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Master of Bilingual
Education

With a Preliminary Multiple or Single Subject Teaching
Credential and Internship Option with Bilingual Authorization
(Spanish) (CA)

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Home » Programs » Master of Bilingual Education With a Preliminary Multiple or Single Subject Teaching Credential and Internship Option with Bilingual Authorization (Spanish) (CA)

Program Overview

This Master of Bilingual Education offers a Preliminary Multiple or Single Subject Teaching Credential and Internship Option with Bilingual Authorization. It’s designed for candidates dedicated to teaching all K-12 learners by ensuring social-emotional thriving, meaningful academic achievement, and equitable and inclusive learning communities. Courses meet the new California Commission on Teacher Credentialing (CTC)  Program Standards, including the new 45 Teaching Performance Expectations (TPE), composing the TPE’s six domains and Teaching  Performance Assessments (TPA) associated with the revised 3.0 CalTPA model. This degree meets all CTC requirements for a Preliminary Multiple or Single Subject teaching credential and those requirements for a  master’s degree. The added Bilingual Authorization (SPANISH/ENGLISH)  meets all six Bilingual Program Standards as approved by CTC. Students in this Master’s degree complete a three-course emphasis in one of the following areas: Critical Thinking, English Learner Equity and Academic  Achievement, Inspired Teaching Practices, or Social Emotional Learning.

*Please Note: Students need to satisfy/pass the  Basic Skills Requirement (e.g., CBEST) and Subject Matter Competency  Requirement (e.g., CSET) early (before Credential Area Methods coursework) into their programs to avoid interruptions to program progress or financial aid arrangements.

For additional information on credential requirements, please see the Sanford College of Education Credential Information section of the catalog.

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Course Details

Course Listing

Program Requirements

  • Multiple Subject 20 courses
  • 85.5 quarter units or Single Subject 20 courses
  • 85.5 quarter units

Includes all foundation, credential area method courses, and those clinical practice courses granting graduate credit.

Introductory Core Requirement

  • 1 course; 4.5 quarter units

All students must complete ITL 600 and the credential packet before beginning ITL 604.

Course Name

Graduate level credential program requirements; K-12 school and classroom experiences; and observational skills in K-12 classrooms. Principles sustaining an inspired teacher mindset. Electronic showcase reflecting professional growth throughout the program.

Foundation Core Courses

  • 3 courses; 13.5 quarter units

Course Name

Examines psychological, socio-cultural, linguistic, and other factors influencing development, learning, and the full range of learners, including English Learners, standard-English learners, students with exceptionalities, and students with other needs. Considers a variety of data to identify appropriate strategies and community-based resources to support all learners and their families.

Prerequisite: ITL 604

Examines theories and research regarding typical and atypical child and adolescent development and learning. Considers various data collection and assessment techniques guiding the selection of effective instructional strategies, practices, resources, and technologies needed to create environments supporting the full range of learners and provide equitable access to the curriculum.

Prerequisite: ITL 606

Candidates integrate principles of learning theories and factors influencing human development when designing instruction and evaluating instructional effectiveness. Candidates will utilize a four-stage cyclical model of planning, teaching, analyzing and reflecting in the process of learning-and-teaching to ensure all students equitable access to the curriculum.

All Foundation Courses meet CTC requirements for Intern Pre-Service coursework.

Multiple Subject Methods Courses

  • 5 courses; 22.5 quarter units

BEFORE beginning any Multiple Subject Credential Area Method courses below, the candidate must complete all Core courses, pass CBEST, pass CSET, and meet other related program requirements.

Course Name

Research-based theories, methods, and strategies aligned to K-12 CA’s Common Core Standards and ELA/ELD frameworks. Principles needed to teach foundational reading, writing, listening, speaking, and language for all learners, including English speakers, English learners, standard English learners, students with exceptionalities, and students with other learning needs.

Prerequisite: ITL 510

Complex strategies for teaching reading, writing, listening, speaking, and language development. Research-based practices aligned to CA’s Common Core Standards and ELA/ELD frameworks. Language and literacy strategies for all learners, including English speakers, English learners, Standard English learners, students with exceptionalities, and students with other learning needs) in the K-8 classroom.

Prerequisite: ITL 512

Analysis of how elementary children think and learn mathematics. Research-based approaches enabling students to think critically and develop math proficiency. Developmentally appropriate instructional strategies for an integrative approach to teaching mathematics using content areas of visual and performing arts, social science, and STEM.

Prerequisite: ITL 516

Candidates apply developmentally appropriate practices in designing an integrative approach to science instruction. Utilizes a variety researchbased approaches supporting critical thinking and problem-solving skills. Analyzes how K-8 children learn science and other subject-matter utilizing an inquiry model. Integrates health science, physical education and STEM to support conceptual understanding and skills.

Research-based strategies and models managing an equitable and inclusive K-12 learning environments. Social-emotional growth, development, and individual responsibility. Positive interventions and supports, restorative justice, and conflict resolution practices.

Prevention of common classroom problems. Effectively work with challenging students. Establishment of safe classroom and school environments to prevent bullying.

* Upon issuance of the University Intern Credential, this course must be taken first.

Multiple Subject Bilingual Methods Courses

  • 4 courses; 18 quarter units

BEFORE beginning any Bilingual Authorization Method courses below, the candidate must complete all Core and Methods courses, pass CBEST, pass CSET, pass CSET LOTE, and meet other related program requirements.

Course Name

Prerequisite: ITL 600 Candidates must maintain a B (3.0) grade point average to complete the Bilingual Authorization Program.; ITL 604; ITL 606; ITL 608; ITL 530; ITL 510, or ITL 520 and ITL 512, or ITL 522 and ITL 516, or ITL 526 and ITL 518

Prerequisite: BIL 620

Prerequisite: ITL 512

Prerequisite: BIL 624

OR 

Single Subject Methods Courses

  • 5 courses; 22.5 quarter units

BEFORE beginning any Single Subject Credential Area Methods courses below, the candidate must complete all Core courses, pass CBEST, pass CSET, and meet any other related program requirements.

Course Name

Single subject teacher candidates utilize researchbased methods aligned with CA’s Common Core Standards and ELA/ELD frameworks. Applies principles and strategies needed to teach grades 9-12 content-based language/literacy instruction for English speakers, English learners, Standard English learners, and students with exceptionalities and other learning needs.

Prerequisite: ITL 520

Single subject teacher candidates utilize researchbased methods aligned with CA’s Common Core Standards and ELA/ELD frameworks to teach content-based instruction based on the language proficiency and literacy needs of English speakers, English learners, Standard English learners, and students with exceptionalities and other learning needs needed to sustain academic achievement.

Prerequisite: ITL 522

Instructional design principles for teaching in grades 7-12. Strategies for designing short and long-term curriculum/instruction/assessment aligned with content standards. Evidence-based research appropriate for the application the CA Common Core and academic standards across the various single subject content areas.

Prerequisite: ITL 526

Integrative instructional design models, approaches, and research in designated content areas. Analysis and reflection focused on teaching practices and beliefs. Learning Map design and implementation principles.

Research-based strategies and models managing an equitable and inclusive K-12 learning environments. Social-emotional growth, development, and individual responsibility. Positive interventions and supports, restorative justice, and conflict resolution practices.

Prevention of common classroom problems. Effectively work with challenging students. Establishment of safe classroom and school environments to prevent bullying.

*Upon issuance of the University Intern Credential, this course must be taken first.

Single Subject Bilingual Methods Courses

  • 4 courses; 18 quarter units

BEFORE beginning any Bilingual Authorization Method courses below, the candidate must complete all Core and Methods courses, pass CBEST, pass CSET, pass CSET LOTE, and meet any other related program requirements.

Course Name

Prerequisite: ITL 600 Candidates must maintain a B (3.0) grade point average to complete the Bilingual Authorization Program.; ITL 604; ITL 606; ITL 608; ITL 530; ITL 510, or ITL 520 and ITL 512, or ITL 522 and ITL 516, or ITL 526 and ITL 518

Prerequisite: BIL 620

Prerequisite: ITL 512

Prerequisite: BIL 624

Clinical Practice Pathways: Bilingual Student Teaching  OR Bilingual Internship (Student Teaching – 4 courses; 13.5 quarter units). Candidates will complete the bilingual clinical practice experience through student teaching or an internship.

The bilingual clinical practice (bilingual language K-12 classroom) experience courses (BIL 540A, BIL540B, BIL 640A, BIL 640B) do NOT grant graduate credit.

Bilingual Student Teaching

  • 4 courses; 13.5 quarter units

BEFORE beginning any Bilingual Student Teaching below, the candidate must complete all Core and Methods courses, pass CBEST, pass CSET, pass CSET LOTE, meet any other related program requirements, and submit a successful student teaching application. The bilingual student teaching application process must be completed at least three months before the candidate’s intended start of student teaching. Bilingual student teaching placements in Bilingual/Dual-Language K-12 classrooms are made through a collaborative partnership between the university and respective school districts. The bilingual student teaching placements must align with the CSET credential sought. Bilingual student teaching is unpaid and has at least 600 instructional hours (16-18 weeks of full-time student teaching) in designated bilingual/dual-language K-12 classrooms. 

Note: The two seminar courses below BIL 541A and BIL 541B are 2.25 quarter units each and will be taken concurrently with BIL 540A and BIL 540B.

Course Name

Corequisite: BIL 541A

Corequisite: BIL 540A

Corequisite: BIL 541B; Prerequisite: BIL 540A

Corequisite: BIL 540B or BIL 640B; Prerequisite: BIL 541A

Bilingual Internship

  • 4-8 courses; 13.5 – 31.5 quarter units

BEFORE beginning any of the Bilingual Authorization courses below, the candidate must complete all Core courses, pass CBEST, pass CSET, pass CSET LOTE and meet all CTC requirements related to the University Intern Credential. Placement in a bilingual internship occurs when the candidate holds employment in an approved CA public school in partnership with National University. Bilingual intern placements must align with the CSET credential, comply with the Commission on Teacher Credentialing, and with National University’s requirements. 

Bilingual interns need to be in good standing with the employer and National University for the duration of the active University Internship Teaching Credential. The intern serves as the teacher of record in an approved Bilingual/Dual Language K-12 classroom and is paid by the school or school district. The University Internship Teaching Credential is good for a maximum of two years and requires the candidate to be employed in the district and enrolled in National University’s intern teacher credential program. As long as the candidate holds the intern credential and is employed, they have up to two years to earn a multiple or single subject credential with Bilingual Authorization. For the third year as an intern, the Commission must approve an extension of the intern credential, and the candidate must obtain an approved CAS petition from National University documenting a medical emergency or other extreme circumstances necessitating an “exception to policy” and consideration on a case-by-case basis. If the petition is granted, the intern will be required to complete one or both of the following courses during the third year: BIL 640E and BIL 640F, respectively. Note: The two seminar courses below BIL 541A and BIL 541B are 2.25 quarter units each and will be taken concurrently with BIL 640A and BIL 640B.

Course Name

Corequisite: BIL 541A

Corequisite: BIL 540A

Prerequisite: BIL 640A; Corequisite: BIL 541B

Corequisite: BIL 540B or BIL 640B; Prerequisite: BIL 541A

Prerequisite: BIL 640A, BIL 640B

Prerequisite: BIL 640A, BIL 640B, BIL 640C

Prerequisite: BIL 640A, BIL 640B, BIL 640C, BIL 640D 

Prerequisite: BIL 640A, BIL 640B, BIL 640C, BIL 640D, BIL 640E

Degree and Course Requirements

To receive a Master of Bilingual Education with a Preliminary Multiple  Subject Teaching Credential and Internship Option with Bilingual Authorization, candidates must complete at least  85.5 quarter units of graduate credit or Master of Bilingual Education with a Preliminary Single Subject Teaching Credential with Bilingual Authorization. Candidates must complete at least  85.5 quarter units of graduate credit. Students must complete 63 units in residence at National University. Further information on graduate admission and evaluation can be found in the  Academic Information for Graduate Degrees section of the catalog.

Several requirements must be completed before beginning the credential courses, including completion of the Credential Packet, which includes multiple requirements, such as an acceptable background clearance and a negative TB test. To better understand the requirements, please refer to the Sanford College of Education’s Credential Information section located in this catalog.

The CBEST and CSET must be passed before beginning the Multiple Subject or Single Subject Methods courses.

Each Teacher Education and Bilingual /credential course (ITL, BIL)  includes a required four-hour field experience in a K-12 classroom  representing the candidate’s credential area and a diverse  bilingual/multilingual student population, except for the bilingual clinical practice courses.

Candidates choosing the Bilingual Internship option to obtain the  Preliminary Multiple or Single Subject Teaching Credential with  Bilingual Authorization will need to meet the Internship Eligibility  requirements as outlined in the Sanford College of Education Credential Information section of the catalog.

The Commission on Teacher Credentialing (CTC) mandates all approved  intern programs provide a minimum of 120 hours of pre-service coursework before becoming Intern Eligible. Candidates can meet the 120 hours  requirement through one of two pathways. Complete the foundation sequence of ITL 600, ITL 604, ITL 606, and ITL 608; pass CBEST; pass CSET, and have a school or district letter verifying a teaching position job offer as the “teacher of record.”

The CA Education Code stipulates a minimum of 144 hours of support and supervision must be provided to the candidate each year of intern employment and documented. Interns without a valid English Learner (EL)  Authorization from CTC will be required to receive an additional 45  hours of EL preparation support each year of intern employment (Total: 189 hours).

This Internship Option requires the successful completion of the bilingual internship clinical practice experience (minimum one year).

The CA Commission on Teacher Credentialing requires an intern-candidate holding a valid University Internship Credential to be continuously enrolled in clinical practice support and supervision.  During the first year, the intern will take BIL 640A and BIL 541A, BIL  640B, and BIL 541B. In the event that the intern has not met all program requirements during the first year and the intern’s employment continues during the second year, for National University to provide additional ongoing support and supervision, the intern will be enrolled in BIL 640B  repeatedly. While still employed, a bilingual intern candidate may be granted BIL 640B for a third-year extension with appropriate documentation of a medical emergency or other extreme circumstance(s),  through the University’s petition process, with decisions considered on a  case-by-case basis.

This program doesn’t have any specializations

Program Learning Outcomes

Upon successful completion of this program, students will be able to:

  • Integrate the knowledge needed for engaging/supporting all K-12 learners, including those with diverse learning needs
  • Integrate the knowledge needed for creating/maintaining effective learning environments for all K-12 learners, including those with diverse learning needs
  • Integrate the knowledge needed for making subject matter comprehensible for all K-12 learners, including those with diverse learning needs
  • Integrate the knowledge needed for designing/planning learning experiences for all K-12 learners, including those with diverse learning needs
  • Integrate the knowledge needed for assessing all K-12 learners, including those with diverse learning needs
  • Integrate the knowledge needed for being a legal, ethical, and professional educator for all K-12 learners, including those with diverse learning needs
  • Analyze and examine the philosophical, theoretical, historical, legal, and legislative foundations of education policies, school programs, and research on the effectiveness of Bilingual/Dual-Language education and bilingualism in the United States
  • Compare the country/countries of origin, including geographic barriers, demographic and linguistic patterns, and how these affect trends of migration and immigration and how these factors influence the socialization and acculturation experiences of minority groups in California and the U.S.
  • Interpret research on the development of cognition, bi-cognition, and metacognition as a result of bilingualism/biliteracy and multilingual developmental processes in bilingual/dual-language classrooms across program designs
  • Design bilingual instruction by planning, developing, implementing, and assessing standards-aligned content instruction in the primary and target languages that integrate the knowledge of bilingual pedagogical models, instructional strategies for cross-language transfer, interlanguage, and translanguaging
  • Design instruction by planning, developing, implementing, and assessing standards-aligned content instruction in Spanish as a primary language and evaluate bilingual instructional models, instructional and assessment strategies for higher-order thinking
  • Design programs to promote authentic parental participation that includes learning about school systems, assuming leadership roles and affecting policy, understanding the family as a primary language, and cultural resource
  • Demonstrate academic language proficiency in listening, speaking, reading, and writing the target language (SPANISH) within graduate-level coursework

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