ABSTRACT
As important as these points are, the challenge of eŒective schooling for BLs is not simply an issue of the quantity of Latin@ teachers but about the quality of teachers’ identities, pedagogies, philosophies, and sensibilities. ’e call from researchers, policymakers, and educational leaders for a more diverse group of teachers is based on the hope that their educational approaches will bene‹t the BLs they teach. However, that may not always be the case since pedagogies reÄect identities and worldviews constructed through interactions in a particular sociohistorical context.
