California Code of Regulations › Title 5 - Education › Division 8 - Commission on Teacher Credentialing › Chapter 5 - Approved Programs › Article 2 - Professional Preparation Programs › Section 80615 - Bilingual Authorization Educator Preparation Program Definitions

Current through Register 2024 Notice Reg. No. 28, July 12, 2024
Institutions seeking to prepare candidates for the
					 Bilingual Authorization must align their program to meet the standards in
					 sections 80615.1, 80615.2, and 80615.3. Definitions in section 80607 and the
					 following terms defined in this section shall apply to sections 80615.1,
					 80615.2, and 80615.3.
(a) Bilingual
				  Program Models: Various instructional programs that support emergent PK-12
				  bilingual students. These models can have different goals including but not
				  limited to focusing on developing English proficiency or on developing
				  bilingualism and/or biliteracy skills. Models can be categorized into four
				  types: Developmental Bilingual Program, Dual Language Immersion Program,
				  One-Way Immersion Program, and Transitional Bilingual Education.
(b) Concurrent Candidates: Candidates seeking
				  to earn both a Preliminary teaching credential and a Bilingual Authorization as
				  part of their initial preparation for the credential.
(c) Contrastive Analysis: The systematic
				  study of a pair of languages with the purpose of identifying their structural
				  differences and similarities.
(d)
				  Cross-Linguistic Transfer: Language learners' use of linguistic knowledge of
				  one of their languages to leverage the learning of another language.
(e) Culturally and Linguistically Appropriate
				  Learning Activities: Activities that build on asset-based pedagogical research
				  including culturally relevant pedagogy, and culturally responsive pedagogy, and
				  linguistic pedagogy.
(f)
				  Developmental Bilingual Program: Programs that provide instruction for English
				  learners utilizing English and students' native language for literacy and
				  academic instruction with the goals of language proficiency and academic
				  achievement in students' first and second languages. This program is typically
				  found in kindergarten through grade eight but may be offered through grade
				  twelve.
(g) Dual Language Immersion
				  Program (Two-Way Immersion): Program designed to provide instruction to a class
				  of students who are fluent in English and students who are fluent in another
				  language so that both groups of students retain their home language and learn a
				  second language. This program is typically found in kindergarten through grade
				  eight but may be offered through grade twelve. Dual Language Immersion and
				  Two-Way Immersion are synonymous.
(h) One-Way Immersion Program: Program
				  designed to provide instruction to students in English and another language for
				  non-speakers of the other language, with the goals of language proficiency and
				  academic achievement in English and the other language, and cross-cultural
				  understanding. This program is typically found in kindergarten through grade
				  eight but may be offered through grade twelve.
(i) Transitional Bilingual Education:
				  Provides instruction for English learners utilizing English and students'
				  native language for literacy and academic instruction, with the goals of
				  language proficiency and academic achievement in English. Students typically
				  transition to "English only" instruction by third grade. This program is
				  typically found in kindergarten through grade three but may be offered at
				  higher grade levels.
(j)
				  Translanguaging: Refers to using linguistic repertoire, without regard for
				  socially and politically defined language labels or boundaries.
Note: Authority cited: Section 44225, Education Code.
						Reference: Sections 44227, 44253.4, 44253.6, 44253.7 and 44373, Education
						Code.