ABSTRACT Drawing upon the theoretical underpinnings of sociocultural competence and critical consciousness as two key components in the guiding principles for dual-language and bilingual education (DLBE), this paper documents the purposeful curricular design and implementation of cultural aspects of a Vietnamese Dual-Language Program in South Texas. Findings reveal a robust multilayered integration of the sociocultural competence pillar at four levels: community, school, classroom, and transnational. These four levels altogether have had a positive impact on current students’ and alumni’s social well-being and attitudes toward bilingualism, biliteracy, and biculturalism. Further findings also point to the stakeholders’ critically conscious actions such as the strategic incorporation of sociocultural competence into the program’s curriculum and efforts of renegotiating power, reaffirming identities, and historicizing schools and programs. Those insights might have significant implications for future research and educational programs that foreground DLBE, especially among less-commonly-taught-language groups.
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