Abstract
ABSTRACT There is a need to better prepare teachers for bilingual classrooms that have students with and without disabilities. This inspired the creation of a new graduate teacher preparation program for the inclusive bilingual classroom in NYC. The program aims to help candidates understand theories and research across bilingual/bicultural education and the teaching of students with disabilities, and how the intersectionality of differences in ability, culture, and language impact learning. This study reports on two candidates’ student teaching experiences. It highlights ways in which the candidates reflected on the intersectionality of differences through teaching, as well as the multi-layered positive reactions of students and classroom teachers to their teaching, describing the emotional connections and manifold learning outcomes that resulted. The findings from this study provide valuable information for mentor teachers and teacher preparation programs interested in promoting equity in education through the preparation of inclusive bilingual educators, and has implications for policy development.
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