School of Education

Learning to Make a Difference

Bilingual Authorization (Spanish)

Apply to Bilingual Authorization Handbook

Program Description

This authorization can be added onto any teaching credential (multiple subjects, single subject, or educational specialist) and may be completed simultaneously or after obtaining a teaching credential. Candidates may embed some of the required courses in their undergraduate experience, or they may pursue added bilingual authorization exclusively post-bachelor’s degree.

Coursework addresses the persistent and contemporary issues in dual-language/bilingual education in three broad areas:

Spanish language
Chicanx/Latinx Studies
Bilingual and dual-language methods and pedagogies

Upon completion of the coursework leading to an added bilingual authorization, candidates will:

Develop skills necessary to teach bilingual/dual-language students in California’s Tk-12 grade schools
Understand the complexities of bilingual/dual-language education, including policies, research, and best practices
Demonstrate advanced levels of academic language in both Spanish and English
Become a better prepared teacher to teach in a wide variety of public school settings: mainstream English-only, bilingual, and dual-language
Learn effective ways to demonstrate advocacy for students, their families, and their communities

Program Structure

Through coursework and field experiences, the program features hands-on experiences that are applicable to all classroom contexts, Tk-12, but best suited for biliteracy classrooms. Program faculty are dedicated to excellence in the preparation of future bilingual teachers through on-going professional development in current, research-based curriculum and assessment. When pursuing the bilingual authorization as an undergraduate, the majority of the courses are taken in conjunction with a major/minor in Chicano and Latino Studies (CALS) and/or Spanish (SPAN), with one additional required course taken with other the credential program coursework. When pursuing the bilingual authorization as a post-baccalaureate student, there are additional courses.

Program Requirements

California Commission on Teacher Credentialing (CTC) has approved the following courses as assessing candidates’ Spanish language competence:

SPAN 300/300H: Advanced Spanish Language (For Native/Heritage Speakers)
SPAN 301: Advanced Composition & Conversation
SPAN 304: Introduction to Spanish Linguistics

Candidates must successfully pass all three courses above prior to enrolling in EDMS 465 or SPAN 427, and prior to student teaching. In the event that a candidate has not taken these courses, equivalent coursework at another institution (in the U.S. or in another Spanish speaking country) may be substituted upon approval by the program coordinator. In the event that there is no coursework at Sonoma State or elsewhere providing evidence that the candidate has been thoroughly assessed in her/his/their Spanish language competence, the candidate will be required to pass the CSET Spanish III exam.

Fieldwork & Supervision

Candidates pursuing added bilingual authorization will be placed by their respective teaching credential program (multiple-subject, single-subject, educational specialist) in a fieldwork site appropriate for their credential and supervised by an individual with expertise in that area (e.g. elementary dual-immersion expertise; subject matter + bilingual authorization expertise; mid/moderate special education + bilingual expertise). Candidates will complete 600+ hours of field work/student teaching over the course of two semesters. Please refer to the handbook particular to each respective teaching credential program for more information.

Program Advising

Added Bilingual Authorization Information and Advising Session, Summer 2023 (Passcode: C8VCd^Xa)

Undergraduate candidates are encouraged to notify their academic advisor and Dr. Rhianna Henry Casesa as soon as they have determined that they would like to pursue coursework leading to an added bilingual authorization for support and advising throughout their undergraduate experience.

Post-baccalaureate candidates are advised to contact Dr. Casesa prior to or immediately upon applying to a credential program for advising specific to adding bilingual authorization.

Rhianna Casesa

Dr. Rhianna Casesa

707-664-2431

casesa@sonoma.edu

Program Pathways

Undergraduate

Candidates beginning the bilingual authorization program as an undergraduate major in Chicano and Latino Studies (CALS) or Spanish (SPAN). Many choose to major in one and minor in the other as there is considerable overlap.

Required Courses

CALS 219: The Latino Experience
CALS 445: Chicano/Latino History
SPAN 300/300H: Advanced Spanish Language (For Native/Heritage Speakers)
SPAN 301: Advanced Composition & Conversation
SPAN 304: Introduction to Spanish Linguistics
SPAN 427: Spanish Teaching Methodologies

Once admitted to the credential program, candidates take one final course:

EDMS 465: Introduction to Dual-Language Education: Policies, Methods, and Inquiry for Teachers

Post-Baccalaureate

Candidates pursuing an added bilingual authorization as a post-baccalaureate student may have majored in any subject, but must prove their competency and academic proficiency in Spanish prior to admission to the program as fieldwork in completed in a dual-language placement and two of the three required courses are conducted in Spanish.

Required Courses

CALS 456: Sociology of Education/Latinos & Education
SPAN 427: Spanish Teaching Methodologies
EDMS 465: Introduction to Dual-Language Education: Policies, Methods, and Inquiry for Teachers

Course Descriptions

All students (undergraduate and post-baccalaureate) pursuing added bilingual authorization will take SPAN 427 and EDMS 465.

SPAN 427: SPANISH TEACHING METHODOLOGIES

Practical application of linguistic principles to the teaching of Spanish. Topics include discussion and practice of methods and materials for teaching Spanish, technological resources for the Spanish teacher and learner, and techniques for learner testing and evaluation.

EDMS 465: INTRODUCTION TO DUAL-LANGUAGE EDUCATION: POLICIES, METHODS, AND INQUIRY FOR TEACHERS

This course is designed for current teachers and student teachers in dual-language/bilingual contexts in order to refine their practice of educators of dual-language students to: (1) Develop an understanding of the history of bilingual education in the United States; (2) Reinforce understandings of the background and models of bilingual/dual-language education; (3) Develop current research-based best practices for teaching dual-language learners in grades tk-12; (4) Introduce theories, issues, and methodologies related to multilingual language acquisition.

CALS 219: THE LATINO EXPERIENCE

A survey of the Chicano and Latino experience in the United States. The course serves as an introduction to Chicano and Latino studies through the social sciences in order to explain the individual’s status and place within the group and society. This includes how Chicano Latinos and other Latinos have adapted to the various cultural, social, economic, and political elements of U.S. society as compared to other groups. Satisfies the Ethnic Studies requirement in GE Area D1 (Individual & Society).

CALS 445: CHICANO/LATINO HISTORY

An analysis of Chicano/Latino history, from the exploration and settlement of the Southwest to the present. To include an examination of such themes and topics as: the Chicano heritage, the Mexican War and the Treaty of Guadalupe Hildalgo, the land question, social banditry and other forms of resistance, the Chicano in the 20th century, and contemporary Chicano/Latino issues, organizations, and movements.

SPANISH 300/300H: ADVANCED SPANISH LANGUAGE/ FOR NATIVE & HERITAGE SPEAKERS

Spanish 300. Activities in written and spoken Spanish designed to increase students’ proficiency to the advanced level. Course will highlight the selected points of grammar structure and form in the context of meaningful engagement with the language. Spanish 300H is designed for native/heritage speakers of Spanish with communicative competence in speaking and understanding Spanish but little formal schooling in the language. Spanish 300H draws on the student’s bilingual, linguistic, and cultural resources to build the knowledge, self-confidence, and engagement to successfully use Spanish in academic settings. Spanish 300/300H fulfills GE area C3.

SPANISH 301: ADVANCED COMPOSITION AND CONVERSATION

Compositions to achieve mastery of the written language. Introduction to the preparation of critical essays and studies. Weekly compositions. Satisfies GE area C3.

SPANISH 304: INTRODUCTION TO SPANISH LINGUISTICS

An introduction to the linguistics structure of Spanish. Overview of components such as phonetics/phonology, morphology/syntax, and semantics/ pragmatics.

CALS 456: SOCIOLOGY OF EDUCATION/LATINOS AND EDUCATION

This course introduces students to some key theoretical and empirical work in the sociology of education and Latinos. Because this is such a large field of research, the course will focus on the question or stratification and how systems of schooling maintain or alleviate inequality among Latino communities. We will examine classical approaches to schooling; schools as organizations; schools and their effects on social mobility; class, race, and gender stratification in achievement and attainment; tracking/ability grouping; theories and empirical work on social and cultural capital; school choice; and cross-national expansion of education. Our readings will cover both qualitative and quantitative studies in the field.

School of Education