Program Structure, Courses and Learning Outcomes
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 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 following course sequence reflects a 2-semester credential program option that is begun in the Fall semester. This course sequence is adapted, as needed, for students choosing a 4-semester, part-time credential program option. The course sequence is the same for both face-to-face (in person) and online programs.
2-Semester Option
SEMESTER 1
Teaching strategies and assessment in the following areas:
DLE 604: Teach/ Learn Dual Lang World Languages ONLY
TE 914A: Instruct Methods Math
TE 914B: Instruct Methods Hist/Social Science
TE 914C: Instruct Methods Science
TE 914D: Instruct Methods ELA
TE 914E: Instruct Methods Physical Education
TE 914F: Instruct Methods Music
*Additional content areas may be available, and additional courses may be required per each subject.
Teaching strategies in content specific fields from second language acquisition perspective taken concurrently with student teaching. May be repeated with new content. See Class Schedule for specific content.
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. May be repeated with new content. Maximum Credits: six units applicable to a master’s degree.
SEMESTER 2
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.
May be repeated with new content.
See Class Schedule for specific content.
Maximum credit four units.
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.
Maximum credit 12 units.
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. May be repeated with new content. Maximum Credits: six units applicable to a master’s degree.
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.
4-Semester Option
SEMESTER 1
Teaching strategies and assessment in the following areas:
- DLE 604: Teach/Learn Dual Lang World Languages ONLY
- TE 914A: Instruct Methods Math
- TE 914B: Instruct Methods Hist/Social Science
- TE 914C: Instruct Methods Science
- TE 914D: Instruct Methods ELA
- TE 914E: Instruct Methods Physical Education
- TE 914F: Instruct Methods Music
*Additional content areas may be available, and additional courses may be required per each subject.
Teaching strategies in content specific fields from second language acquisition perspective taken concurrently with student teaching.
May be repeated with new content.
See Class Schedule for specific content.
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
ED 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.
*May be taken any semester.
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.
May be repeated with new content.
See Class Schedule for specific content.
Maximum credit four units.
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
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. May be repeated with new content. Maximum Credits: six units applicable to a master’s degree.
SEMESTER 4
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.
Maximum credit 12 units.
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. May be repeated with new content. Maximum Credits: six units applicable to a master’s degree.
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
