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Program Summary

The BILA authorization pathway in the ÃÛÌÒÓ°Ïñ Multiple Subject and Single Subject Credential Programs allows students to obtain an additional Bilingual Authorization (BILA) to teach in Dual Language classrooms. This pathway is for teacher candidates who wish to teach in classrooms where the language of focus is appropriate for instruction and in situations where teachers use the target language in interaction with families. 

The program’s design is cohesive and effective in coordinating broader activities, services, and interactions between the program and its sponsoring institution. The program’s design includes providing consistent, ongoing, and timely communications to candidates, including feedback on progress in meeting credential requirements. Design of coursework and fieldwork/clinical practices provide candidates with a clear theoretical and practical understanding of instructional design and implementation addressing the socioemotional, sociolinguistic, sociopolitical, and instructional needs of bilingual learners in a variety of bilingual instructional settings in ÃÛÌÒÓ°Ïñpublic schools.  

Appropriate school placements are a high priority for the program and provide appropriate resources, support, and a demonstrated commitment to bilingual teacher preparation and bilingual education for students in California’s public schools. Roles of the program’s leadership team are clearly delineated, and program leadership is provided by highly qualified faculty with prior experience in bilingual classroom settings in ÃÛÌÒÓ°Ïñand/or possession of a BCLAD/BCC/BILA (or the equivalent), or an advanced degree in bilingual/multicultural education or related field. The program engages in ongoing, dynamic collaboration with local LEAs that serve as sites for fieldwork/practicum/student teaching placements. The program assures that candidates are placed in bilingual settings within local LEAs. Candidates develop strong academic language ability in both English and the target language to provide effective content instruction and literacy instruction to students in bilingual settings. The program also ensures that candidates are knowledgeable about the types of bilingual programs offered to K-12 students within the LEAs, as applicable (e.g., immersion, dual immersion, two-way bilingual, etc.) to promote effective field placements.  Additionally, the BILA program guides candidates in making make connections between general education teaching performance expectations and bilingual teaching performance expectations (BTPEs) so that candidates understand how these two sets of related competencies are reflected in both preparation and instructional practice with bilingual K-12 students in ÃÛÌÒÓ°Ïñpublic schools.  

The BILA program curriculum is designed to ensure candidates are offered multiple opportunities to learn, practice, and be assessed on the bilingual TPEs, as well as understand the complex theoretical and practical theories of the bilingual field (e.g., language acquisition theory and practice, bilingual and multilingual instructional approaches and methodologies, cultural products and respect for cultural traditions, content instruction and assessment using more than one language as the medium of communication and assessment, etc.). Candidates have the option of completing the BILA program concurrent with the MSCP or as a post-credential.  

For the BILA in Asian languages, when specific target language courses are unavailable due to low enrollment, ÃÛÌÒÓ°Ïñ participates in a special consortium to ensure candidates can take those required courses at another ÃÛÌÒÓ°ÏñState University that is a consortium member. These courses then count as course equivalencies. 

The program is offered in various modalities (e.g., distance, hybrid, and face to-face) and is responsive to local needs and current contextual conditions. The BILA program facilitates candidates’ transition to induction, as appropriate, and provides opportunities for ongoing professional development in the field of bilingual education. 

Note that UTEACH Candidates interested in a BILA credential must take required courses prior to taking MSCP Methods and Student Teaching. 

*Course can be taken prior to admission to the MSCP.  The courses listed above are not offered every semester.  ÃÛÌÒÓ°Ïñ may take the CSET LOTE IV or CSET LOTE V in the target language if courses are not available. 

Field Experience 

Candidates pursuing a BILA Authorization must complete 8 out of the 16 student teaching units in a bilingual setting. Every attempt is made to place candidates in appropriate and challenging settings where they can be supervised by strong mentor teachers and develop their abilities to provide culturally relevant instruction to K-12 English learners (ELs). 

Assessment of Candidates 

ÃÛÌÒÓ°Ïñ enrolled in the Asian BILA programs (e.g., Chinese, Korean, and Vietnamese) are assessed for program competencies in assigned language and culture courses and through student teaching observations.  Language proficiency is assessed by passing the CSET LOTE III exam and by observing language abilities in class and during student teaching. ÃÛÌÒÓ°Ïñ in the Spanish BILA program are assessed during the Methods Course, EDEL 453S, Instruction in Spanish and English, and by passing the CSET Subtest III Spanish. 

As an ongoing part of program advisement, students are informed that their language proficiency levels will be assessed through a series of course assignments including oral and written class presentations, observations of student teaching in bilingual settings, and by passing CSET Subtest III in the target language.