Standard 4: Bilingual Methodology
The bilingual teacher preparation program prepares bilingual candidates to understand
the interrelatedness among the four domains of language (listening, speaking, reading,
and writing) and to know language forms and functions. The program also prepares candidates
to plan, develop, implement and assess standards-aligned content instruction in the
primary and target language. Candidates are prepared to employ a variety of instructional
and assessment strategies, appropriate to student language proficiency levels, that
foster higher-order thinking skills. The program ensures that bilingual candidates
have knowledge of bilingual instructional models, instructional strategies and materials
to appropriately apply them to their instructional and assessment practices. In addition,
programs develop bilingual candidates’ understanding of knowledge of intercultural
communication and interaction that is linguistically and culturally responsive. The
bilingual teacher preparation program further prepares candidates to evaluate, select,
use and adapt state-board adopted and state-board approved materials, as well as other
supplemental instructional materials. The program provides opportunities for teacher
candidates to demonstrate the ability to use a variety of criteria for selection of
instructional materials, to assess the suitability and appropriateness for local context
and to augment resources when they are not suitable or available.
The Fresno State Spanish/Hmong Bilingual Authorization Credential Program prepares
bilingual teacher candidates with a deep understanding of bilingual methodology through
its various coursework, assignments, and field experience. For example, candidates
are prepared to understand the interrelatedness among the four domains of language
(listening, speaking, reading, and writing) and distinguish language forms and functions
in the primary (Spanish and Hmong Languages) and target (English) languages through
their required coursework such as in the Spanish emphasis: SPAN 134 and LEE 136 or
in Hmong emphasis: LEE 129, and LEE 135. Following is a more specific response to
each of the CTC’s program planning questions in reference to coursework in the KSOEHD
Bilingual Authorization Credential Program.
The professional bilingual teacher preparation program provides candidates with knowledge
of the history, policies, programs, and research on the effectiveness of bilingual
education and bilingualism in the United States.
4.1
How does the program design and develop the candidates’ understanding of the applications,
benefits and limitations of different bilingual program models?
Multiple Subject credential students pursuing a bilingual certification take various
courses fitting for their language of emphasis that focuses on their understanding
of the applications, benefits and limitations of different bilingual program models.
For students focusing on Spanish emphasis, courses SPAN 134 and LEE 136 provide an
overview on different bilingual program models research by Thomas & Collier regarding
English Learners throughout the United States by program types: Sheltered Immersion,
English Language Development, and Specially Designed Academic Instruction in English,
Transitional Bilingual, Maintenance Bilingual, Heritage Immersion, & Dual Language
Immersion. Equally, Hmong emphasis, courses LEE 129 and LEE 135 provide teaching
methodology in the primary language for bilingual and cross-cultural classrooms
The CLAS 116 course prepares candidates to understand and apply research and its effects
on the dimension of learning in bilingual education program models. The program develops
candidates who demonstrate understanding of the philosophical, theoretical, legal
and legislative foundations of bilingual education and their effects on program design
and educational achievement [see CLAS 116].
4.2
How does the program provide candidates the understanding of ways in which variations
in students’ primary languages (e. g, dialectal and/or tonal differences, use of vernacular
forms) can be used to facilitate the development of social and academic language?
The Fresno State Spanish/Hmong Bilingual Authorization Credential Program prepares
candidates to understand the ways in which variations in students’ primary languages
(e. g, dialectal and/or tonal differences and use of vernacular forms) can be used
to facilitate the development of social and academic language. For example in the
Spanish concentrations, candidates in SPAN 134, SPAN 121A, and SPAN 136 are made aware
of the variations of the Spanish spoken in the San Joaquin Valley, with a special
emphasis placed on Mexicanisms and archaic terms. They learn how these terms both
enrich and interfere in the acquisition of standard Spanish. In HMONG 100 and 101
candidates develop linguistic, bilingual, and bicultural competency. For example,
candidates acquire accurate knowledge on how to be able to identify issues and analyze
them to propose appropriate answers to situations in reference to the use of language
where there may be discrepancies and/or cultural and language conflicts.
The importance of Dr. Cummins’s BICs and CALPs is often referred to in many of the
classes as they apply to bilingual instruction [LEE 172, LEE 136]. Students in LEE
136 read an article written in New Mexico Spanish as one of the class activities.
The CLAS 116 course prepares candidates’ knowledge of the transferability between
primary and target language with the understanding that the level of transferability
is affected by the level of compatibility and may vary among languages.
The LEE 136 prepares students to read an article written in New Mexico Spanish as
one of the class activities.
4.3
How does the program ensure that candidates apply knowledge of language structures
(e.g., word roots, prefixes, suffixes), forms (e.g., registers) and functions (e.g.,
informing, describing, persuading) to develop and deliver effective language and literacy
instruction in the primary and target languages?
Program candidates are prepared to apply knowledge of language structures, forms and
functions to develop and deliver effective language and literacy instruction in the
primary and target languages. For students focusing on Spanish certification, SPAN
134, and SPAN, 121A, students learn in great depth the morphology of Spanish, including
word roots, prefixes and suffixes, in order to acquire and teach in the target language.
In these two courses students also learn about the different registers in written
Spanish and learn the appropriate vocabulary for each type of essay. In these courses
emphasis is placed on academic essays, such as expository and argumentative. For students
focusing on Hmong certification, course Hmong 101 provides students with the ability
to use a rich and more diversified vocabulary to describe ideas--in a language with
shade of meanings, capable to express and communicate complex thoughts, reflections
or emotions.
SPAN 119, SPAN 121A & SPAN 134: In all three classes, students are reminded that their
writing and reading skills in one language can be transferred to the other, such as
in paragraph and essay structure, including thesis development. At the same time,
students are made aware that they must pay special attention to similarities and differences
in syntax, morphology and semantics between the languages (e.g. the usage of diminutives
and augmentatives in Spanish with their respective connotations and detonations).
Students analyze and contrast the special lexical characteristics of the two languages,
which can sometimes cause grammatical confusion and cultural misunderstanding. For
example, students learn that “agarrar” does not always translate as “to get” in English.
SPAN 119 & SPAN 121A: Translation exercises are used in the course in order for students
to be made aware of the morphological and syntactical contrast between the two languages.
The translation exercises focus on specific grammar points, such as “gustar” and other
similar verbs.
4.4
How does the program ensure that candidates demonstrate knowledge of literary analysis
in appropriate genres and forms, and their significance for planning, organization,
and delivery including strategies to provide differentiated instruction in primary
and target language instruction based on student proficiency levels?
The Fresno State Spanish/Hmong Bilingual Authorization Credential Program provides
candidates with various coursework that ensures them with capacity to demonstrate
knowledge of analysis in the various forms as described above. For students focusing
on Spanish certification, SPAN 134, students learn strategies to teach language and
literature according to the grade level of the students. Every student has to write
a lesson plan for a certain grade level and then do a mock teaching presentation for
the class. For example, a lesson plan may focus on explaining what a fable is and
having the children read and discuss the meaning of the fable. For the Hmong focus,
HMONG 100 and 101, students learn to identify issues and analyze them and propose
appropriate answers to situational use of language where there may be discrepancies
and/or cultural and language conflicts. Course LEE 172 provides students (course
common to Spanish and Hmong concentration) with the ability to provide appropriate
strategies when differentiating instruction in the target language (English) based
on student proficiency levels by various field experience assignments. First assignment
is data collection on their English language students on levels of language proficiency
(see LEE 172). Second and third assignments are observing a model ELD and SDAIE lesson. In these
assignments students later discuss in class strategies identified based on language
proficiency. FAST Exam: Course LEE 136 reviews children’s literature in Spanish
and discuss how to incorporate a variety of literature books into the content of instructional
units.
4.5
How does the program ensure that candidates demonstrate understanding of the roles,
purposes and uses of standardized and non-standardized primary and target language
assessments in bilingual education settings in order to interpret the results to plan,
organize, modify and differentiate instruction in the appropriate language(s) in bilingual
education settings?
The Fresno State Spanish/Hmong Bilingual Authorization Credential Program prepares
bilingual candidates with the skills necessary to demonstrate their knowledge in utilizing
standardized and non-standardize primary and target language assessments in bilingual
education classrooms.
For the Spanish concentration, LEE 136 statement describes this process: “Evaluation
and use of primary-language materials for instruction and assessment.” LEE 136 reviews
language proficiency exams [BSM, CELDT, LAS, IPT, etc.] administered in English and
Spanish to assess proficiency in the four language domains: listening, speaking, reading,
and writing. Spanish academic normed tests are also discussed [APRENDA, SABE] in
relation to English Academic normed tests [CST, CAHSEE] and benchmark tests. The unit
tests, ongoing assessments, checklists, and other assessment tools presented in the
Spanish textbooks are also discussed. The various test results can be used to group
students with common needs to provide more intensive, focused instruction in both
English and Spanish. The importance of identifying learning disorders through assessments
in both the primary and the second language is discussed to avoid misplacing English
Learners in special education.
For Hmong, the HMONG 135 course ensures that candidates plan appropriate instruction
for Hmong students in responding to their levels of English Language Proficiency,
literacy and background knowledge. Based on appropriate assessment information, candidates
select instructional materials and strategies to develop students’ abilities to comprehend
and produce English, orally and in written form (see Hmong 135). Course HMONG 101 also develops candidates with the skills to apply and transfer
English written standards into Hmong writing and reading. Course LEE 172 (course
common to Spanish and Hmong concentration) provides students with …
4.6
How does the program ensure that candidates demonstrate the ability to evaluate and
incorporate technology to develop students’ literacy in the primary and target languages
as well as to evaluate the effectiveness of technology for literacy development?
The Fresno State Spanish/Hmong Bilingual Authorization Credential Program makes certain
that candidates acquire the ability to evaluate and incorporate technology to create
students literacy in the primary and target languages as well as to evaluate the effectiveness
of technology for literacy development in various courses.
For the Spanish concentration, candidates develop these skills in LEE 136. The students
submit their assignments online via the campus Blackboard and receive individualized
feedback from their instructors. The students use Microsoft Word [or a similar word
processing program] to complete their assignments using the spell check features,
the insert clip art – pictures features, the reference features for citing quotes,
citations and inserting the bibliography and table of contents. Students are advised
to use visuals as a part of all of their reports to establish the habit of providing
scaffolding to second language learners. Websites such as Enchanted Learning are
introduced to the students.
For Hmong candidates, Hmong 101 serves to use technology as integrated learning: Internet,
software for writing, reading, presenting research.
Course LEE 172 (course common to Spanish and Hmong concentration) also provides students
with important websites (i.e. www.cal.org/create; www.colorincolorado.org) that support literacy in the target language or primary language as references for
assignments and future use or in multicultural education (i.e. .www.smarttech.com; www.enchantedlearning.com).
4.7
How does the program ensure that candidates demonstrate knowledge of strategies for
aligning instruction with California K-12 content standards and frameworks appropriate
to grade-level expectations and students’ language proficiency in the primary and
target languages?
Students are required to develop lesson plans and observe lessons in the multi-subject
credential classes [LEE 170; LEE 172) and the BCLAD classes [LEE 135 and LEE 136]
that include language and content standards together with language and content objectives.
They are directed to the California ELD standards and California Content standards
to locate the most appropriate standards for their lessons in both the primary language
and in the second language. The ELD standards are used to develop English proficiencies
in the four language domains [listening, speaking, reading and writing] for English
Learners and are available online at the California Department of Education website.
For SLD, the students are directed to the “Estándares de lecto-escritura en español”
developed by the San Diego County of Education. The content standards are used to
design SDAIE lessons for second language learners in the core curriculum areas [Math,
Science, Social Studies, etc.]. The content standards are also available online at
the California Department of Education website. As a part of the SDAIE lessons, the
students are directed to include specific lesson activities directed at each of the
five levels of ELD proficiencies. The SDAIE lessons may be written in English for
Spanish speakers and/or in Spanish for English speakers. The students are also directed
to the California Foreign Language Frameworks also available online at www.cde.ca.gov [California Department of Education].
4.8
How does the program ensure that candidates demonstrate understanding of the interrelatedness
of language and literacy development in order to plan, select and use a variety of
strategies for developing students’ content-area knowledge and skills in bilingual
education settings including language and grade-level content objectives in lesson,
providing linguistic scaffolding and activating background knowledge and experiences?
In all three Spanish classes (SPAN 119, 121A, and 134), the instructors use a variety
of strategies to develop the ability of the students to write using standard Spanish,
and at the same time the instructors remind the students that they can apply these
same strategies in their own teaching. For example, in Spanish 119, the students
often work in pairs and groups and take over the role of instructor. Often they are
told to explain the day's lesson (such as when to use the subjunctive and the indicative
moods) to their partner in order to insure that they understand it sufficiently in
order to teach it. In Spanish 121A, the students do peer editing in pairs so that
they acquire the experience of teaching. Each student writes an evaluation of the
partner's essay and gives it to the partner. In this way, the students are able to
"activate their background knowledge and experience."
In Hmong 100, students will acquire aural and written styles, deepen the understanding
of Hmong language as a system of dynamic sounds, of grammatical rules and as a collection
of verbal expressions.
In LEE 136, a variety of bilingual strategies [total physical response, language experience
approach, preview-review, bilingual flash cards, bilingual illustrated dictionaries,
etc.] are demonstrated and discussed in class with particular emphasis on which language
development proficiency levels would most benefit from each strategy. Students discuss
how to use language and content objectives to activate prior knowledge, check for
comprehension during the lesson, and assess student proficiencies related to the objectives
following the lesson. Two units in the Dual Language Instruction textbook are analyzed
to determine how language and content lessons direct the instruction.
4.9
How does the program ensure that candidates demonstrate understanding of a variety
of instructional approaches that foster student engagement and interaction and the
development of higher-order thinking skills (e.g., analysis, inference, synthesis,
evaluation) and facilitate students’ understanding and use of content-specific language
functions (e.g., analyzing, comparing and contrasting, persuading, citing evidence,
making hypotheses) in oral and written forms of the primary and target language?
In LEE 136 and LEE 170 students are required to turn in a hand written reflection
at the end of each class session that includes three sections: Topics discussed in
class, what I learned today, and my reflections [opinions, triggered memories, possible
applications, etc.]. The purpose of the written reflections is for each student to
determine the impact of the new information on their future as teachers. In LEE 136
the reflections are submitted in Spanish while in LEE 170 the reflections are submitted
in English. The reflections also provide feedback to the instructor after each class
to modify and adapt the instruction as needed to assure student understanding. Students
are introduced to the Bloom’s taxonomy of questioning with the goal of gradually using
higher order level questions as the students acquire their second language but also
used in their first language as soon as possible.
4.10
"...ensure that candidates demonstrate understanding of a variety of instructional
approaches that foster student engagement and interaction and the development of higher-order
thinking skills...."
In all three Spanish classes (SPAN 119, 121A, and 134) students do a variety of activities
that develop the higher-order thinking skills. For example, in Spanish 119 and Spanish
121A, when students learn about the use of the letter h in Spanish, they are given
the Greek and Latin prefixes and must analyze words like "hemorragia" and "hidrocefalia"
and must determine why they are written with an h.
In Hmong 101, students will enhance the approach of “Posing hypotheses- finding answers
by making interpretation” or global comprehension on complex texts
In LEE 136, students select quotes directly related to a variety of topics and then
must use their personal higher order thinking skills to reflect on the quotes they
selected. The reflections must be written in Spanish. Students are grouped in homogeneous
and heterogeneous groups for class activities.
In CLAS 116, candidates apply knowledge of the research on the cognitive effects of
bilingualism and biliteracy as developmental processes in instructional practice.
4.11
How does the program ensure that candidates demonstrate understanding of ways in which
students’ life experiences (immigrant or refugee experience, prior educational experiences,
oral tradition), language development, and language variations can be used to foster
content learning in the primary and target languages?
In all three Spanish classes (SPAN 119, 121A, 134), instructors understand and take
into account the fact that most of the students come from a rural, immigrant or refugee
background. For example, instructors make students aware of the need to expand one's
vocabulary and general cultural knowledge in order to be able to communicate both
orally and in writing at an academic level. At the same time, students are told that
their own experiences and background are very relevant in the process of acquisition
of new knowledge, and that both types of knowledge and experience are essential in
the classroom, as students or as teachers. By doing so, the students learn that when
they become teachers, they will face the same situation, especially if they teach
in the rural areas of the San Joaquin Valley. For example, in the Spanish classes,
special consideration is given to literary texts that have to do with the rural experience
of the students. For example, they read and analyze stories about the “campesino”
experience.
In Hmong 100, students are encouraged to share from their own experience, and fragments
of the Hmong culture that they are familiar with in sight of fostering a better understanding
of their own and of another contemporary civilization, and also stimulating a systematic
reflection on their own ideas, values and beliefs.
In Hmong 101, native speakers will be asked to share their knowledge of culture and
experiences.
In LEE 136, the short novel “Me llamoMaría Isabel” [My Name is María Isabel] provides
many opportunities for the students to share their personal experiences when they
first came to school as Spanish speakers.
In CLAS 116, the program prepares candidates to actively promote authentic parental
participation that includes learning about school systems, assuming leadership roles
and affecting policy. Field Study Activity. Students will be required to attend one
of the following: City Council Meeting, Board of Supervisors Meeting, or a Community
Organization Meeting. The purpose of the assignment is for the student to experience
the policy/decision making process.
In SPAN 121A, students are informed that the formal letter format can be utilized
to communicate with parents and school personnel.
In LEE 129, student communicates with Hmong adults about issues in education and conferencing
with parents.
4.12
How does the program ensure that candidates demonstrate the ability to select, develop
and/or adapt, administer and interpret a variety of content assessments in order to
plan, organize and differentiate instruction in bilingual settings?
As students observe ELD/SLD and content lesson observations, they must apply their
knowledge of assessments used before, during, and after the lessons to evaluate the
progress of the students. In LEE 136 the various language proficiency and content
area unit and state exams are discussed as they relate to providing instruction in
the bilingual classroom. Chapter 8 of the Dual Language Instruction [Cloud 200] presents
assessments used to develop model bilingual lessons including nonverbal responses,
labeling tasks, matching tasks, true/false quizzes, and simple explanations.
4.13
How does the program ensure that candidates have the ability to reflect upon and implement
effective practice that fosters the development of biliteracy through content instruction?
In LEE 136 the students must submit daily reflections on a variety of topics directly
related to bilingual classroom instruction [family, school, students, tests, learning
English, learning Spanish, common sayings, cultural activities, academic concepts,
reading in Spanish, and math in Spanish]. Chapter 5 [Cloud, 2000] presents many ideas
on developing literacy in two languages including transference of concepts, building
strong skills in the primary language, selecting appropriate materials, parent involvement,
develop oral language skills, culturally appropriate materials, teach in stage-appropriate
ways, and many other strategies and priorities.
4.14
How does the program promote the candidates’ understanding of central concepts of
intercultural communication including patterns of nonverbal communication, oral and
written discourse and origins of dialectical and/or tonal variations and their influence
on standard academic language development?
In Hmong 100, focuses on perfecting the speaking skills and abilities: to develop
vocabulary, to improve tones in using chanting/singing learning approach, to be able
to converse in describing, explaining a story.
Through the study of “dichos and refranes” [common sayings], the students in LEE 136
compare Spanish sayings to English sayings and the variations of idiomatic expressions
used in both languages. The LEE 136 students also read and discuss an article written
in the New Mexico dialect of Spanish. Many examples of silent language and body language
are discussed especially when the meaning changes across cultures.
In all three Spanish courses (SPAN 119, SPAN 121A & SPAN 134) special emphasis is
given to the understanding of code-switching, language mixing and inter-language (e.g.
uses of Spanglish and false cognates). Students also learn about the use of standard
Spanish versus regional variation of Spanish (e.g. the use of “pelo chino” instead
of “pelorizado”).
In LEE 135 and LEE 136 focus is placed on the discussion of nonverbal communication,
compare and contrast L1 and L2 [Spanish and English or Hmong and English], learn how
to expand dialectical vocabulary to include academic vocabulary, and [in LEE 136]
discuss Spanish-English cognates.
4.15
How does the program ensure that candidates demonstrate the ability to review and
evaluate materials, to identify potential areas of offense or bias (e.g., race, class,
gender, religion, country of origin) and to ensure appropriate representation of linguistic
and cultural diversity within and across language and cultural groups?
In LEE 136, students are introduced to children’s literature books in Spanish from
a variety of sources. Emphasis is placed on selecting the books which provide authentic
representations of students within the context of their own cultural setting. Whenever
possible, students are advised to locate children’s books written by authors from
within the culture of the materials presented in the books.
In SPAN 119 and 121A, students are made aware of potential areas of offense or bias
when using Spanish in contrast with English. For example, the use of the term "negro"
in Spanish; the frequent use of religious expressions in Spanish, such as "Dios mío;"
or the use of what are considered terms of endearment in Spanish, such as "gordo"
and "gorda."
In HMONG 100 & 101, focus is placed on the development of linguistic, bilingual and
bicultural competency and accurate knowledge: to be able to identify issues, and analyze
then propose appropriate answers to situations of use of language where there may
be discrepancies and/or cultural and language conflicts.
4.16
How does the program ensure that candidates demonstrate the ability to develop, adapt,
evaluate, and/or align primary and target language materials, content standards and
curriculum frameworks?
In SPAN 119, 121A, and 134, students learn strategies to teach language and literature
according to the grade level of the students. They learn about the standards and
how to develop lessons that align with them. As part of this experience, the students
have to write a lesson plan for a certain grade level and then do a mock teaching
presentation for the class.
In LEE 136 and LEE 172, students must identify the content standards based on the
California standards for their language and content lesson observations. The materials
selected and used must also be culturally relevant. In LEE 136, they are also directed
to the California Foreign Language frameworks.
4.17
How does the program ensure that candidates demonstrate the ability to evaluate and
select state-adopted and state-approved textbooks, and supplementary materials in
primary and target language for bilingual education settings based on a variety of
criteria including appropriateness for instructional purpose, alignment with curriculum,
student and community needs and level of academic language?
In LEE 136 students are directed to a variety of publishers and websites that specialize
in materials for bilingual classrooms. They are also directed to organizations such
as NABE, CABE, Two-Way CABE, and the Center for Applied Linguistics to locate the
most recent information regarding the selection and criteria for bilingual materials.