ABSTRACT
Transforming faculty and programs to address the education of culturally and linguistic diverse (CLD) students requires special attention to language and culture and to the historical-political events impacting such populations and the schools that serve them. Research on teacher preparation to work with CLD students has mainly focused on knowledge, beliefs, and attitudes teachers need to have and on processes to help teachers acquire them to work effectively with CLD populations. Faculty teaching bilingual or multicultural courses have traditionally carried out this work. There has been limited effort to involve teacher education faculty as whole in this type of teacher preparation.
