Abstract
The article examines 21 biliteracy teachers who studied and taught in schools through an eight‐week in‐service professional development program with indigenous children in the state of Altacomulco, Mexico. In the process of documenting their international teaching experiences, a study was conducted to ascertain biliteracy teachers' development of their teaching ideology as a result of their participation and critical reflection, using Spanish as the primary mode of instruction. Five themes are discussed: globally minded teachers; linguistic and culturally relevant curriculum; passionate pedagogy (amorosidad); community authentic engagement; and political and ideological clarity.
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