One of the few programs of its kind, this certificate offers a unique 12-unit course of study geared specifically for Mandarin speakers who teach or lead immersion, bilingual/dual language, and heritage language programs. Courses are designed to increase participants’ instructional skills and are taught in Mandarin and English by experienced instructors. Participants include credentialed and non-credentialed teachers who have intermediate or advanced skills in Mandarin. This hybrid program includes live, web-based (synchronous), online learning (asynchronous), and a practicum experience.
- Course 1a – Content-Based Instruction and Curriculum Development – 4 units (New Scholars)
- Course 1b – Content-based Instruction and Curriculum Development – 2 units (Returning Scholars)
- Course 2 – Practicum in Teaching Mandarin in PreK-12 Settings – 1 unit (New Scholars)
- Course 3ab – Assessment Principles for Language Learning – 4 units (New Scholars)
- Course 3b – Assessment Principles for Language Learning – 1 unit (Returning Scholars)
- Course 4 – Chinese Grammar Pedagogy – 3 units (New Scholars)
Participants can register for one or all courses. Courses may be taken out of order.
Admission Requirements/Prerequisite: Mandarin speaking teachers or teachers in bilingual/dual language programs.
To earn a certificate, New Scholars must complete of all four (4) courses (12 CEU units total) with a grade of a "B" or better in each course.*
*Prior to course enrollment, participants should check their district’s requirements for CEU acceptance and salary point equivalency.
To register for the Teaching Mandarin in PreK-12 Settings Certificate, please visit our registration page no later than May 10th:
New Scholars (Courses 1-4, 12 Units)
To apply for the Teaching Mandarin in PreK-12 Settings institute, please complete our Teacher Application.
For more information, please complete our Interest Form.
LMU CBTE program opened my eyes to immersion language teaching. Not only I learned useful teaching strategies, but also some best ways of curriculum designing and teaching philosophy. My experience in LMU changed me from the beginning to the end.
The summer of STARTALK helped me a lot in terms of thinking outside the box. As a regular school teacher, you have strict curriculums and programs to follow. However, at STARTALK, you have a lot of room to apply teaching methodologies and strategies you’ve learned under the program guidelines. For example, I was able to incorporate Pictorial Input, music and many other strategies during the teaching portion of the program. Additionally, the program provided opportunities for me to work with a team to create lessons together instead of doing most of the work on my own. By doing so, I was able to reflect my teaching methods based on other teachers’ feedback and improve in the classroom. The CBTE program also helped me build a strong theoretical and cultural foundation before my teaching career. I’ve benefited from multiple classes, including the Chinese-American cultural class to accurately understand the perspectives of my students for being Chinese-American. It helped in developing closer connections between my students and I.
LMU CBTE program offers me a precious opportunity to return to teaching career and to be an effective bilingual elementary teacher. My two years here was fruitful because of thought- provoking coursework, classroom observations, and student teaching. Thank you LMU!