The Commission on Teacher Credentialing appointed twenty-five individuals to serve as panel members of the 2011 English Learner (EL) Authorizations Advisory Panel. This Panel implemented recommendations of a prior panel as directed by the Commission at its September 2010 meeting. Panel members completed the following:

  • An extensive review and analysis of current teacher preparation standards and proposed revisions for updating the standards as they relate to the teaching authorizations for English language development (ELD) and specially designed academic instruction in English (SDAIE)
  • The development of subject matter requirements (SMRs) in English Language development for a new CSET: World Language (WL) content area; these form the basis for the CSET/WL: ELD examination and WL: ELD subject matter program standards
  • The development of a pedagogy standard for the Single Subject: World Language Credential in ELD.
  • The development of standards for a new English Learner Specialist Credential
  • A review of current standards and recommendations for new content relative to English learners to be included in future updates of the Pupil Personnel Services and Administrative Services Credentials.

BACKGROUND INFORMATION

CTC Agenda Items Related to the Work of the 2011 English Learner Authorizations Advisory Panel

Commission-adopted Documents

Other Resources such as current credential requirements and standards used by other states or professional organizations for similar credentials

Current research and resources regarding programs and effective strategies for Teaching English Learners

  • Improving Education for English Learners: Research-Based Approaches [PDF]
    Represents an anchor publication of the California Department of Education to assist school districts in the design, implementation, and evaluation of programs for English learners. It is intended to support educators in addressing the instructional needs of English learners through approaches such as English language development, sheltered content, primary language, as well as cross-cultural and intercultural education interventions.
  • Improving Education for English Learners - Free Webinar Series [PDF]
    From October 2010 through February 2011, WestEd's Schools Moving Up hosted a free webinar series focused on English language learners, with nationally recognized researchers and professional development providers speaking on topics covered in the recent publication, Improving Education for English Learners: Research-Based Approaches. All webinars are archived for free access.
  • Reparable Harm, Fulfilling the Unkept Promise of Educational Opportunity for California's Long Term English Learners
    A New Research and Policy Report by Laurie Olsen, Ph.D. outlines basic principles and promising approaches for school districts to meet the needs of English Learners more effectively. The report, an executive summary and a presentation are available to download free of charge.
  • California Department of Education. (2009). Core components-RtI2 .
  • Universal access to the language arts curriculum. (2007). In Reading/language arts framework for California public schools: Kindergarten through grade twelve (pp. 262-274). Sacramento, CA: California Department of Education.

Resources Suggested by Panel Members

  • English Language Learners and School Improvement Supports [Podcast]
    What we can Learn from District Practices and Implications for Policy. Presenters: Kenji Hakuta, Professor, School of Education, Stanford University and Rich Smith, Deputy Superintendent at Sanger Unified.
  • August, D., & Shanahan, T. (2008). Developing reading and writing in second-language learners: Lessons from the report of the national literacy panel on language-minority children and youth. New York, NY: Routledge, Center for Applied Linguistics, & International Reading Association.
  • Bunch, G. (2010). Preparing mainstream secondary content-area teachers to facilitate English language learners' development of academic language. Yearbook of the National Society for the Study of Education 109(2), 351-383.
  • Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters
  • Esparza Brown, J., & Doolittle, J. (2008). A cultural, linguistic, and ecological framework for response to intervention with English language learners. National Center for Culturally Responsive Educational Systems.
  • Hakuta, Kenji (2011), Educating Language Minority Students and Affirming Their Equal Rights: Research and Practical Perspectives. Educational Researcher, vol. 40, no. 4, pp. 163-174.
  • Lindholm-Leary, K., & Borsato, G. (2006). Academic achievement. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian, (Eds.), Educating English language learners (pp. 176-222). New York, NY: Cambridge University Press.
  • Lucas, T., & Villegas, Ana Mara (2010). The missing piece in teacher education: The preparation of linguistically responsive teachers. Yearbook of the National Society for the Study of Education, 109(2), 297-318.
  • Lyster, R. (2007). Learning and teaching languages through content. Philadelphia, PA: John Benjamins Publishing Co.
  • MacSwan, J. (2000). The threshold hypothesis, semilingualism, and other contributions to a deficit view of linguistic minorities. Hispanic Journal of Behavioral Sciences, 22(1), 3-45.
  • MacSwan, J., Rolstad, K., & Glass, G. V. (2002). Do some school-age children have no language? Some problems of construct validity in the Pre-LAS Espaol. Bilingual Research Journal, 26(2), 213-238.
  • Riches, C., & Genesee, F. (2006). Literacy: Crosslinguistic and crossmodal issues. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian, (Eds.). Educating English language learners (pp. 64-108). New York, NY: Cambridge University Press.
  • Valdz, G., Bunch, G., Snow, C., & Lee, C. (2005). Enhancing the development of students' languages. In Darling-Hammond, L., & Bransford, J. Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
  • Yoon, B. (2008). Uninvited guests: The influence of teachers' roles and pedagogies on the positioning of English language learners in the regular classroom. American Educational Research Journal, 45(2), 495-522.

Meetings of the 2011 English Learner Authorizations Advisory Panel

The schedule of the Advisory Panel's meetings is provided below; the agenda for each meeting will be posted.

 

 

Updated May 10, 2017