(a) Bilingual Program Models: Various instructional programs that support emergent PK-12 bilingual students. These models can have different goals including but not limited to focusing on developing English proficiency or on developing bilingualism and/or biliteracy skills. Models can be categorized into four types: Developmental Bilingual Program, Dual Language Immersion Program, One-Way Immersion Program, and Transitional Bilingual Education.

(b) Concurrent Candidates: Candidates seeking to earn both a Preliminary teaching credential and a Bilingual Authorization as part of their initial preparation for the credential.

(c) Contrastive Analysis: The systematic study of a pair of languages with the purpose of identifying their structural differences and similarities.

(d) Cross-Linguistic Transfer: Language learners' use of linguistic knowledge of one of their languages to leverage the learning of another language.

(e) Culturally and Linguistically Appropriate Learning Activities: Activities that build on asset-based pedagogical research including culturally relevant pedagogy, and culturally responsive pedagogy, and linguistic pedagogy.

(f) Developmental Bilingual Program: Programs that provide instruction for English learners utilizing English and students' native language for literacy and academic instruction with the goals of language proficiency and academic achievement in students' first and second languages. This program is typically found in kindergarten through grade eight but may be offered through grade twelve.

(g) Dual Language Immersion Program (Two-Way Immersion): Program designed to provide instruction to a class of students who are fluent in English and students who are fluent in another language so that both groups of students retain their home language and learn a second language. This program is typically found in kindergarten through grade eight but may be offered through grade twelve. Dual Language Immersion and Two-Way Immersion are synonymous.

(h) One-Way Immersion Program: Program designed to provide instruction to students in English and another language for non-speakers of the other language, with the goals of language proficiency and academic achievement in English and the other language, and cross-cultural understanding. This program is typically found in kindergarten through grade eight but may be offered through grade twelve.

(i) Transitional Bilingual Education: Provides instruction for English learners utilizing English and students' native language for literacy and academic instruction, with the goals of language proficiency and academic achievement in English. Students typically transition to “English only” instruction by third grade. This program is typically found in kindergarten through grade three but may be offered at higher grade levels.

(j) Translanguaging: Refers to using linguistic repertoire, without regard for socially and politically defined language labels or boundaries.