Middle/High School Bilingual Teaching Credential
Single Subject Preliminary Teaching Credential
We prepare the next generation of in-demand teachers for bilingual Spanish middle or secondary school classrooms. The credential authorizes the holder to teach in the candidates’ subject major (e.g., Science, Math, Social Science, English, ELD, Spanish, etc). In addition, it authorizes the teacher to provide instruction in the primary language.
*depending on the size of the language cohort and the availability of instructors.
What Makes Our Program Unique
Central to all the Single Subject coursework, seminar, and student teaching is the DLE pedagogy based on the work of Paolo Freire and other educational leaders. The three main areas of emphasis include:
This involves learning to conduct surveys of students, schools, and community scans to provide funds of knowledge for classroom instruction.
As a single subject bilingual teacher candidate, you will have clinical practice (student teaching) opportunities in a middle school and a high school setting that has a linguistically and culturally diverse school population.
In one semester, you will be instructing in English and in the other semester, the classroom instruction will be in the second language of instruction. Note: one exception is with English Single subject who will teach English Language Development (ELD) or Specially Designed Academic Instruction in English (SDAIE) one of the two semesters.
“There is nothing less equal than the equal treatments of unequals.”
Program Structure and Courses
We understand that devoting time and effort to get a teaching credential may be a challenge with different time/work commitments in your life. The DLE Single Subject program structure has been developed to provide you with flexibility in completing the single subject credential program and may be completed in two, three or four semesters. DLE Credential Advisors are available to assist you in making your decision or make changes to your program of study.
Course Sequence
The course sequence is the same for both face-to-face (in person) and online programs.
2-Semester Option
Semester 1 (Fall)
Teaching strategies and assessment in the following areas:
- Art: Art 385 - Art Education History and Practice
- English: TE 914D - Instructional Methods for English Language Arts
- Math: TE 914A - Instructional Methods for Mathematics
- Music: TE 914F - Instructional Methods for Music
- P.E.: TE 914E - Instructional Methods Physical Education
- Science: TE 914C - Instructional Methods for Science
- Social Science: TE 914B - Instructional Methods for History and Social Science
- Spanish: DLE 604 - Learning and Teaching in a Dual Language Setting
Additional courses may be required depending on subject.
Teaching strategies in content specific fields from second language acquisition perspective taken concurrently with student teaching.
Methods for developing reading skills in Spanish and English across subject areas. Includes comprehension, academic vocabulary, concept development, reading strategies, and assessment.
Taught in Spanish and/or English.
Teaching practices to include democratic processes for classroom management in bilingual classrooms. Classroom teaching, classroom discipline, and curriculum management. Social-cultural and political contexts of teaching to include overview of teacher performance assessment tasks.
DLE 954 and DLE 963 go hand in hand. DLE 963 is the course number assigned to student teaching, and DLE 954 is the seminar class designed to support teacher candidates who have begun student teaching.
On-site, part-time experience to implement bilingual teacher competencies introduced in Dual Language and English Learner Education 515, 524, and 954.
Students must provide own transportation to student teaching site.
Tasks required for performance assessment teaching event: context of learning, planning instruction and assessment, instructing students and supporting learning, assessing student learning, and reflecting on teaching and learning.
Currently designed as a 4-day, Trans-Border Experience. This experience may vary from year to year, but includes opportunities to visit schools in Tijuana, Tecate and/or Ensenada to gain a wide-lens understanding of Mexico’s educational system from the primary grades through the university level, visit emerging dual language programs, and participate in local social justice efforts.
Semester 2 (Spring)
Bilingual learning theory as it affects adolescent growth, individualized instruction, classroom management and discipline, and methods of measuring and evaluating achievement.
Taught in Spanish and English.
Dual language and multilingual classrooms, universals and differences in language structure, transfer, and use (including basic linguistics). First and additional language development; related factors (political/sociocultural aspects of bilingualism).
Taught in English and Spanish.
Lesson planning and organizing instruction for equity and access for bilingual elementary and secondary classrooms.
Maximum credit eight units.
Face-to-face students must take 960 and 964 concurrently.
On-site, full-day experience in State approved bilingual and nonbilingual classes to implement teacher competencies as developed in the total professional sequence.
Students must provide own transportation to student teaching site.
Face-to-face students must take 960 and 964 concurrently.
Tasks required for performance assessment teaching event: context of learning, planning instruction and assessment, instructing students and supporting learning, assessing student learning, and reflecting on teaching and learning.
3-Semester Option
Semester 1 (Spring)
Bilingual learning theory as it affects adolescent growth, individualized instruction, classroom management and discipline, and methods of measuring and evaluating achievement.
Taught in Spanish and English.
Dual language and multilingual classrooms, universals and differences in language structure, transfer, and use (including basic linguistics). First and additional language development; related factors (political/sociocultural aspects of bilingualism).
Taught in English and Spanish.
Teaching strategies in content specific fields from second language acquisition perspective taken concurrently with student teaching.
If not already taken. Bilingual partners do not take this course.
Oral, written, and communicative competencies in Spanish through practical experiences and study of sociopolitical and sociocultural contexts impacting bilingual learners in culturally and linguistically diverse communities.
Required if not already taken.
Pedagogical and programmatic practices for addressing linguistic and academic needs of multilingual learners. Historical and theoretical foundations of bilingual education as related to bilingual and dual language programs to include instruction, curriculum, and assessment.
Semester 2 ( Fall)
Teaching strategies and assessment in the following areas:
- Art: Art 385 - Art Education History and Practice
- English: TE 914D - Instructional Methods for English Language Arts
- Math: TE 914A - Instructional Methods for Mathematics
- Music: TE 914F - Instructional Methods for Music
- P.E.: TE 914E - Instructional Methods Physical Education
- Science: TE 914C - Instructional Methods for Science
- Social Science: TE 914B - Instructional Methods for History and Social Science
- Spanish: DLE 604 - Learning and Teaching in a Dual Language Setting
Additional courses may be required depending on subject.
Methods for developing reading skills in Spanish and English across subject areas. Includes comprehension, academic vocabulary, concept development, reading strategies, and assessment.
Taught in Spanish and/or English.
Teaching practices to include democratic processes for classroom management in bilingual classrooms. Classroom teaching, classroom discipline, and curriculum management. Social-cultural and political contexts of teaching to include overview of teacher performance assessment tasks.
DLE 954 and DLE 963 go hand in hand. DLE 963 is the course number assigned to student teaching, and DLE 954 is the seminar class designed to support teacher candidates who have begun student teaching.
On-site, part-time experience to implement bilingual teacher competencies introduced in Dual Language and English Learner Education 515, 524, and 954.
Students must provide own transportation to student teaching site.
Study abroad in Education. DLE 450 is currently designed as a 4-day, Trans-Border Experience. This experience may vary from year to year, but includes opportunities to visit schools in Tijuana, Tecate and/or Ensenada to gain a wide-lens understanding of Mexico’s educational system from the primary grades through the university level, visit emerging dual language programs, and participate in local social justice efforts.
Tasks required for performance assessment teaching event: context of learning, planning instruction and assessment, instructing students and supporting learning, assessing student learning, and reflecting on teaching and learning.
Semester 3 (Spring)
Lesson planning and organizing instruction for equity and access for bilingual elementary and secondary classrooms.
Face-to-face students must take 960 and 964 concurrently.
On-site, full-day experience in State approved bilingual and nonbilingual classes to implement teacher competencies as developed in the total professional sequence.
Students must provide own transportation to student teaching site.
Face-to-face students must take 960 and 964 concurrently.
Tasks required for performance assessment teaching event: context of learning, planning instruction and assessment, instructing students and supporting learning, assessing student learning, and reflecting on teaching and learning.
4-Semester Option
Semester 1 (Fall)
Teaching strategies and assessment in the following areas:
- Art: Art 385 - Art Education History and Practice
- English: TE 914D - Instructional Methods for English Language Arts
- Math: TE 914A - Instructional Methods for Mathematics
- Music: TE 914F - Instructional Methods for Music
- P.E.: TE 914E - Instructional Methods Physical Education
- Science: TE 914C - Instructional Methods for Science
- Social Science: TE 914B - Instructional Methods for History and Social Science
- Spanish: DLE 604 - Learning and Teaching in a Dual Language Setting
Additional courses may be required depending on subject.
Teaching strategies in content specific fields from second language acquisition perspective taken concurrently with student teaching.
Methods for developing reading skills in Spanish and English across subject areas. Includes comprehension, academic vocabulary, concept development, reading strategies, and assessment.
Taught in Spanish and/or English.
Semester 2 (Spring)
Bilingual learning theory as it affects adolescent growth, individualized instruction, classroom management and discipline, and methods of measuring and evaluating achievement.
Taught in Spanish and English.
Dual language and multilingual classrooms, universals and differences in language structure, transfer, and use (including basic linguistics). First and additional language development; related factors (political/sociocultural aspects of bilingualism).
Taught in English and Spanish.
Semester 3 (Fall)
Teaching practices to include democratic processes for classroom management in bilingual classrooms. Classroom teaching, classroom discipline, and curriculum management. Social-cultural and political contexts of teaching to include overview of teacher performance assessment tasks.
DLE 954 and DLE 963 go hand in hand. DLE 963 is the course number assigned to student teaching, and DLE 954 is the seminar class designed to support teacher candidates who have begun student teaching.
On-site, part-time experience to implement bilingual teacher competencies introduced in Dual Language and English Learner Education 515, 524, and 954.
Students must provide own transportation to student teaching site.
Tasks required for performance assessment teaching event: context of learning, planning instruction and assessment, instructing students and supporting learning, assessing student learning, and reflecting on teaching and learning.
Study abroad in Education. DLE 450 is currently designed as a 4-day, Trans-Border Experience. This experience may vary from year to year, but includes opportunities to visit schools in Tijuana, Tecate and/or Ensenada to gain a wide-lens understanding of Mexico’s educational system from the primary grades through the university level, visit emerging dual language programs, and participate in local social justice efforts.
Semester 4 (Spring)
Lesson planning and organizing instruction for equity and access for bilingual elementary and secondary classrooms.
Face-to-face students must take 960 and 964 concurrently.
On-site, full-day experience in State approved bilingual and nonbilingual classes to implement teacher competencies as developed in the total professional sequence.
Students must provide own transportation to student teaching site.
Face-to-face students must take 960 and 964 concurrently.
Tasks required for performance assessment teaching event: context of learning, planning instruction and assessment, instructing students and supporting learning, assessing student learning, and reflecting on teaching and learning.
Learning Outcomes
- Discussion and Understandings for a well prepared bilingual teacher are:
- Ideological & Pedagogical Clarity
- Biliteracy Development and Success Across the Content Areas
- Collaboration with Peers, Students, Parents, Administrators, Community
- Create Inclusive Environments
- Global - Linguistic & Cultural - Competence
- Discussion and Understandings of the four pillars:
- Socio-cultural understandings
- Socio-political understandings
- Socio-emotional understandings
- Socio-linguistics understandings
Student Teaching
The student teaching component of our program prepares teachers to effectively serve a diverse student population who come to school with a primary language other than English. To that end, the DLE single subject bilingual teacher preparation program includes:
- Knowledge of and incorporating appropriate Single Subject California Teaching Standards
- Knowledge of and incorporating Visual and Performing Arts Standards
- Knowledge of Parent Engagement Standards/ development of Parent Engagement Plan
- Knowledge of Special Education laws and accommodations
- Development as a Professional Educator by creating a Professional Portfolio
- Knowledge of assessment practices and developing rubrics
- Use of educational technology in instruction and classroom engagement
- Investigating classroom management researchers and theorists
- facilitating the learning process for students to become biliterate
- bringing student voices to the center of classroom discourse
- Course readings specific to essential student teaching themes
- Opportunities to build community within the cohort of teacher candidates
- Extensive experience with lesson planning with different focuses
- Opportunities to collaboratively plan and teach a lesson
- Teacher Performance Assessment (TPA)
- California Commission on Teaching Credentialing (CTC) requires all teacher candidates to successfully receive a passing score on a Teacher Performance Assessment. DLE uses the state approved CalTPA. You will be provided instruction through course work and seminar on the different requirements of Cycle 1 and Cycle 2 of CalTPA.
- DLE CalTPA advisors are available to individually discuss and support you in meeting the requirements.
Timelines will be provided by your seminar instructor. - A DLE coordinator oversees all the CalTPA information dissemination and updates.
Next Steps
Interested in a preliminary credential program?
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Get helpful tips on applying to our preliminary credential programs. You can also watch a pre-recorded Virtual Info Session.
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SDSU Resources for Future Students
Related Programs
- Multiple Subjects (K–6)
- Single Subject (Art, English Language Arts, Mathematics, Music, Physical Education, Science, Social Science, Theater)
- Early Childhood
- Mild to Moderate Support Needs
- Extensive Support Needs