ABSTRACT
As faculty in a Teaching English as a Second Language and Bilingual Education teacher preparation program, we recognize the importance and the challenge in preparing teacher candidates to do the kinds of advocacy that are critical to ensuring an equitable education for emergent bilingual students. In this chapter, we focus on a collaborative advocacy effort in response to proposed regulations from the state education department which severely cut critical resources to emergent bilingual students. By struggling together, through our own direct advocacy as well as support for teacher candidate participation, we co-created a path to advocacy with our teachers, and at the same time learned for ourselves how to engage teachers successfully in this work.
