Become �a �
Bilingual �Teacher
Cal Poly Pomona Department of Education
Bilingual Program Online Orientation For Teachers with
California Teaching Credentials
Promote Bilingual Academic Excellence Version: 08-31-15
Caution!
• This Orientation is for candidates who already have a California teaching credential. �
• IF YOU DO NOT YET HAVE A CREDENTIAL, YOU ARE COMPLETING THE WRONG ORIENTATION!�
• Exit this presentation, and open the other presentation.
If you have a valid California Credential,
you are in the right place.
Proceed!
A message from Cal Poly Pomona’s �
Bilingual Program Coordinator:
Thank you for your interest in Cal Poly Pomona’s Bilingual Program for Credentialed Teachers! Please go through the following slides carefully, and jot down any questions you might have. This orientation should give you a good idea about whether the Bilingual Authorization is for you. After you complete the orientation, feel free to email me or come see me with further questions, or to complete your Bilingual Program Entrance Interview. Best wishes, Dr. Myriam Casimir Associate Professor & Bilingual Program Coordinator [email protected] Note: I will be on sabbatical during Fall 2015. Please contact the Credential Services Office for support: https://www.cpp.edu/~ceis/education/contact.shtml
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:
*Note that it is unusual for voters to select instructional models for students. Typically these are chosen by educators using the best available research.
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.
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
What does this mean for me? • 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.
• To be admitted to or program, you need to have passed the
CSET LOTE III in Spanish, Mandarin, or Cantonese. • Note:
o At CPP we do not offer the Bilingual Authorization in Korean, Vietnamese, Tagalog, or Hmong, however we partner with other universities that do, and we can help you find those programs.
How do I obtain a Bilingual Authorization?
ü Apply for admission to the University
ü Apply for admission to the Bilingual Program ü Take one methods course (with a substantial fieldwork
component) ü Take two Ethnic Studies Courses
ü Or complete one Ethnic Studies course and one pre-designd independent research project
Bilingual Program for Credentialed Teachers:
ADMISSIONS PROCESS CULTURE COURSEWORK METHODS COURSEWORK
Spanish ChineseLanguages
1Chicano/LatinoStudies CourseEWS 202OREWS 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)
Proof of successful completion of CSET LOTE III inlanguage of focus is part of application packet. Payattention to CSET deadlines.
Completion before Methods Course isrecommended
EXIT SURVEY
7 Complete online surveybefore applying forCredential withBilingual Authorization
a. admission to Universityb. Online Bilingual Orientation (before interview)c. Submission of Application Packetd. Entrance Interview & diagnostic literacy assessments
Discuss enrollmentprocess withCoordinator
No completion without four passingSummative Bilingual Practice Reflectionsand Exit Survey.
Per CTC mandate, only teachers with valid CaliforniaCredentials that have the English LearnerAuthorization are eligible to add the BilingualAuthorization. Check with the CTC if you are unsureof your credential's status.
ADMISSIONS PROCESS
Proof of successful completion of CSET LOTE III inlanguage of focus is part of application packet. Payattention to CSET deadlines.
a. admission to Universityb. Online Bilingual Orientation (before interview)c. Submission of Application Packetd. Entrance Interview & diagnostic literacy assessments
Per CTC mandate, only teachers with valid CaliforniaCredentials that have the English LearnerAuthorization are eligible to add the BilingualAuthorization. Check with the CTC if you are unsureof your credential's status.
CULTURE COURSEWORK
Spanish ChineseLanguages
1Chicano/LatinoStudies CourseEWS 202OREWS 402
1EthnicIdentities ofChineseAmericansEWS 301
2EWS 360:
Cultures of ChildhoodOR
Independent Research:C20 Childhoods Project
Completion before Methods Course isrecommended
METHODS COURSEWORK
Spanish ChineseLanguages
3Spanish-EnglishBilingualMethods CourseTED 515 @ CPP
3Chinese BilingualMethods Courseonline withcollaborating CSU(CSULB, CSULA,CSUF, CSUN)
Discuss enrollmentprocess withCoordinator
EXIT SURVEY
7 Complete online surveybefore applying forCredential withBilingual Authorization
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 the followingother languages: Spanish,Mandarin, Cantonese, Korean,Vietnamese, Tagalog, Hmong.
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 (last page).
• Sign up to take the CSET LOTE III in Spanish, Mandarin, or Cantonese. Beware of the dates for this examination! They are few and far between. o http://www.ctcexams.nesinc.com/tests.asp
• Complete the CSU Mentor application to be admitted to the University:
o You must apply as a credential candidate for the credential that you already hold. This is because the CSU system does not yet have a code for the Added Bilingual Authorization for credentialed teachers.
• Once you have been admitted, complete an application for the Bilingual Program at
Cal Poly Pomona’s Teacher Education Department. o https://www.cpp.edu/~ceis/education/credential-programs/programs/bilingual-
authorization.shtml • If you have trouble downloading the application, please contact the Bilingual
Coordinator ([email protected]) or the Credential Services Office: https://www.cpp.edu/~ceis/education/contact.shtml
• Make an appointment for your program entrance interview with the Bilingual Coordinator.
I look forward to �hearing from you!
Dr. Myriam Casimir Associate Professor & Bilingual Program Coordinator
Proof of Completion of �
Cal Poly Pomona’s Bilingual Program Orientation�
for Credentialed Teachers Adding the Bilingual Authorization
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.
