Course schedule subject to change



H Hybrid

Required (18 units)
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Orientation: CLAD Through CTEL

This orientation provides individuals interested in the CLAD Through CTEL Certificate Program with a clear understanding of the entire program, including its scope and goals, requirements, standards, the procedures that affect competencies, and field experience(s). It is mandatory for applicants entering UCR Extension's CLAD Through CTEL Certificate Program.


1 units

Culture and Inclusion

Examination of culture and cultural diversity and the relationship to academic achievement, development, implementation and evaluation of culturally inclusive instruction. Topics include cultural concepts and perspectives; cultural contact; cultural diversity in California and the United States; cross-cultural interaction; the roles of culture in the classroom and the school; culturally inclusive learning environments; family and community involvement; and culturally inclusive curriculum and instruction. The course is designed to provide candidates with the requisite knowledge, skills and abilities required by the California Commission on Teacher Credentials for Culture and Inclusion, CTEL Domains 1 (Culture and Cultural Diversity and Their Relationship to Academic Achievement) and 2 (Culturally Inclusive Instruction). EDUC X426 is a required course for the CLAD Through CTEL Program and an elective course for the University's Teaching English to Speakers of Other Languages (TESOL) Program


4 units

Language and Language Development

Research-based conceptual understanding of language systems, structures, forms, functions, and variations of both aural and written language forms. Language functions and variations, discourse and pragmatics can be applied directly to assessment and instruction of English learners and the specific linguistic and socio-linguistic challenges of English Learners are addressed. Materials, and methods for understanding and analyzing socio-cultural, and political factors that can affect second language development are presented. This course is designed to provide candidates with the requisite knowledge, skills and abilities required by the California Commission on Teacher Credentialing for Language and Language Development, CTEL Domain 1 (Language Structure and Use) and 2 (First and Second Language Development and their Relationship to Academic Achievement). It is a required course for the CLAD Certificate Through CTEL Program.


4 units

Assessment of English Language Learners

Principles and design of standards-based assessment and instruction for English language learners and the relationship to identification of students' strengths and needs in English language/literacy development and academic achievement. Topics will include roles, purposes and types of formal and informal assessment that inform teachers in planning effective, differentiated instruction; monitoring English learners' progress with respect to a given standard; issues of norming, test reliability, validity, and cultural and linguistic biases with respect to children of diverse backgrounds.


3 units

Foundations of English Language Development and Methods for Content Instruction

Examination of current research-based theories of second language acquisition and cognitive, linguistic, affective, physical and sociocultural factors that accompany each stage of language development. Differences between first- and-second language acquisition and the foundations of English Language Literacy and the use of California's English Language Development Standards and the English Language Development Test for appropriate instructional planning are explored. The practices for teaching literacy to English learners that promote both language development and academic achievement are presented.


6 units

CTEL Portfolio

The CTEL Portfolio course captures learnings and field experience from each of the courses and connects them together in a cohesive manner. Students will collaborate with instructors from each course on an individual basis to determine an appropriate field assignment based on academic and professional interests and to establish what types of materials should be included in the CTEL Portfolio. Although field assignments will differ between candidates, everyone must complete a CTEL Portfolio that documents their experiences, including organized reflections and evidence of knowledge, skills and abilities. The CTEL Portfolio runs concurrently with courses in the CLAD through CTEL program. instructors for each course will assist candidates in assembling the portfolio and reflections on learnings and field experiences, performing a portfolio check at the end of each course. At the conclusion of the last course, candidates will present the contents of their portfolio, including what they have learned and how they intend to apply learnings in a culturally diverse and inclusive classroom/educational setting. In the context of this course, candidates will: 1. Collaborate with program instructors who will provide guidance and feedback in your work during the CTEL Portfolio. 2. Develop and deliver appropriate interventions based on findings from the pre assessment and affect changes based on formative (ongoing) assessments. 3. Report reflections and summative findings from experiences in the CLAD Through CTEL Program. 4. Submit a portfolio that documents your progress over the course of the Program that includes the appropriate forms and examples of student work and/or progress.


1 units

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