Critical Bilingual Authorization
California is becoming increasingly bilingual, both through the demographics of those going through the K-12 school system and through the policies implemented at the district and state levels. To respond to and support these evolving needs, the SJSU Lurie College of Education Critical Bilingual Authorization Pathway (CBAP), Bilingüismo y Justicia, prepares teachers to obtain an authorization to serve in dual immersion or bilingual school settings in California. The pathway specializes candidates in pedagogy, practices, and ability to identify linguistic assets and potential for students and empowers candidates to be changemakers in their own context. Listen to Lurie College faculty Luis Poza and Eduardo Muñoz-Muñoz discuss Bilingüismo y Justicia in futher detail in our Innovations Podcast.
Meet A Bilingüismo y Justicia Program Student
Adriana Priego is a graduate student in the SJSU Lurie College of Education who is also pursuing a multiple subject teaching credential and bilingual authorization. Adriana is also the recipient of the Ada Louise Watters Scholarship award for the 2019-2020 academic year!
Meet the Bilingüismo y Justicia Faculty
Eduardo Muñoz-Muñoz | Bilingual Authorization Program Coordinator | Assistant Professor, Teacher Education
Dr. Muñoz-Muñoz focuses on language and identity, Emergent Bilinguals and Heritage Spanish Learners, Dual Immersion Programs, US Spanish and education, critical pedagogy and the development of Critical Language Awareness in (bilingual) teachers. Dr. Muñoz-Muñoz works at the intersection of policy and pedagogy in the growth of the bilingual teacher pipeline in California. In the conduct of his research, Dr. Muñoz-Muñoz also explores the epistemological implications of qualitative design and methods in educational settings. He has engaged with districts in the actual design and implementation of Dual Immersion Programs and the alignment of supports for Emergent Bilinguals.
Luis Poza | Assistant Professor, Teacher Education
Luis Poza's research investigates how beliefs about language, language learning, race, and nation are embedded in educational practice and policy. He uses qualitative methods, principally ethnography and participant observation, to examine how these ideologies and their curricular and legal manifestations shape students’ experiences in schools. Dr. Poza also draws upon his research in his teaching to support teacher candidates learning how to best serve students from historically marginalized populations.
Allison Briceño | Assistant Professor, Teacher Education
Allison Briceño, Ed.D., coordinates the Reading and Literacy Leadership Credential and MA Program. Her research focuses on bilingual teacher preparation and how bilingual students use all of their linguistic resources to understand text. Dr. Briceño’s recent scholarship has appeared in Teacher Education Quarterly, International Multilingual Research Journal, Reading Teacher, Language and Education, and Reading Psychology.
David Whitenack | Professor, Teacher Education
David A. Whitenack, Ph.D., teaches courses focusing on emergent multilingual students, supervises pre-service teachers, and coordinates the TED graduate program. Whitenack has published, presented, led professional development initiatives, and served as co-PI on grant-funded projects related to improving the education of English learners. His current work with a cross-departmental team of colleagues uses an intersectional approach to prepare all general and special education teachers to meet the learning of needs of all students in mainstream classrooms in the context of teacher residency partnerships.
Rosalina Quintanar-Sarellana | Professor, Teacher Education
Rosalinda Quintanar-Sarellana graduated from Stanford University with a Ph.D. in the area of Literacy, Language and Culture, and a Masters in the area of International Education and Development. Presently, she is a professor at San Jose State University, where she teaches First and Second Language Acquisition and Multicultural Education. She has written numerous articles on language acquisition and language development, social justice and multicultural education. She has also taught at Stanford University, UC Davis, Universidad Metropolitana in Mexico City, Universidad de Monterrey, México; INACAP in Santiago, Chile; Sanko Schools in Gaziantep, Turkey; Nova Scotia, Canada; and Shenzhen, China.
To learn more about the Critical Bilingual Authorization Program, Bilingüismo y Justicia, please contact email@example.com.