Bilingual Added Authorization with an Emphasis in Biliteracy for K-12

California has a historic need for bilingual teachers to meet the needs of students, families and communities as well as meet global competencies. With the passage of California Proposition 58, more dual language schools have opened and there is an even deeper need for teachers with bilingual authorizations and dual language expertise.

Bilingual Added Authorization

This bilingual added authorization is open to all teachers who hold a preliminary or clear California credential for multiple or single subject teaching and are interested in adding the bilingual authorization. The program is currently offered for Spanish/English. For those interested in adding other languages to include Arabic, Japanese, Mandarin, or Tagalog, please contact the department for details on pathway for these languages.

Under this program, teachers with existing 2042 credentials* and bilingual competence can take a series of four courses to develop their expertise in dual language programming, legal obligations, theories, curriculum. and pedagogy. Upon satisfactory completion, teachers are eligible to apply to CTC to add a bilingual authorization to their existing credential. Courses at the 500 or above level that are taken post-credential may also be applied to the DLE Masters in Education.

*If you do not yet have a credential, see the bilingual single or multiple subject credential page to find out how to earn your credential and your bilingual authorization simultaneously.

Need to Apply for Credential Review?

Students who complete the stand-alone bilingual authorization in Spanish program must be recommended by their Commission-approved Bilingual Authorization program sponsor. You can request a review through the Office for Student Success by submitting a credential request form.

 

Coursework

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. Maximum credit six units. (Dual Language and English Learner Education 416 and 416L formerly numbered Dual Language and English Learner Education 415.)

Pedagogical and programmatic practices for addressing linguis- tic and academic needs of multilingual learners. Historical and the- oretical foundations of bilingual education as related to bilingual and dual language programs to include instruction, curriculum, and assessment. Taught in Spanish and English.

Assessing language pro ciency; selecting, designing, and eval- uating learning experiences to develop biliteracy in K-6 classrooms in English language arts and language of emphasis (Arabic, Man- darin, or Spanish). Taught bilingually in language of emphasis and English.

Dual language and multilingual classrooms, universals and dif- ferences 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.