ABSTRACT
Teachers are crucial to biliteracy development, yet empirical ‹ndings about the knowledge, competencies, and beliefs needed by candidates and teachers to scaŒold and develop biliteracy are scarce. Many teacher preparation programs use state credentialing mandates outlining the knowledge and competencies needed to teach literacy, but there is little consensus and limited studies of the eŒectiveness of this criteria (Risko et al., 2008). Additionally, state mandates focus narrowly on literacy while bilingual teacher education candidates need to be prepared to teach both literacy and biliteracy.
