Pivoting a Bilingual Teacher Preparation Program through a Critical Race Theory Lens

Abstract

This essay adds to the continuing discourse on the effective support of bilingual teachers. It examines the programmatic shifts in a university-based bilingual teacher preparation program, set against the challenges posed by a global pandemic and racial violence in the United States. Specifically, the study investigates the program’s redesigned elements using Critical Race Theory as a lens. It concludes with policy recommendations to enhance bilingual teacher preparation and support.