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Become �a �
Bilingual �Teacher
Cal Poly Pomona Department of Education
Bilingual Program Online Orientation for teacher candidates in the process of obtaining
a California Teaching Credential
Promote Bilingual Academic Excellence
Version: 08-31-15
Caution!
• This Orientation is for candidates who do not yet have a California teaching credential. �
• IF YOU ALREADY HAVE A CREDENTIAL, YOU ARE COMPLETING THE WRONG ORIENTATION!�
• Exit this presentation, and open the other presentation.
If you are a Pre-Credential candidate,
you are in the right place.
Proceed!
At the end of this orientation, you will have received
introductory information about following questions:
• What are the languages of focus at Cal Poly Pomona? • What do bilingual teachers do? • What are the programs for non-native English-speaking
students (“English Learners,” “ELs”) in California? • Which programs are most successful for ELs? • What is the Bilingual Authorization? • How do I become authorized to teach in bilingual classrooms? • What are my next steps?
Languages of Focus �
for Cal Poly Pomona’s Bilingual Program • At CPP, you can complete coursework to obtain a
Bilingual Authorization for Spanish-English, Mandarin-English, and Cantonese-English.
• We collaborate with regional CSUs to support teachers and teacher candidates in completing the Bilingual Authorization in Vietnamese, Korean, Hmong, and Tagalog. o Candidates wishing to learn about these these can
inquire with the Bilingual Coordinator. • Bilingual Authorizations in other languages can
be obtained with some difficulty. Inquire with the Coordinator.
Bilingual teachers…
DO DO NOT
• Teach academic content in English and one other language (e.g., Spanish, Chinese).
• Have separate instructional times for the use of the two languages of instruction.
• Develop academic and linguistic competence in two languages.
• Teach mostly in English then translate on the side for students learning English as a second language.
• Engage in moment-to-moment translation of English lessons into another language.
• Aim to develop academic and linguistic competence in English only.
What types of programs exist for students
learning English as a second language (ELs)?
• Monolingual Instruction = instruction in one
language only (English) o Note: Some Monolingual English programs hire
bilingual instructional aides who use English learners’ native languages in an attempt to make the certified teacher’s monolingual English instruction comprehensible.
• Bilingual Instruction = instruction in two languages: English + one minority language, e.g., Chinese or Spanish o In these programs, the teacher of record is a
credentialed bilingual teacher
Monolingual English Programs for ELs: Program Types Target Students Program Language & Culture Goals for ELs
Mainstream (also known as “English-Only,” “full immersion,” or “sink-or-swim”)
Native (L1) English speakers
o Full transition to monolingual English use o Linguistic and cultural assimilation
“Structured English Immersion” (an English-Only program which in 1997, as part of Proposition 227, which was selected by California voters* as the program delivery model for second language learners)
Non-Native English speakers (ELs / L2 Eng. Students) – may be from different language groups
o Full transition to monolingual English use o Linguistic and cultural assimilation
“Pull-out” English as a Second Language – (ELs are taken out of the mainstream class for n minutes/week for ESL classes)
Non-Native English speakers (ELs) – may be from different language groups
o Monolingual English literacy for academic purposes
o Linguistic and cultural acculturation
English Language Development (one class period/day or a self-contained classroom)
Non-Native English speakers (ELs) – may be from different language groups
o Monolingual English literacy for academic purposes
o linguistic and cultural acculturation
Specially Designated Academic Instruction in English (SDAIE) (also known as “sheltered English,” or “Content-based English as a Second Language instruction”)
Non-Native English speakers (ELs) – may be from different language groups
o Monolingual English literacy for academic purposes
o Linguistic and cultural acculturation
Assimilation: Replacing the native language and
culture with majority language and culture.
Acculturation: Adding the majority language and
culture to the native language and culture.
*Note that it is unusual for voters to select instructional models for students. Typically these are chosen by educators using the best available research.
Bilingual Programs for ELs: Program Types Target Students Program Language & Culture Goal for ELs
Transitional (or Early Exit) o K-2 or K-3 bilingual instruction,
beginning with more native language (L1) in K, and moving toward more second language (L2).
o Full transition to English-Only instruction by 4th or 5th grades
Non-Native English speakers (ELs) who share the same L1
o L1 use to facilitate English (L2) language development only
o Full transition to monolingual English use for academic purposes by 4th grade
o Linguistic and cultural acculturation or assimilation (depending on program and community)
Developmental (Late-Exit; Maintenance) o K-5 bilingual instruction,
beginning with more L1, and moving toward 50% English and 50% L1 by 5th grade.
o Full transition to English Only instruction by 6th grade.
Non-Native English speakers (ELs) who share the same L1
o Bilingualism and biliteracy for academic purposes at 5th grade level
o Full transition to monolingual English use for academic purposes for secondary schooling
o Linguistic and cultural acculturation
Dual Language Immersion (two-way immersion) o K-5, K-8, or K-12 bilingual
instruction, depending on district.
o K-5 may begin with more L1, and move toward 50% English and 50% L1 by 3rd grade.
L2 English speakers (ELs) and L1 English speakers
o Bilingualism and biliteracy for academic purposes at 5th, 8th, or 12th grade levels
o Linguistic and cultural acculturation
Research Findings…
• Studies have compared the academic achievement of EL students receiving different types of services, and have had similar results. o One of the largest quantitative studies is by
Collier & Thomas, (1997) o Laurie Olsen (2010) summarizes the Collier &
Thomas study findings in the following graph. o The graph shows English Language Arts
standardized achievement of ELs from Grades 1-12, disaggregated by program model.
• Many other studies have had similar results.
Comparison between EL groups over time
0!
10!
20!
30!
40!
50!
60!
70!
Grade 1! Grade 3! Grade 5! Grade 7! Grade 9! Grade 11!
Student Achievement On Standardized Tests in English Reading Compared Across Six Program Models!
Two-way BE!
Late-Exit BE + Content ESL!
Early-Exit BE + Content ESL!
Early-Exit BE & Traditional ESL!
ESL taught through academic content!
ESL Pullout - taught traditionally!
“Content ESL” = SDAIE
(“Sheltered English”) instruction
From Collier & Thomas, (1997)
In sum…
The more ELs have access to quality L1 instruction alongside quality English instruction, the more likely it will be that they will experience academic growth (in this case, in English Language Arts) as measured by English language standardized assessments.
What is the Bilingual Authorization? • The “Bilingual Authorization” replaces California’s old “Bilingual
Crosscultural Language and Academic Development” (BCLAD) credential.
• The Bilingual Authorization allows you to teach in Transitional, Maintenance, or Dual Language Immersion classrooms.
• Many principals with SDAIE and ELD programs also seek teachers
with Bilingual Authorizations to staff those programs. • The Bilingual Authorization may be added on to a California Multiple
Subject, Single Subject, or Education Specialist Credential. o Elementary Dual Language Immersion programs are increasingly popular. o At this time there are no longer bilingual Special Education classrooms in CA. o There are a handful of secondary bilingual programs in CA.
• Most of the rare secondary programs in existence offer bilingual instruction in Language Arts and Social Sciences.
• Almost none offer Math, Science, or other subjects bilingually
• If you do not wish to complete your Bilingual Authorization now, but would like to do so in the future, you should know that it is possible to add a Bilingual Authorization on to an existing credential. You can complete your credential, and come back afterward to add on the Bilingual Authorization.
What are the Language Requirements? • Being a bilingual teacher is an amazing experience, a professional challenge, and a
priceless service to our community!
• If you want to become a bilingual teacher, you need to be able to read, write, speak, and understand both languages of instruction. If you are not sure whether your language other than English is strong enough, come meet with the bilingual coordinator, and she can help you evaluate your language strengths.
• If you need to “brush up” on your Chinese or Spanish reading, writing, speaking and
listening, then you can do so before Clinical Practice. The coordinator can give you resources to undertake this project.
• Before Clinical Practice, you need to pass the Language Requirement for the Bilingual Authorization (CSET LOTE III).
• If, however, you never learned to read and write in Chinese or Spanish, and it is often
challenging for you to speak that language, you probably cannot undertake the Bilingual Authorization at this time. Do not despair! You can work to improve your Spanish or Chinese, and in time you can return to complete your Bilingual Authorization after you receive your credential.
• Feel free to ask the Bilingual Coordinator follow-up questions about this.
How do I obtain a Bilingual Authorization? 1. Apply to be in the Bilingual Program
2. Take three courses* and one CSET examination
before Clinical Practice. 3. Complete one quarter of regular clinical
practice, and one quarter of bilingual clinical practice.
4. During both quarters of Clinical Practice,
participate in two online Bilingual Clinical Practice seminars and complete four Bilingual Practice Reflections.
* Or 2 courses and an indep. research project
Before Clinical Practice…
ADMISSIONS PROCESS LANGUAGE REQUIREMENTCULTURE COURSEWORK METHODS COURSEWORK
You can take an extracourse in Spanish orMandarin to brush up.If you want/need to takean extra course, discusswith coordinator ASAP.
Spanish ChineseLanguages
1Chicano/LatinoStudies CourseEWS 202 OREWS 402
Spanish ChineseLanguages
1EthnicIdentities ofChineseAmericansEWS 301
2EWS 360:
Cultures of ChildhoodOR
Independent Research:C20 Childhoods Project
3Spanish-EnglishBilingualMethods CourseTED 515 @ CPP
3Chinese BilingualMethods Courseonline withcollaborating CSU(CSULB, CSULA,CSUF, CSUN)
* Complete within 2 quarters of first course, andbefore Methods Course* On financial aid? Complete admissions processearly to receive funding for biling. courses.
Completion before Methods Coursestrongly recommended
Complete before clinical practice Complete before clinical practice.
Keep track ofCSET dates
4CSET LOTE IIIEvidence of completion of CSET LOTE III(for Listening, Seaking, Reading andWriting for your language of emphasis)
No admission to Methods Course withoutcompletion of admissions process
a. Online Bilingual Orientation (before interview)b. Entrance Interview& literacy diagnostic assessmentsc. Entrance Essayd. Admissions to Credential Program
Discuss enrollmentprocess withCoordinator
After Clinical Practice…
BILINGUAL CLINICAL PRACTICE
6 2 BilingualClinical Practice(CP) Seminars
No admission to Clinical Practicewithout completion of Coursework andLanguage Requirement
51 quarter in amainstream Englishsite & 1 quarter in abilingual site
Sign up for one2-Unit Independent Study(TED 499) each of the 2quarters of CP
Complete 2 SummativeBilingual Practice Reflectionseach of 2 CP quarters
EXIT SURVEY
7 Complete online surveybefore applying forCredential withBilingual Authorization
If a bilingual site inthe area of yourcredential is notavailable, there's aspecial process.
No completion without four passingSummative Bilingual Practice Reflectionsand Exit Survey.
The BilingualAuthorization...
Is it for me?
I want to promote bilingualism,biliteracy, and academicexcellence for all my students!
I believe kids should learn theirheritage languages and be acontributing members to their homecommunities and to the society.
I speak, read, and writeEnglish and one of thefollowing other languages:Spanish, Mandarin, Cantonese,Korean, Vietnamese, Tagalog,
YES!The BilingualAuthorization
is for me!
At CPP you can completethe Spanish, Mandarin, orCantonese Biling. Auth.
We partner with regional CSUsto support candidates with theAsian languages listed.
Interested in Korean,Vietnamese, Tagalog,or Hmong? Contact theBilingual Coordinator.
Next steps? �
Apply to become a Bilingual Candidate!
• Print out the confirmation page to certify that you have completed this online orientation. o (last page)
• Make an appointment for your entrance interview with the Bilingual Coordinator. o At this interview, you will take a brief reading and writing
diagnostic assessment in the language of your authorization, and receive details about completing your entrance essay (also in the language of your authorization).
I look forward to �hearing from you!
Dr. Myriam Casimir Associate Professor & Bilingual Program Coordinator
Note: I will be on sabbatical during Fall 2015. Please contact the Credential Services Office for support: hFps://www.cpp.edu/~ceis/education/contact.shtml
Proof of Completion of �
Cal Poly Pomona’s Pre-Credential �
Bilingual Program Orientation
By signing this statement, I certify that I have carefully read through this Bilingual Program Orientation on _____________ (date).
My signature: _____________________ My printed name: _________________ My email address: _________________
1. Print this page and sign it. 2. Bring the original to your Bilingual Program Interview. 3. Save a copy for your records.
