ABSTRACT
Due to ideological and political language education debates across the nation, bilingual teacher preparation programs have fought to survive. Institutions of Higher Education, in particular Colleges of Education, find themselves in a critical transformative era, in both theory and practice. Teacher educators’ conversations orbit around the challenges to identify and name issues related to the comprehensive preparation of dual language bilingual education (DLBE) teachers. This chapter focuses on key research that impacts the preparation of DLBE teacher candidates’ alacrity to meet the demands created by the national proliferation of dual language education. To do so, this chapter centers on braiding the strands of ideology, identity, language, and culture through three fundamental themes of DLBE teacher preparation engaged in the development of (1) critical ideological consciousness that recognize and interrupt dominant ideologies and hegemonic practices, (2) identity and self-authorship to provide teachers opportunities to reflect on how owning their histories informs and impacts their practice, and (3) critical awareness of their diverse languages and cultural assets for powerful content teaching and learning. Finally, the chapter concludes with recommendations for DLBE teacher preparation.
