CTEL Authorization & CLAD Certificate Program

This course teaches candidates about language functions and variation (e.g., social functions, dialectical variations), and about discourse and pragmatics so that they can be directly applied to the instruction and assessment of English Learners in order to promote their language development, communicative competence, and academic achievement. The course provides candidates with a broad and deep understanding of theories, models, and processes of second language acquisition, including the factors that affect second language acquisition. Candidates demonstrate their application of this knowledge to instructional planning and practices for teaching literacy to English learners.

This course provides candidates with a conceptual understanding of the historical and legislative foundations of instructional programs for English learners. This course builds candidates’ knowledge of current research of various instructional program models and methods for English learners. The course focuses on current approaches and methods in English Language/Literacy Development (ELD) and content-based English Language Development instruction including SDAIE.

Prerequisites: Successful completion of EDUU 527.

This course develops candidates’ ability to utilize the methodology of ELD, content-based ELD, and SDAIE to scaffold student acquisition of language and grade-level content knowledge across the curriculum and to target listening, speaking, reading and writing skills. Candidates also learn how to differentiate and scaffold assessments for English learners and use the results of assessments to build on language proficiency. Candidates demonstrate their knowledge through the development of an integrated thematic unit.

This course helps develop candidates’ understanding of major demographic trends related to linguistic and cultural diversity, as well as current trends and features of migration and immigration in California and in the United States. Students explore cultural similarities and differences in communication styles and utilize strategies for fostering positive interactions among culturally diverse students. Candidates examine their own cultural beliefs and assumptions and analyze how they impact student learning and achievement. Candidates demonstrate an understanding of multicultural education and how to implement strategies that reflect an inclusive approach with regard to students' cultural and language backgrounds.