The following article was written by Dr. Natasha Neumann and Dr. Nancy Hong.

California’s commitment to multilingualism is clear. From the passage of Proposition 58 to the goals of Global California 2030, state policy has reaffirmed that bilingualism, biliteracy, and biculturalism are assets for students and for the future of the state. Yet one persistent challenge continues to limit the growth and sustainability of dual language immersion and bilingual programs: the shortage of teachers with a Bilingual Authorization.

The Bilingual Teacher Professional Development Program (BTPDP) was created out of the 2023–24 Kindergarten Through Grade Twelve Education Omnibus Trailer Bill (Senate Bill 114) to address this challenge directly. Today, the Multilingual Academic Support (MAS) Unit led by Roberta Gonzalez at the Los Angeles County Office of Education (LACOE) is building on lessons learned from earlier grant cycles to expand access to high-quality professional learning and to remove barriers for educators seeking to earn their bilingual authorization. Through no-cost professional learning opportunities including targeted test preparation, the MAS Unit team is utilizing BTPDP grant funding to strengthen pathways for dual language bilingual educators across the county.

The BTPDP Grant: Building capacity for bilingual education The Bilingual Teacher Professional Development Program was first established through state legislation in 2017 to increase the number of qualified bilingual teachers in California classrooms. The program was designed to support three key goals: helping credentialed teachers earn their Bilingual Authorization, supporting paraprofessionals on pathways into teaching, and providing high-quality professional learning for educators and administrators serving multilingual learners.

According to research on the initial BTPDP grant cycle (2018-2021) published by Loyola Marymount University authors Kaminski, Lavadenz, and Armas in 2023, the programs demonstrated meaningful statewide impact. During the grant period, the number of teachers earning a Bilingual Authorization increased significantly, with BTPDP participants accounting for nearly all the statewide growth in new authorizations. Just as importantly, the grant supported thousands of teachers and administrators in deepening their understanding of dual language bilingual education pedagogy, program design, and multilingual learner advocacy. However, the research also highlighted ongoing challenges, specifically around access to test preparation, the cost of coursework, and the need for sustained professional learning and coaching to retain dual language bilingual educators ensuring the long-term success of dual language immersion programming.

Recognizing both the successes and lessons learned, California renewed its investment in BTPDP with a new five-year grant cycle, extending the program through the 2028–29 school year. This renewed funding offers local education agencies an opportunity to strengthen systems, expand access, and address long-standing barriers for educators seeking bilingual authorization.

How LACOE is leveraging the current five-year grant As one of the current BTPDP grantees, the MAS Unit is using grant funds strategically to meet the needs of educators across the largest and most linguistically diverse county in the state. The MAS Unit approach centers on two interconnected priorities: high-quality professional learning for dual language bilingual educators, and targeted support for teachers pursuing their Bilingual Authorization.

Through the grant, the MAS Unit is offering a robust menu of professional learning opportunities aligned to the needs of dual language immersion programs. These include learning focused on bilingual pedagogy, biliteracy development, culturally and linguistically responsive instruction, and effective program implementation. Sessions are designed for teachers currently working in dual language immersion classrooms, educators preparing to transition into those settings, and administrators seeking to strengthen program quality and sustainability. Dual language bilingual educators are also able to register for learning walks at seven exemplary school sites with dual language immersion programs in Mandarin and Spanish. The grant also supports innovative dual language immersion communities of practice around titles such as “The Translanguaging Classroom: Leveraging Student Bilingualism for Learning” by Seltzer, Johnson, and García (2025), and leadership sessions for administrators overseeing these programs.

In addition, the MAS Unit is addressing one of the most cited barriers to earning a Bilingual Authorization which is access to preparation for the required CSET: World Languages examinations. Grant funds are being used to provide no-cost test preparation courses, academic language development support, and structured guidance through the authorization process. By removing financial barriers, LACOE is helping more educators move from interest to completion and ultimately increasing the number of fully authorized bilingual teachers available to serve students.

An invitation to educators and district leaders The success of dual language immersion programs depends on educators and administrators who are prepared, supported, and valued. Through the current BTPDP grant, LACOE invites educators to take advantage of these no-cost opportunities to strengthen their multilingual practice and advance their credentials.

For more information about the MAS Unit at LACOE and their BTPDP-funded professional learning opportunities and bilingual authorization support, educators can visit the California Department of Education BTPDP pages or connect directly with LACOE’s Multilingual Academic Support Unit at MASUnit@lacoe.edu.

Natasha Neumann, Ed.D., is associate professor of Educational Leadership at California Polytechnic State University San Luis Obispo. Nancy Hong, Ed.D., is director of Dual Language Immersion and English Learner Services at Glendale Unified School District.