in the learning process and believe that teachers must embrace, value, and include the diverse ways children from different backgrounds communicate and learn. In addition to home language instruction, learners should be provided with both Partner Language (e.g., Vietnamese, Khmer, Korean, Spanish) Language Development, English Language Development instruction, and rigorous content-area instruction to ensure all EP students reach high levels of biliteracy/pluriliteracy.
Students in bilingual and plurilingual instructional settings require teachers who are knowledgeable about the current research on translanguaging, plurilingualism, bilingualism and biliteracy, bilingual instruction,, appropriate assessment measures for relevant evaluation of student progress, the transference of skills among languages, and teaching strategies for the development literacy skills in all the languages of instruction.
Developing community and family involvement is also critical for effective schooling of language minority students. We believe that teachers need to recognize that EP learners’ families and communities must participate in their children’s education. Recognizing and respecting the community's culturally and linguistically relevant values, such as their idiolects, language registers, and unique nuances, are important to establishing relationships between school and community. Learning to build collaborative relationships with parents and the community is essential for creating quality educational programs for Emergent Plurilingual students.
All EP students deserve teachers who understand and advocate for their assets and needs. Dual Language Immersion programs continue to grow, and the demand for qualified bilingual/plurilingual teachers in these programs is increasing; many of our recent graduates have found teaching jobs as bilingual dual language teachers.
CSUF is committed to offering a high-quality bilingual/plurilingual teacher preparation program and provides substantial human and material resources to ensure its success. Support for the program includes hiring bilingual faculty to teach in the program, assigning a faculty member as BiAu Program Coordinator, engaging in extensive outreach efforts to recruit candidates into the program, and incorporating BiAu courses in master’s degree study plans.
Course of Study (Curriculum and Field Experience)
- Admission to the Multiple Subject, Single Subject, or Education Specialist Credential Programs or holding a Preliminary or Clear Teaching Credential
- Successfully Completing the Program Entry Interview
- Spanish- Passing Oral and Written Examination
- Korean, Mandarin, and Vietnamese- Passing the CSET LOTE Subtest III (Language and Communication). Khmer Passing the CSET LOTE Subtest II
- Take and pass the appropriate Language Methods course for your target language or pass CSET LOTE Subtest IV
- EDSC/EDEL 446 Kh (Pending to be revised and approved)
- EDSC/EDEL 446 K
- EDSC/EDEL 446 M
- EDSC/EDEL 446 S
- EDSC/EDEL 446 V
- Take and pass the appropriate Culture course for your target language or pass CSET LOTE Subtest V
- EDSC/EDEL 541 Kh (Pending to be revised and approved)
- EDSC/EDEL 541 K
- EDSC/EDEL 541 M
- EDSC/EDEL 541 S
- EDSC/EDEL 541 V
Course of Study and Outcomes
- Entry Interview: Credential Students and Teachers
- EDSC/EDEL 446 - 541
- Language Assesment: Spanish Oral and Written Examination - CSET LOTE III (Korean, Vietnamese, Mandarian), CSET LOTE II (Khmar)
- Plureilingual Critical Consciousness Advocate Linguistically Inclusive Culturally Sustainable
Field Experience
Candidates are required to participate in a minimum of 10 hours of fieldwork as part of EDSC/EDEL 446. The field experience provides candidates with opportunities to participate in teaching and assessment activities in the target language. An onsite teacher/mentor at the school site or the university supervisor completes the Evaluation of Field Competency for Bilingual Authorization
. Due to the limited number of bilingual program classrooms in our service area, particularly at the secondary level, the field experience might occur in alternative settings in which there is primary language support (e.g., Heritage language school or Korean/Mandarin/Vietnamese language courses). In addition, candidates are required to respond to reflective journal prompts that demonstrate their competency in BiAu Standards 3 and 4.
Assessment of Candidates
Candidates enrolled in the Bilingual Authorization Courses are assessed for program competencies in assigned language and culture courses and through fieldwork observations. Our courses are taught 100% in the target language. Thus, instructors have plenty of opportunities to assess language proficiency as well as to provide scaffold and support for candidates to acquire high levels of biliteracy in languaging skills and pedagogical tools.
| Course | Assessments |
|---|---|
| EDSC 446 |
Signature Assignments/Assignments
Other Assignments/Assessments |
| EDSC 541 | Signature Assignment/Assessment- ResearchLatinoCommunity
|
| Delivery Model | Pathway |
|---|---|
| EDSC/EDEL 446- Face to face or Hybrid (starting Fall 2022) EDSC/EDEL 541- Face to face or Online | Bilingual Add-on-Authorization for Post-Bac Initial Credential Programs (Multiple Subject, Single Subject, and Education Specialist) |
| EDSC/EDEL 446- Face to face or Hybrid (starting Fall 2022) EDSC/EDEL 541- Face to face or Online | Bilingual Add-on-Authorization for Credential Teachers |
2. Organizational Structure
3. Faculty Qualifications
| Full-Time | Part-Time | Adjunct Faculty |
|---|---|---|
| 4 | 1 | 3 |
| Faculty Name and Degree | Full-time, Part-Time, Adjunct | List of courses you have taught |
|---|---|---|
|
Pablo Jasis, Ph.D.
|
Full-Time |
EDSC 541
|
Rodolfo Acosta, PhD
|
Part-Time |
EDSC 541
|
|
Ferran/Fernando Rodríguez-Valls, Ph.D.
|
Full-Time |
EDSC 446
|
|
Huong Dang, M.A.
|
Adjunct Faculty |
EDSC 446 V
|
|
Tri Tran, Ph.D.
|
Adjunct Faculty |
EDSC 541 V
|
|
Grace Cho, Ph.D.
|
Full-Time |
EDSC 541 K
|
|
Unis Choi M.ED.
|
Adjunct Faculty |
EDSC 446 K
|
|
Michelle Soto Pena, Ph.D.
|
Full-Time |
EDSC 446
|
3.3 PUBLISHED ADJUNCT EXPERIENCE AND QUALIFICATIONS REQUIRMENTS
4. Course Sequence
5. Course Matrix
6. Fieldwork and Clinical Practice
6.1- BiAu Clinical Practice Fieldwork Hours-
Korean, Mandarin, Spanish, Vietnamese, and Khmer
| Program | Total Hours |
|---|---|
|
Bilingual Authorization (BiAu) Korean, Mandarin, Spanish, Vietnamese, and Khmer |
At least 20 hours |
| Course Number and Title | Hours | Fieldwork and Associated Assignment Requirements |
|---|---|---|
|
EDSC/EDEL 446 Methods and Inquiry for Bilingual Teachers (Korean, Mandarin, Spanish, Vietnamese, and Khmer) |
20 |
Dual Immersion Classroom Observations and Reflections:
Fieldworkhoursform
|
|
EDSC/EDEL 446 Methods and Inquiry for Bilingual Teachers (Korean, Mandarin, Spanish, Vietnamese, and Khmer) |
Video Analysis: Candidates will analyze videos showcasing Dual Immersion Praxis:
|
|
|
EDSC/EDEL 446 Methods and Inquiry for Bilingual Teachers (Korean, Mandarin, Spanish, Vietnamese, and Khmer) |
Biliteracy Case Study: Using the knowledge acquired through the classroom's observations, candidates examine a reading assessment analyzing how the miscues produced by the student reflect his use of all the linguistic registers and skills of his linguistic repertoire. Candidates create an action plan to empower the student to use his linguistic repertoire fully and develop the student’s metacognitive and metalinguistic skills. Candidates write a reflection on how, why, and when educators provide feedback on students’ work and assessments. |
|
|
EDSC/EDEL 446 Methods and Inquiry for Bilingual Teachers (Korean, Mandarin, Spanish, Vietnamese, and Khmer) |
|
Lesson Design: Using the knowledge acquired through classroom observations, candidates in teams of two co-design a language lesson. |
6.2 Placements and Signed Agreements
Placements and Signed Agreements
6.3- Veteran Practitioners Training Materials
Candidates are placed in Dual Immersion Classrooms, where they observe best practices in Dual Language Education. Sites are carefully selected and vetted before candidates conduct their observation hours. Candidates share with the classroom teacher the Fieldworkhoursform
. A second form either completes the classroom teacher and/or the EDSC 446 instructor. The Evidence of Fieldwork Competency
is an instrument to assess candidates' knowledge of the skills outlined in this form. The classroom teacher completes this form if the candidate has the opportunity to teach a mini-lesson during the fieldwork hours. If the candidate only observes, the EDSC 446 will complete this form using the work students produced in four assignments: Reflections of Fieldwork Observations, Reflections of Video Analysis, Biliteracy Mini Case Study, and Lesson Plan.
6.4- Documentation of Candidate’s Placement
Candidates and teachers who are being observed completed the candidate’s placement form. The instructor of EDSC 446 signs and compiles these forms. The Bilingual Authorization Coordinator collects these from all EDSC 446 sections offered in each semester.
6.5- Clinical Practice Handbook
-
Multiple Subject Handbook
-
Single Subject Clinical Coach Training
-
Special Education Clinical Coach Handbook
6.6- Fieldwork/Clinical Practice Syllabi
The EDSC/EDEL 446 instructor, in partnership with the classroom teacher, conducts a preliminary evaluation of the candidate’s pluri/bilingual teaching competencies. Skills are assessed based on the candidate’s reflections and assignments and the data collected by the EDSC/EDEL instructor throughout the weekly activities conducted in class.
6.6.1 Clinical Practice Assessments Instruments
7. Credential Recommendation
Candidates admitted into the Bilingual Added Authorization Program receive initial and ongoing advice from the Bilingual Authorization Program Coordinator. After the entry interview and as the candidates complete their coursework, the Program Coordinator communicates with all the instructors teaching the two required courses. The Program Coordinator provides individual support to candidates when/if needed,
Upon completing all the requirements, the Program Coordinator fills out Bilingual Authorization Graduation Checklist
. Then, the Coordinator communicates with the Credential Analyst to provide a list of all completers. At this point, the Credential Analyst double-checks the students’ transcripts and the passing scores for CSET LOTE III for Korean, Mandarin, and Vietnamese or CSET LOTE II for Khmer. The Credential Center ensures that only candidates that have completed all requirements for the authorization are recommended for the Bilingual Added Authorization.
After completing all these checking points, the Credential Analyst emails all the completers explaining the steps to follow when applying for the Bilingual Authorization. It is essential to note that some students complete their Bilingual Authorization before they complete their teaching credentials. In this case, their Bilingual Authorization file is put on hold until the candidate provides documentation that she/he/they have completed all the requirements to be recommended for their Bilingual Authorization.
Post Credential Bilingual Authorization
