ABSTRACT
Bilingual teacher preparation for dual language (DL) programs is understudied and complex, as candidates require significant knowledge of and in two languages, as well as deep knowledge of language development and biliteracy. In this chapter, we address some of the complexities of preparing bilingual teachers for DL programs, including the need to unlearn the negative stereotypes candidates have often internalized about their own languaging and literacy practices. Specifically, we review the literature on language proficiency and holistic biliteracy. Examining the construct of language proficiency helps teacher candidates learn to question what counts as “academic” language, by whom, and in what settings and therefore to resist hegemonic beliefs about language. Holistic biliteracy assumes a multilingual – rather than a pervasive monolingual – paradigm and aids teachers in building on and valuing students’ entire linguistic and literacy repertoires, including home literacies and counternarratives, which are not traditionally valued in schools. We discuss how language proficiency and holistic biliteracy are interdependent in DL teacher preparation to advance the candidates’ critical consciousness and prepare them to create DLBE transformative space. Finally, we share conceptual and strategic implications and future directions for the field of DL teacher preparation.
