Abstract
This case study explores the dynamics of enhancing the capacities of teacher candidates in the Bilingual/Bicultural Education Students Interacting to Obtain Success (BESITOS) recruitment and retention program to advocate for culturally and linguistically diverse (CLD) students. Herrera and Murry’s advocacy framework provides the theoretical framework for this study and comprises three components – currency, defensibility, and futurity. This study serves as a documentary account of the efforts of one Midwestern university to increase the number of highly qualified teachers prepared to address the challenges that confront CLD students. Moreover, this paper identifies potential strategies for the future design and implementation of advocacy skills development curricula.
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