Building Bilingual–Bicultural Learning Communities

Abstract

This study explored the perspectives of 27 Latino teacher candidates regarding the impact of a teacher-education program that promoted bilingualism, dialogue, cultural relevance, and cultural integrity. Data were collected through a questionnaire and a focus group interview. Findings reveal that a bilingual—bicultural learning community supported both personal and professional development of participants and enabled them to expand the realm of possibility in schooling practices that can promote success for linguistic minority children.

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