Commission on Teacher Credentialing Approves 8 ELL-Related Credential Options - Victory for CATESOL

Oct 15, 2026

Commission on Teacher Credentialing (CTC) voted unanimously on September 30, 2010 to approve eight recommendations expanding authorizations for teaching English language learners. The recommendations address academic language and literacy, preparation for single-subject teachers using SDAIE, updated program standards grounded in current research, limits on 2042-prepared authorizations, and further study of an advanced EL authorization. The approval supports a new “New or World Language” credential to better serve California’s long-term English learners by improving teacher capacity and student reclassification outcomes.

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CTC Approval of Eight ELL-Related Credential Options

Focus Areas of the Recommendations

Impact of the New “New or World Language” Credential

Policy Development and Advocacy History

JEFF FROST CATESOL Legislative Advocate KAREN CADIERO-KAPLAN San Diego State University NATALIE KUHLMAN San Diego State University Commission on Teacher Credentialing Approves 8 ELL-Related Credential Options On September 30, 2010, the California Commission on Teacher Cre dentialing (CTC) voted unanimously to approve a set of eight recom mendations for authorizations to teach English language learners.1 In the words of CTC Executive Director Dale Janssen,“I believe the commission took a giant step forward in helping provide better services for English language learners.” The passage of these recommendations is a huge victory for CATESOL. These recommendations approved by the CTC had been in development for almost two years; the full set of recommendations can be viewed online at [http://www.ctc.ca.gov/commission/agendas/2010-09/2010-09-2E.pdf](http://www.ctc.ca.gov/commission/agendas/2010-09/2010-09-2E.pdf). The recommendations focused on several issues, including: (a) a specific focus on “academic language” and “academic literacy” in the context of teaching English learners; (b) the development of knowledge, skills, and abilities necessary for single-subject teachers to successfully use SDAIE; (c) standards that should be reviewed, updated, and revised to assure that the content provided in preparation programs regarding English learners reflects current research and issues in the field; (d) the authorization for 2042-prepared single-subject teachers should be limited to authorizing holders to provide SDAIE instruction only and should not include an authorization to provide English language development (ELD); and (e) further study should be given to the issue of the possibility of establishing an advanced EL authorization to provide a resource to all teachers and administrators with respect to teaching English learners in the content areas. For CATESOL, the most important of the eight recommendations approved by the commissioners was the development of a “New or World Language” credential. The development of this new ELD or “New World” credential will help meet the language and academic needs of California’s long-term English learners (Olsen, 2010). This certification will place teachers specifically prepared to teach English learners in leveled ELD or ESL classes at the middle and high school levels. Having specifically certified teachers working with ELs will increase the linguistic and language competency ofELs such that they can be successful in school and as a result be reclassified. The data show that almost 60 percent of English language learners in secondary schools had been in U.S. schools for more than 6 years without reaching a sufficient level of English proficiency to be reclassified as fluent (Olsen, 2010) . 60 • The CATESOL Journal 22.1 • 2010/2011 Such a large percentage of students who are in classes in California are second language learners and are being taught by teachers who do not have specific content-area knowledge of linguistics and second language acquisition theory and methodology. For most EL students, particularly those at the middle and high school levels, students lack the vocabulary and language skills necessary to access the rigorous content contained in the subject area. An ELD-trained teacher is much better prepared to help students gain the academic and other language skills they need to be successful. Approval of this new ELD or “New World” credential will help future high school teachers to gain these needed skills. The development and implementation of this credential has been one of CATESOL’s highest policy priorities for at least a decade. About 15 years ago, Natalie Kuhlman, from San Diego State University, and Jan Eyring, from California State University, Fullerton, wrote a position paper that advocated for TESOL majors to be developed in the credentialing of English secondary teachers. This position paper was revisited in 2003 when Karen Cadiero-Kapla

FAQs

What decision did the CTC make on September 30, 2010?

The CTC voted unanimously to approve eight recommendations related to authorizations for teaching English language learners.

Which key areas do the eight recommendations cover?

They cover academic language and literacy, teacher competencies for SDAIE, the need to review and update preparation standards, limits on certain authorizations, and further study of an advanced EL authorization.

Why is the “New or World Language” credential considered most important for CATESOL?

It is intended to meet long-term English learners’ language and academic needs by placing specifically prepared teachers in leveled ELD or ESL classes, improving students’ proficiency and supporting reclassification.

Oct 15, 2026

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