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San Diego State University

Project CORE

Dual Language & English Language Development Certificate Programs

Program Description
Criteria & Application Process for Certificate Programs and Project CORE 
Courses
Additional Information & Questions
View the Certificate Programs Flyer 

Visit the DLE Dept Certificate Programs website

PLEASE NOTE: A Spanish bilingual credential is required in order to qualify for the Dual Language Certificate program however, a bilingual credential is not needed for the ELD Certificate.

 

In-Service Teacher Participants

San Diego County in-service teacher participants (living or employed in San Diego County) can earn a $1,500 stipend by taking a series of four courses to earn an English Language Development for Academic Literacy Certificate or a Dual Language Certificate and participating in Project CORE events. Both certificates prepare teachers with the skills to align CCSS with levels of language proficiency, a critical aspect of delivering comprehensible and quality instruction to English Learners (EL's).

Program Description

Overview

With the ultimate goal of transforming education for EL's, Project CORE brings together educators and second language acquisition experts from San Diego State University's College of Education, San Diego County Office of Education, and local school districts to address the critical and urgent need to transition to California's Common Core State Standards (CCSS). Through these partnerships, Project CORE will specifically address the gap of educator capacity to provide EL's access to CCSS and opportunity to acquire 21st century, college and career readiness skills. In preparing university faculty, pre- service teachers and in-service teachers through specialized professional development, Project CORE will improve pedagogy of Dual Language Learners and, in turn, raise their achievement.

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English Learners and Common Core State Standards (CCSS)

EL's are a heterogeneous group of students with varying degrees of primary language, English language, and academic language proficiencies. Because limited degrees of English language development and academic language development restrict these EL's access to grade-level academic content areas, educators must recognize that EL's are doing "double the work" of their English fluent peers; EL's must learn English and simultaneously learn academic content. In order to provide California's EL's equal educational opportunity, there is an urgent need to account for their unique educational needs and address these needs during the transition to the CCSS. Project CORE's specialized professional development goes beyond addressing the 12 major shifts of CCSS in the context of EL's to engaging educators in the ideological shifts necessary for providing EL's access to the rigor of CCSS.

1. Short, D.J., & Fitzsimmons, S. (2007). Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners-A Report to Carnegie Corporation of New York. Washington, D.C.: Alliance for Excellent Education.

This program is sponsored by the US Department of Education through the Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students 

 

Benefits

  • $3,000 stipend upon certificate completion
  • Coursework may be applicable towards a Master's degree 
  • Participants engage in collaborative professional development with SDSU faculty and the San Diego County Office of Education to enhance their capacity to deliver CCSS to EL's.
  • Participants will have access to an Online Learning Community that will include the latest research, strategies, and assessments for creating access to the CCSS for EL's.
  • Potential to improve job security
  • All courses are online


Criteria & Application Process for Certificate Programs and Project CORE

  • All College of Education graduate-level programs require that you complete two online applications. 
  • Project CORE requires that you currently hold a CA teaching credential (*Requires a Spanish bilingual Credential for teachers seeking Dual Language Certificate.) If you do not have a credential but you work with EL's, you are eligible to enter the ELD certificate program but not for Project CORE. 
  • One letter of recommendation from a school principal or other 
  • 500-800 word Statement of Purpose 
  • Official transcripts from all colleges attended (other than SDSU) -  (3.0 minimum GPA in graduate work or last 60 units to qualify for Project CORE; 2.85 minimum GPA to qualify for certificate programs.) 
  • Officially enroll in Project Core at the Program Orientation Session by completing Project CORE paperwork and signing a letter of commitment to complete the certificate program. 
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Courses

Note: descriptions below have been updated for 2013. These updates are not yet reflected in the course catalog.

 

 

English Language Development for Academic Literacy Certificate (12 Units) 

  • DLE 600B Foundations of Critical (Bi)literacy Development
    This course will focus on the principles of critical literacy and democratic schooling for schools with high numbers of culturally and linguistically diverse students. Participants will examine bilingual, dual language and English-only program models for language learners and apply policies and practices informed by current research, state and national standards (e.g. Common Core) to literacy curriculum and pedagogy. The outcome of this course will be for teachers to develop ideological clarity on what it means to be an effective teacher to develop a plan of enacting principles of democratic practices and critical pedagogy in their classrooms. 

  • DLE 650 Curriculum Development for Urban School Communities
    This course will involve participants in examining curriculum models used in English only, dual language and bilingual programs, as informed by current research, state and national standards (e.g. Common Core). It will take an action research approach to examine program models, processes and products. 

  • DLE 553 Language Assessment & Development
    This course will consider the processes of teaching literacy for Common Core across content areas and subject matter in grades k-12, informed by current research, state and national standards (e.g. Common Core). The processes of language and literacy assessment will be analyzed, as well as the examination of transfer skills from L1 to L2. Participants will complete case studies of students to determine appropriate language for literacy instruction and determine the best approach for English and non-English speaking students in the classroom. Issues of oral and written language will be considered as well as teacher assessments and more formal district and state mandated assessment measures. 

  • DLE 651 Curriculum, Teaching, and Assessment: ELD and SDAIE
    English language development and delivery of comprehensive instruction for EL's. Strategies for implementing state adopted instruction programs for ELD in language and content. (Formerly numbered Policy Studies in Language and Cross-Cultural Education 651.)

 

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Dual Language for Academic Literacy Certificate (12 Units)

  • DLE 600B Foundations of Critical (Bi)literacy Development
    This course will focus on the principles of critical literacy and democratic schooling for schools with high numbers of culturally and linguistically diverse students. Participants will examine bilingual, dual language and English-only program models for language learners and apply policies and practices informed by current research, state and national standards (e.g. Common Core) to literacy curriculum and pedagogy. The outcome of this course will be for teachers to develop ideological clarity on what it means to be an effective teacher to develop a plan of enacting principles of democratic practices and critical pedagogy in their classrooms. 

  • DLE 650 Curriculum Development for Urban School Communities
    This course will involve participants in examining curriculum models used in English only, dual language and bilingual programs, as informed by current research, state and national standards (e.g. Common Core). It will take an action research approach to examine program models, processes and products. 

  • DLE 553 Language Assessment & Development
    This course will consider the processes of teaching literacy for Common Core across content areas and subject matter in grades k-12, informed by current research, state and national standards (e.g. Common Core). The processes of language and literacy assessment will be analyzed, as well as the examination of transfer skills from L1 to L2. Participants will complete case studies of students to determine appropriate language for literacy instruction and determine the best approach for English and non-English speaking students in the classroom. Issues of oral and written language will be considered as well as teacher assessments and more formal district and state mandated assessment measures. 

  • DLE 604 Learning and Teaching Language in a Dual-language Setting
    This course will examine the fundamentals of dual language instruction with a focus on how teachers model oral and grammatical structures in language, with special attention to Spanish and English. The course will guide teachers on how to introduce and develop language acquisition and written structures from K to 12th grade. Special emphasis will be placed on the teaching of written structures for academic literacy and achievement. 
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Additional Information & Questions

For more information about this specific program, call (619) 594-1836 to make an advising appointment or email Tamara Collins-Parks, PhD, at  tcollins-parks@mail.sdsu.edu.

 

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PLEASE NOTE:
Stipends are no longer available, the last cohort has been Fall 2016.