The BCLAD further prepares teachers to teach ELLs in their native language while they are learning English.
SB 2042 did not include guidelines for the development of BCLAD programs.
Although there are no BCLAD guidelines to date under SB 2042, the Education Code of the State of California guarantees the existence of bilingual credential programs.
Test 1 Test 2 Rest 3 Language Methodology Culture Structure of Bilingual, and Cultural and 1st and English Diversity 2nd Language Language (4 areas) Development Development, (2 areas) and Content Instruction (4 areas) CLAD X X X BCLAD
X X X Test 4 Test 5 Test 6 Methodology The Culture the Language for Primary of Emphasis * of Emphasis ** Language Instruction CLAD BCLAD
X X X * Tests are for Armenian, Chinese, Filipino, Hmong, Khmer, Korean, Latino, Punjabi, and Vietnamese.
Generally, students have very positive attitudes about the BCLAD reading/language arts methodology courses at CSUDH.
Most recently, California depended on its BCLAD (Bilingual, Cross-cultural, Language, and Academic Development) credential/certificate to prepare and certify teachers competent in educating California's EL student population in bilingual settings.
The current standards for BCLAD certificate teacher education programs require institutions to integrate competencies and assessments for bilingual teaching within existing multiple and single subject teaching credential programs.
After attending this conference my interest and motivation to continue with my Spanish studies and obtain a BCLAD
In addition to teaching required core courses at a local university for CLAD (Crosscultural, Language, and Academic Development) certification in the Single Subject Credential Program, I have also been supervising the practicum of Multiple Subject Credential Program pre-service teachers (PST)--also known as student teachers--for CLAD and BCLAD
(Bilingual Crosscultural, Language, and Academic Development) certification at various schools in different school districts.
This action research case study was therefore designed to document issues, concerns, and implications of Structured English Immersion for second language learners, and teachers enrolled in the CSULB BCLAD program in the era of Prop.
The article concludes implications for changes to the BCLAD Teacher Education Program at CSULB.
The analysis of this documentation was corroborated with observations of three student teachers in each of two semesters, and focused discussions in the BCLAD seminar.