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 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, part-time credential program option. This course sequence is the same for both face-to-face (in person) and online programs.

First Semester

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 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.

Students must provide own transportation to student teaching site. On-site, part-time experience to implement bilingual teacher competencies introduced in Dual Language and English Learner Education 515, 524, and 954.

Teaching strategies and assessment in the following areas:

  • DLE 604: Teach/Learn DualLang 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.

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.

 

 

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.
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. 
Students must provide own transportation to student teaching site. 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.

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

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 strategies and assessment in the following areas:
  • DLE 604: Teach/Learn DualLang 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.

Second Semester

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.

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.
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.

Third Semester

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.

Students must provide own transportation to student teaching site. On-site, part-time experience to implement bilingual teacher competencies introduced in Dual Language and English Learner Education 515, 524, and 954.

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.
 Students must provide own transportation to student teaching site. 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.

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:
    1. Socio-cultural understandings
    2. Socio-political understandings
    3. Socio-emotional understandings
    4. Socio-linguistics understandings