Master of Bilingual Education With a Preliminary Multiple or Single Subject Teaching Credential and Internship Option with Bilingual Authorization (Spanish) (CA)
This Master of Bilingual Education offers a Preliminary Multiple or Single Subject Teaching Credential and Internship Option with Bilingual Authorization. It’s designed for candidates dedicated to teaching all K-12 learners by ensuring social-emotional thriving, meaningful academic achievement, and equitable and inclusive learning communities. Courses meet the new California Commission on Teacher Credentialing (CTC) Program Standards, including the new 45 Teaching Performance Expectations (TPE), composing the TPE’s six domains and Teaching Performance Assessments (TPA) associated with the revised 3.0 CalTPA model. This degree meets all CTC requirements for a Preliminary Multiple or Single Subject teaching credential and those requirements for a master’s degree. The added Bilingual Authorization (SPANISH/ENGLISH) meets all six Bilingual Program Standards as approved by CTC. Students in this Master’s degree complete a three-course emphasis in one of the following areas: Critical Thinking, English Learner Equity and Academic Achievement, Inspired Teaching Practices, or Social Emotional Learning.
*Please Note: Students need to satisfy/pass the Basic Skills Requirement (e.g., CBEST) and Subject Matter Competency Requirement (e.g., CSET) early (before Credential Area Methods coursework) into their programs to avoid interruptions to program progress or financial aid arrangements.
For additional information on credential requirements, please see the Sanford College of Education Credential Information section of the catalog.
Introductory Core Requirement
ITL 600 Becoming a Teacher – 4.50
Graduate level credential program requirements; K-12 school and classroom experiences; and observational skills in K-12 classrooms. Principles sustaining an inspired teacher mindset. Electronic showcase reflecting professional growth throughout the program.
Foundation Core Courses
ITL 604 Learners and Learning I – 4.50
Examines psychological, socio-cultural, linguistic, and other factors influencing development, learning, and the full range of learners, including English Learners, standard-English learners, students with exceptionalities, and students with other needs. Considers a variety of data to identify appropriate strategies and community-based resources to support all learners and their families.
ITL 606 Learners and Learning II – 4.50 Text Here
Prerequisite: ITL 604
Examines theories and research regarding typical and atypical child and adolescent development and learning. Considers various data collection and assessment techniques guiding the selection of effective instructional strategies, practices, resources, and technologies needed to create environments supporting the full range of learners and provide equitable access to the curriculum.
ITL 608 Design and Process of Teaching – 4.50
Prerequisite: ITL 606
Candidates integrate principles of learning theories and factors influencing human development when designing instruction and evaluating instructional effectiveness. Candidates will utilize a four-stage cyclical model of planning, teaching, analyzing and reflecting in the process of learning-and-teaching to ensure all students equitable access to the curriculum.
Multiple Subject Methods Courses
ITL 510 Language-Literacy: Foundations – 4.50
Research-based theories, methods, and strategies aligned to K-12 CA’s Common Core Standards and ELA/ELD frameworks. Principles needed to teach foundational reading, writing, listening, speaking, and language for all learners, including English speakers, English learners, standard English learners, students with exceptionalities, and students with other learning needs.
ITL 512 Language/Literacy: Strategies – 4.50
Prerequisite: ITL 510
Complex strategies for teaching reading, writing, listening, speaking, and language development. Research-based practices aligned to CA’s Common Core Standards and ELA/ELD frameworks. Language and literacy strategies for all learners, including English speakers, English learners, Standard English learners, students with exceptionalities, and students with other learning needs) in the K-8 classroom.
ITL 516 Mathematics Integrative Design – 4.50
Prerequisite: ITL 512
Analysis of how elementary children think and learn mathematics. Research-based approaches enabling students to think critically and develop math proficiency. Developmentally appropriate instructional strategies for an integrative approach to teaching mathematics using content areas of visual and performing arts, social science, and STEM.
ITL 518 Science Integrative Design – 4.50
Prerequisite: ITL 516
Candidates apply developmentally appropriate practices in designing an integrative approach to science instruction. Utilizes a variety researchbased approaches supporting critical thinking and problem-solving skills. Analyzes how K-8 children learn science and other subject-matter utilizing an inquiry model. Integrates health science, physical education and STEM to support conceptual understanding and skills.
ITL 530 Optimized Learning Community* – 4.50
Research-based strategies and models managing an equitable and inclusive K-12 learning environments. Social-emotional growth, development, and individual responsibility. Positive interventions and supports, restorative justice, and conflict resolution practices.
Prevention of common classroom problems. Effectively work with challenging students. Establishment of safe classroom and school environments to prevent bullying.
Multiple Subject Bilingual Methods Courses
BIL 620 Hist Foundation BIL Ed in U.S. – 4.50
Prerequisite: ITL 600 Candidates must maintain a B (3.0) grade point average to successfully complete the Bilingual Authorization Program.; ITL 604; ITL 606; ITL 608; ITL 530; ITL 510, or ITL 520 and ITL 512, or ITL 522 and ITL 516, or ITL 526 and ITL 518, or ITL 528
Historical Foundations of Bilingual Education in the United States Examination of historical foundations and context for bilingual education, bilingualism in the United States, including philosophical, theoretical, legal, and legislative foundations of bilingual education. Analysis of culture in terms of country of origin, geographic barriers, linguistic patterns and ways in which these trends impact migration, immigration and settlement in the United States.
BIL 622 BIL/Dual Lang Teach Meth – 4.50
Prerequisite: BIL 620
Examines the knowledge, skills, and abilities (KSAs) for bilingual methodology and culture. Provides candidates with a depth of knowledge regarding current research-based theories in academic and content literacy in two languages. Identifies the interconnectedness among four language domains, language forms and functions. Emphasis is placed on the understanding and knowledge of various Bilingual Programs with evaluation of PK-12 student academic achievement.
BIL 624 Span Lit Learn and Instruction – 4.50
Prerequisite: BIL 622
Literacy Learning and Instruction in Spanish/Enseñanza de la Lecto-Escritura en Español Examines how children acquire and develop literacy in Spanish as their native language in the context of a Bilingual/Dual Language education classroom in California. Provides an in-depth examination of research-based theories and best instructional practices for the development of listening and speaking and teaching reading and writing in Spanish as a primary language – Enseñanza de lecto-escritura en Español. Addresses the interconnectedness among four language domains, language forms and functions in Spanish as primary and second language in the classroom.
BIL 626 Sociolinguistics Bil Lang Edu – 4.50
Prerequisite: BIL 624
Sociolinguistics and Culture in Bilingual/Dual Language Education in the United States Examines sociolinguistics and culture in bilingual and dual language education in the USA. Addresses different aspects of the traditions, roles, status, and communication patterns of the culture of emphasis. Provides a context in Spanish (the target language) in which candidates will speak, read and write within the course work.
OR Single Subject Methods Courses
ITL 520 Academic Language & Literacy – 4.50
Single subject teacher candidates utilize researchbased methods aligned with CA’s Common Core Standards and ELA/ELD frameworks. Applies principles and strategies needed to teach grades 9-12 content-based language/literacy instruction for English speakers, English learners, Standard English learners, and students with exceptionalities and other learning needs.
ITL 522 Content Area Literacy – 4.50
Prerequisite: ITL 520
Single subject teacher candidates utilize researchbased methods aligned with CA’s Common Core Standards and ELA/ELD frameworks to teach content-based instruction based on the language proficiency and literacy needs of English speakers, English learners, Standard English learners, and students with exceptionalities and other learning needs needed to sustain academic achievement.
ITL 526 SS Integrated Design I – 4.50
Prerequisite: ITL 522
Instructional design principles for teaching in grades 7-12. Strategies for designing short and long-term curriculum/instruction/assessment aligned with content standards. Evidence-based research appropriate for the application the CA Common Core and academic standards across the various single subject content areas.
ITL 528 SS Integrated Design II – 4.50
Prerequisite: ITL 526
Integrative instructional design models, approaches, and research in designated content areas. Analysis and reflection focused on teaching practices and beliefs. Learning Map design and implementation principles.
ITL 530 Optimized Learning Community* – 4.50
Research-based strategies and models managing an equitable and inclusive K-12 learning environments. Social-emotional growth, development, and individual responsibility. Positive interventions and supports, restorative justice, and conflict resolution practices.
Prevention of common classroom problems. Effectively work with challenging students. Establishment of safe classroom and school environments to prevent bullying.
Single Subject Bilingual Methods Courses
BIL 620 Hist Foundation BIL Ed in U.S. – 4.50
Prerequisite: ITL 600 Candidates must maintain a B (3.0) grade point average to successfully complete the Bilingual Authorization Program.; ITL 604; ITL 606; ITL 608; ITL 530; ITL 510, or ITL 520 and ITL 512, or ITL 522 and ITL 516, or ITL 526 and ITL 518, or ITL 528
Historical Foundations of Bilingual Education in the United States Examination of historical foundations and context for bilingual education, bilingualism in the United States, including philosophical, theoretical, legal, and legislative foundations of bilingual education. Analysis of culture in terms of country of origin, geographic barriers, linguistic patterns and ways in which these trends impact migration, immigration and settlement in the United States.
BIL 622 BIL/Dual Lang Teach Meth – 4.50
Prerequisite: BIL 620
Examines the knowledge, skills, and abilities (KSAs) for bilingual methodology and culture. Provides candidates with a depth of knowledge regarding current research-based theories in academic and content literacy in two languages. Identifies the interconnectedness among four language domains, language forms and functions. Emphasis is placed on the understanding and knowledge of various Bilingual Programs with evaluation of PK-12 student academic achievement.
BIL 624 Span Lit Learn and Instruction– 4.50
Prerequisite: BIL 622
Literacy Learning and Instruction in Spanish/Enseñanza de la Lecto-Escritura en Español Examines how children acquire and develop literacy in Spanish as their native language in the context of a Bilingual/Dual Language education classroom in California. Provides an in-depth examination of research-based theories and best instructional practices for the development of listening and speaking and teaching reading and writing in Spanish as a primary language – Enseñanza de lecto-escritura en Español. Addresses the interconnectedness among four language domains, language forms and functions in Spanish as primary and second language in the classroom.
BIL 626 Sociolinguistics Bil Lang Edu – 4.50
Prerequisite: BIL 624
Sociolinguistics and Culture in Bilingual/Dual Language Education in the United States Examines sociolinguistics and culture in bilingual and dual language education in the USA. Addresses different aspects of the traditions, roles, status, and communication patterns of the culture of emphasis. Provides a context in Spanish (the target language) in which candidates will speak, read and write within the course work.
Bilingual Student Teaching
BIL 540A Bilingual Student Teaching – 4.50
Corequisite: BIL 541B, or BIL 640B; Prerequisite: BIL 540A
Constitutes the second half of bilingual student teaching experience (9 weeks) which will account for and document 300 hours out of 600 total hours. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET credential area to meet the Teaching Performance Experiences (TPEs) composed of 45 new TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
BIL 541A Bilingual Clinical Prac Sem – 4.50
Corequisite: BIL 540A, or BIL 640A
Explores and applies all Teaching Performance Expectations (TPEs) and all Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 1 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and concurrently taken with BIL640B. For bilingual student teachers, a seminar is concurrently taken with BIL540A Bilingual Student Teaching. Grading is S, U or Incomplete (I).
BIL 540B Bilingual Student Teaching – 4.50
Corequisite: BIL 541B, or BIL 640B; Prerequisite: BIL 540A
Constitutes the second half of bilingual student teaching experience (9 weeks) which will account for and document 300 hours out of 600 total hours. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET credential area to meet the Teaching Performance Experiences (TPEs) composed of 45 new TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
BIL 541B Bilingual Clinical Prac Sem – 4.50
Corequisite: BIL 540B, or BIL 640B; Prerequisite: BIL 541A
Explores and applies all Teaching Performance Expectations (TPEs) and Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 2 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and BIL541A, and concurrently taken with BIL640B. For bilingual student teachers, this seminar is concurrently taken with BIL540B Bilingual Student Teaching. Grading is S, U or Incomplete (I).
Bilingual Internship
BIL 640A Bilingual Internship A – 4.50
Corequisite: BIL 540A
This course constitutes the first half of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
BIL 541A Bilingual Clinical Prac Sem – 4.50
BIL 541A Bilingual Clinical Prac Sem (2.25)
Corequisite: BIL 540A, or BIL 640A
Explores and applies all Teaching Performance Expectations (TPEs) and all Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 1 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and concurrently taken with BIL640B. For bilingual student teachers, a seminar is concurrently taken with BIL540A Bilingual Student Teaching. Grading is S, U or Incomplete (I).
BIL 640B Bilingual Internship B – 4.50
Prerequisite: BIL 640A; Corequisite: BIL 541B, or BIL 640B
This course constitutes the second half of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
BIL 541B Bilingual Clinical Prac Sem – 4.50
Corequisite: BIL 540B, or BIL 640B; Prerequisite: BIL 541A
Explores and applies all Teaching Performance Expectations (TPEs) and Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 2 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and BIL541A, and concurrently taken with BIL640B. For bilingual student teachers, this seminar is concurrently taken with BIL540B Bilingual Student Teaching. Grading is S, U or Incomplete (I).
BIL 640C Bilingual Internship C – 4.50
Prerequisite: BIL 640A; BIL 640B
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
BIL 640D Bilingual Internship D – 4.50
Prerequisite: BIL 640A; BIL 640B; BIL 640C
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
BIL 640E Bilingual Internship E – 4.50
Prerequisite: BIL 640A; BIL 640B; BIL 640C; BIL 640D
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
BIL 640F Bilingual Internship F – 4.50
Prerequisite: BIL 640A; BIL 640B; BIL 640C; BIL 640D; BIL 640E
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
Degree and Course Requirements
To receive a Master of Bilingual Education with a Preliminary Multiple Subject Teaching Credential and Internship Option with Bilingual Authorization, candidates must complete at least 85.5 quarter units of graduate credit or Master of Bilingual Education with a Preliminary Single Subject Teaching Credential with Bilingual Authorization. Candidates must complete at least 85.5 quarter units of graduate credit. Students must complete 63 units in residence at National University. Further information on graduate admission and evaluation can be found in the Academic Information for Graduate Degrees section of the catalog.
Several requirements must be completed before beginning the credential courses, including completion of the Credential Packet, which includes multiple requirements, such as an acceptable background clearance and a negative TB test. To better understand the requirements, please refer to the Sanford College of Education’s Credential Information section located in this catalog.
The CBEST and CSET must be passed before beginning the Multiple Subject or Single Subject Methods courses.
Each Teacher Education and Bilingual /credential course (ITL, BIL) includes a required four-hour field experience in a K-12 classroom representing the candidate’s credential area and a diverse bilingual/multilingual student population, except for the bilingual clinical practice courses.
Candidates choosing the Bilingual Internship option to obtain the Preliminary Multiple or Single Subject Teaching Credential with Bilingual Authorization will need to meet the Internship Eligibility requirements as outlined in the Sanford College of Education Credential Information section of the catalog.
Program Learning Outcomes
Upon successful completion of this program, students will be able to:
Integrate the knowledge needed for engaging/supporting all K-12 learners, including those with diverse learning needs
Integrate the knowledge needed for creating/maintaining effective learning environments for all K-12 learners, including those with diverse learning needs
Integrate the knowledge needed for making subject matter comprehensible for all K-12 learners, including those with diverse learning needs
Integrate the knowledge needed for designing/planning learning experiences for all K-12 learners, including those with diverse learning needs
Integrate the knowledge needed for assessing all K-12 learners, including those with diverse learning needs
Integrate the knowledge needed for being a legal, ethical, and professional educator for all K-12 learners, including those with diverse learning needs
Analyze and examine the philosophical, theoretical, historical, legal, and legislative foundations of education policies, school programs, and research on the effectiveness of Bilingual/Dual-Language education and bilingualism in the United States
Compare the country/countries of origin, including geographic barriers, demographic and linguistic patterns, and how these affect trends of migration and immigration and how these factors influence the socialization and acculturation experiences of minority groups in California and the U.S.
Interpret research on the development of cognition, bi-cognition, and metacognition as a result of bilingualism/biliteracy and multilingual developmental processes in bilingual/dual-language classrooms across program designs
Design bilingual instruction by planning, developing, implementing, and assessing standards-aligned content instruction in the primary and target languages that integrate the knowledge of bilingual pedagogical models, instructional strategies for cross-language transfer, interlanguage, and translanguaging
Design instruction by planning, developing, implementing, and assessing standards-aligned content instruction in Spanish as a primary language and evaluate bilingual instructional models, instructional and assessment strategies for higher-order thinking
Design programs to promote authentic parental participation that includes learning about school systems, assuming leadership roles and affecting policy, understanding the family as a primary language, and cultural resource
Demonstrate academic language proficiency in listening, speaking, reading, and writing the target language (SPANISH) within graduate-level coursework
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