ABSTRACT
This chapter proposes a critical dual language teacher education framework that examines bilingual and multicultural education within K-12 dual language contexts. Translanguaging pedagogy for use in dual language programs has generated new research; however, as Guadalupe Valdés argues, translanguaging remains highly controversial. Flexible, dynamic translanguaging inside dual language classrooms where the teacher has learned about and uses translanguaging pedagogy may be limited to small group interaction or interactions with the teacher. Dual language teachers continue to be prepared for dual language programs in states that have bilingual certification, and the coursework required for this type of certification has remained largely unchanged over the past decades. Bilingual teacher educators continue to teach about the history of and legal reasons for bilingual education, bilingual pedagogy, and bilingual assessment and place student teachers in bilingual/dual language programs.
