| State licensure policies for bilingual teachers reflect a | | | | concepts or content knowledge needs to be |
| common knowledge base about what knowledge, | | | | developed through language that students have |
| skills, and abilities are required for effective bilingual | | | | mastered. Knowledge of effective grouping patterns |
| program implementation and classroom teaching. In | | | | according to students' dominant language and L2 |
| California, as elsewhere, state agencies and | | | | proficiency. Selection and adaptation of L1 and L2 |
| institutions of higher education continue to refine and | | | | materials and texts for grade-level instruction in L1 |
| augment the knowledge and research bases for | | | | and developmentally appropriate materials in L1. |
| teacher certification. This expanded knowledge has | | | | Knowledge of cross-linguistic transfer theory and the |
| been applied in teacher education and credentialing | | | | connections between students' academic knowledge |
| programs for enhancing the effectiveness of | | | | and their growth in L2 proficiency. Ability to develop |
| teachers who work with English language learners in | | | | critical thinking skills in L1 and to present increasingly |
| various types of programs. | | | | challenging content material in L2 as students' |
| Policy initiatives that increase the rigor of testing and | | | | proficiency increases. Ability to determine what |
| academic demands for earning bilingual teaching | | | | content needs to be introduced, practiced, and |
| certification are responses to changes in federal and | | | | assessed in either L1 or L2 at points in time in the |
| state laws and policies regarding the education of | | | | curriculum. |
| English language learners (ELLs) and the demand for | | | | Knowledge of the benefits of bilingualism and the |
| teachers with bilingual teaching skills. As the research | | | | expectation that students become fully bilingual and |
| evidence supporting effective bilingual teaching | | | | biliterate. Knowledge of bilingual language use in the |
| practices expands, programs and licensure regulations | | | | students' homes and community and affirmation of |
| for certifying bilingual teachers will benefit. | | | | the use of two or more languages as a resource. |
| Distinguish between challenges to students' learning | | | | Expectations that students will become fully |
| based on their lack of language proficiency to | | | | linguistically and culturally integrated into society as |
| express their knowledge of content and when the | | | | bilingual individuals. |