Program Structure, Courses & Learning Outcomes

The multiple subject credential program is designed to be completed in two semesters/one academic school year.

  • 4-Semester Option: A 4-semester, part-time program is available for students choosing or needing additional time.
  • Fall Start: Teacher candidates typically begin the credential program in the Fall of the academic school year.
  • Cohort Model: Teacher candidates stay with the same cohort of students with whom they start the program.  This may vary slightly if a student chooses the 4-semester credential program.
    • Non-bilingual teacher candidates form the Dual Language Partner Cohort.
  • Afternoon/Evening Schedule: All DLE courses are scheduled in the afternoon/evening to facilitate and support student teaching during the day.

Course Sequence

The following course sequence reflects a two semester credential program option that is begun in the Fall semester. This course sequence is adapted, as needed, for students choosing a 4-semester credential program option. This course sequence is the same for both face-to-face (in person) and online programs.

First Semester

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.
Major theories of learning and cognition as applied to bilingual students and their relation to child development, first and second language acquisition, and approaches to teaching in bilingual classroom.
Assessing language proficiency; selecting, designing, and evaluating learning experiences to develop biliteracy in K-6 classrooms in English language arts and language of emphasis (Arabic, Mandarin, or Spanish). Taught bilingually in language of emphasis and English.
Underlying learning theories for teaching mathematical concepts, computation, and problem-solving skills to bilingual students.
Teaching strategies in content specific fields from second language acquisition perspective taken concurrently with student teaching or practicum. May be repeated with new content.

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 961 go hand in hand. DLE 961 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.

Field experience at two grade levels in a multicultural setting and a bilingual elementary classroom; student teacher assumes responsibility for planning and instruction for specified time to comply with State requirements.

Second Semester

Conceptual approaches for teaching bilingual social studies curriculum, incorporating sociocultural characteristics of multicultural community, social concepts, and community social issues.
Strategies for development of process skills and concept acquisition. Methodology for teaching activity-oriented science class bilingually.
Teaching reading in English, including methods, strategies, assessment, materials, and techniques of transition for implementing reading programs in the bilingual classroom.
Lesson planning and organizing instruction for equity and access for bilingual elementary and secondary classrooms. Maximum credit eight units. 

Field experience in a multicultural setting or a bilingual elementary classroom. Student must provide own transportation to student teaching site. 

DLE 962 and DLE 960 go hand in hand. DLE 962 is the course number assigned to student teaching, and DLE 960 is the seminar class designed to support teacher candidates who are completing their second semester of student teaching.

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.

ED 970 Teaching Event: Additional Course Requirement for the Multiple Subject Bilingual Authorization Preliminary Credential

All teacher candidates must successfully complete a Teacher Performance Assessment in order to apply for and receive a Preliminary Multiple Subject Credential.

  • DLE teacher candidates engage in the California Teacher Performance Assessment, known as the CalTPA.
  • The CalTPA is organized into two cycles and is completed over the course of semester I and semester II.
    • Cycle I is completed during the teacher candidate’s first semester of student teaching and emphasizes the implementation of an instructional cycle (Plan, Teach, Assess, Reflect) with an emphasis on Mathematics instruction.
    • Cycle 2 is completed during the teacher candidate’s second semester of student teaching and emphasizes the implementation of an instructional cycle (Plan, Teach, Assess, Reflect) with an emphasis on Literacy instruction.

First Semester

Assessing language proficiency; selecting, designing, and evaluating learning experiences to develop biliteracy in K-6 classrooms in English language arts and language of emphasis (Arabic, Mandarin, or Spanish). Taught bilingually in language of emphasis and English.
Underlying learning theories for teaching mathematical concepts, computation, and problem-solving skills to bilingual students.

Second Semester

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.
Strategies for development of process skills and concept acquisition. Methodology for teaching activity-oriented science class bilingually.
Teaching reading in English, including methods, strategies, assessment, materials, and techniques of transition for implementing reading programs in the bilingual classroom.

Third Semester

Major theories of learning and cognition as applied to bilingual students and their relation to child development, first and second language acquisition, and approaches to teaching in bilingual classroom.
Teaching strategies in content specific fields from second language acquisition perspective taken concurrently with student teaching or practicum. May be repeated with new content.

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 961 go hand in hand. DLE 961 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.

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.

ED 970 Teaching Event: Additional Course Requirement for the Multiple Subject Bilingual Authorization Preliminary Credential

All teacher candidates must successfully complete a Teacher Performance Assessment in order to apply for and receive a Preliminary Multiple Subject Credential.

  • DLE teacher candidates engage in the California Teacher Performance Assessment, known as the CalTPA.
  • The CalTPA is organized into two cycles and is completed over the course of semester I and semester II.
    • Cycle I is completed during the teacher candidate’s first semester of student teaching and emphasizes the implementation of an instructional cycle (Plan, Teach, Assess, Reflect) with an emphasis on Mathematics instruction.
    • Cycle 2 is completed during the teacher candidate’s second semester of student teaching and emphasizes the implementation of an instructional cycle (Plan, Teach, Assess, Reflect) with an emphasis on Literacy instruction.

Fourth Semester

Lesson planning and organizing instruction for equity and access for bilingual elementary and secondary classrooms. Maximum credit eight units.
Field experience at two grade levels in a multicultural setting and a bilingual elementary classroom; student teacher assumes responsibility for planning and instruction for specified time to comply with State requirements.

Field experience in a multicultural setting or a bilingual elementary classroom. Student must provide own transportation to student teaching site. 

DLE 962 and DLE 960 go hand in hand. DLE 962 is the course number assigned to student teaching, and DLE 960 is the seminar class designed to support teacher candidates who are completing their second semester of student teaching.

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.

ED 970 Teaching Event: Additional Course Requirement for the Multiple Subject Bilingual Authorization Preliminary Credential

All teacher candidates must successfully complete a Teacher Performance Assessment in order to apply for and receive a Preliminary Multiple Subject Credential.

  • DLE teacher candidates engage in the California Teacher Performance Assessment, known as the CalTPA.
  • The CalTPA is organized into two cycles and is completed over the course of semester I and semester II.
    • Cycle I is completed during the teacher candidate’s first semester of student teaching and emphasizes the implementation of an instructional cycle (Plan, Teach, Assess, Reflect) with an emphasis on Mathematics instruction.
    • Cycle 2 is completed during the teacher candidate’s second semester of student teaching and emphasizes the implementation of an instructional cycle (Plan, Teach, Assess, Reflect) with an emphasis on Literacy instruction.
Conceptual approaches for teaching bilingual social studies curriculum, incorporating sociocultural characteristics of multicultural community, social concepts, and community social issues.

Learning Outcomes

The goals of the DLE program include:

  • Prepare teachers to effectively serve students who come to school with a language other than English.
  • Prepare teachers who are equipped to facilitate the learning process for students to become bilingual, biliterate/bi-cognitive, and multicultural.
  • Prepare the Dual Language Partners to become an essential component of a dual language program
  • Support educators at all levels in creating multicultural democratic practices and in bringing bicultural voices to the center of classroom discourse.

To achieve these goals, learning outcomes addressed throughout the course of study include:

  • Teacher candidates develop as reflective professional educators willing to critically examine their beliefs, instructional practices, and are open to inquiry.
  • Teacher candidates effectively articulate a research and evidence based  Personal Philosophy of Teaching and Learning.
  • Teacher candidates learn how to create and maintain inclusive learning environments and respond effectively to a diverse student population based on the principles of Universal Design for Learning.
  • Teacher candidates develop an understanding of and skill with implementing an effective instructional cycle:  Plan, Teach, Assess, Reflect.
  • Teacher candidates develop an understanding of and skill with implementing a range of assessment practices and use assessment information to inform their instructional decisions.
  • Teacher Candidates design a professional portfolio that reflects their personal philosophy, goals, and accomplishments as a novice teacher.
  • Teacher candidates develop a personal Individual Development Induction Plan (as required by CTC) that summarizes professional goals for their first year of teaching.
  • Teacher candidates will gain experience on how  to implement the Common Core, Next Generation Science standards, and state standards.