Bilingual Teacher Education Bibliography

Jill Kerper Mora, Ed.D.
San Diego State University

Alfaro, C. (2018). The sociopolitical struggle and promise of bilingual teacher education: Past, present and future. Bilingual Research Journal, 41(4), 413-427. https://doi.org/10.1080/15235882.2018.1540367

Alfaro, C. (2019). Preparing critically conscious dual-language teachers: Recognizing and interrupting dominant ideologies. Theory Into Practice, 58(2), 194–203.

Alfaro, C., & Bartolomé, L. (2017). Preparing ideologically clear bilingual teachers: Honoring working-class non-standard language use in the bilingual education classroom. Issues in Teacher Education, 26(2), 11–34.

Alvarado, J., & Proctor, C. P. (2025). Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state. Journal of Multilingual and Multicultural Development, 46(3), 637–653. https://doi.org/10.1080/01434632.2023.2193172

Anwaruddin, S. M. (2015). Teachers’ engagement with educational research: Toward a conceptual framework for locally-based interpretive communities. Education Policy Analysis Archives, 23(40), 1–21.

Araujo, B., de la Piedra, M. T., & Esquinca, A. (2023). Learning about translanguaging in two bilingual teacher preparation programs. Language and Education, 37(5), 573–585.

Aquino-Sterling, C. R. (2016). Responding to the call: Developing and assessing pedagogical Spanish competencies in bilingual teacher education. Bilingual Research Journal, 39(1), 50–68.

Aquino-Sterling, C. R., & Rodríguez-Valls, F. (2016). Developing teaching-specific Spanish competencies in bilingual teacher education: Toward a culturally, linguistically and professionally relevant approach. Multicultural Perspectives, 18(2), 73–81.

Aydarova, E. (2021). Building a one-dimensional teacher: Technocratic transformations in teacher education policy discourses. Educational Studies, 57(6), 670–689.

Aydarova, E., & Berliner, D. C. (2018). Navigating the contested terrain of teacher education policy and practice: Introduction to the Special Issue. Education Policy Analysis Archives, 26(25), 1–10.

Barko-Alva, K. (2022). Enseñando en español: The need to support dual language bilingual education teachers’ pedagogical language knowledge. Annual Review of Applied Linguistics, 42, 18–24. https://doi.org/10.1017/S0267190521000106

Bunch, G. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37(1), 298–341

Cadiero-Kaplan, K. (2004). The literacy curriculum and bilingual education. Peter Lang.

Cavanna, J. M., Elreda, L. M., Youngs, P., & Pippin, J. (2021). How methods instructors and program administrators promote teacher education program coherence. Journal of Teacher Education, 72(1), 27–41. https://doi.org/10.1177/0022487119897005

Chang-Bacon, C. K. (2022). “I don’t think that’s in their wheelhouse”: Governing language policy interpretation in teacher education. Language Policy, 21, 25–46.

Chaseley, T., & Chen, Q. (2025). Connecting beliefs and practice: Graduate students’ approaches to theoretical integration and equitable literacy teaching. Education Sciences, 15(1411). https://doi.org/10.3390/educsci15101411

Clayton, C. (2013). Exemplary teachers of English language learners: A knowledge base. The Journal of Research in Education, 2, 35–64.

Coady, M., Miller, M. D., Jing, Z., Olszewska, A., De Jong, E., Yilmaz, T., Heffington, D., Lopez, M., & Ankeny, R. (2020). Can English learner teacher effectiveness be observed? Validation of an EL-modified framework for teaching. TESOL Quarterly, 54(1), 173–200.

Collins, B. A., Sánchez, M. T., & España, C. (2023). Sustaining and developing teachers’ dynamic bilingualism in a re-designed bilingual teacher preparation program. International Journal of Bilingual Education and Bilingualism, 26, 857–873.

Cummins, L. L., & Asempapa, B. (2013). Fostering teacher candidate dispositions in teacher education programs. Journal of the Scholarship of Teaching and Learning, 13(3), 99–119.

Daniel, M. C. (2007). Authentic literacy practices for English Language Learners: A balanced curriculum design. Journal of Reading Education, 57(2), 18–25.

DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on teaching academic English to English language learners. Review of Educational Research, 84(3), 446–482.

Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.

Farrell, T. S. C. (2016). The teacher as facilitator: Reflecting on ESL teacher beliefs through metaphor analysis. Iranian Journal of Language Teaching Research, 4(1), 1–10.

Flynn, N., Teemant, A., Viesca, K. M., & Perumal, T. (2024). Effective teachers of multilingual learners: A mixed/method study of UK and US critical sociocultural teaching practices. TESOL Quarterly, 58(1), 195–221.

Fonseca-Chacana, J. (2019). Making teacher dispositions explicit: A participatory approach. Teaching and Teacher Education, 77, 266–276.

Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417.

Freire, J. A., & Valdez, V. E. (2017). Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy. Bilingual Research Journal, 40(1), 55–69.

Galguera, T. (2011). Participant structures as professional learning tasks and the development of pedagogical language knowledge among preservice teachers. Teacher Education Quarterly, 38(1), 85–106

Gallucci, C. (2003). Theorizing about responses to reform: The role of communities of practice in teacher learning. Center for the Study of Teaching and Policy. University of Washington.

García, O., & Flores, N. (2013). Multilingualism and Common Core State Standards in the United States. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 147–166). Routledge.

Garet, M., Cronene, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., Uekawa, K., & Falk, A. (2008). The impact of two professional development interventions on early reading instruction and achievement. (NCEE 2008-4030). U. S. D. o. Education. http://ies.ed.gov/ncee/pdf/20084030.pdf

Gearin, B., Chattergoon, R., Kim, Y.-S. G., Piasta, S. B., & Brooke, E. C. (2025). Evaluating a professional development program and third-grade reading achievement outcomes in the context of Colorado’s READ act. Elementary School Journal, 126(1), 280–306.

Guerrero, M. D., & Lachance, J. R. (2018). The national dual language education teacher preparation standards. Dual Language Education of New Mexico/Fuente Press.

Hammerness, K. (2006). From coherence in theory to coherence in practice. Teachers College Record, 108(7), 1241–1265.

Hernández, S. J., Alfaro, C., & Navarro Martell, M. A. (2022). Bilingual teacher educators as language policy agents: A critical language policy perspective of the Castañeda v. Pickard case and the bilingual teacher shortage. Language Policy, 21, 381–403

Hoffman, J. V., Hikida, M., & Sailors, M. (2020). Contesting science that silences: Amplifying equity, agency, and design research in literacy teacher preparation. Reading Research Quarterly, 55(S1), S255–S266.

Hood, S. J. (2020). Two-way immersion teacher preparation. American Council on the Teaching of Foreign Languages, 53, 128–148. https://doi.org/10.1111/flan.12441

Hudson, A. K., Moore, K. A., Han, B., Koh, P. W., Binks-Kantrell, & Joshi, R. M. (2021). Elementary teachers’ knowledge of foundational literacy skills: A critical piece of the puzzle in the Science of Reading. Reading Research Quarterly, 56(S1), S287–S315. https://doi.org/10.1002/rrq.408

Johnson, K. E., Golombek, P. R., & Rieker, J. (Eds.). (2024). Transformative L2 teacher education innovations: Insights from Vygotskian sociocultural theory. Routledge.

Johnson, K. E. (2019). The relevance of a transdisciplinary framework for SLA language teacher education. The Modern Language Journal, 105(19), 167–174.

Kane, B. D. (2020). Equitable teaching and the Core Practice Movement: Preservice teachers’ professional reasoning. Teachers College Record, 122(110303), 1–40.

König, J., Hanks, P., Glutsch, N., Jager-Biela, D., Pohl, T., Becker-Mrotzek, M., Schabmann, A., & Waschewski, T. (2022). Teachers’ professional knowledge for teaching early literacy: Conceptualization, measurement, and validation. Educational Assessment, Evaluation and Accountability, 34, 483–507.

Krashen, S. (1981). The “fundamental pedagogical principle” in second language teaching. Studia Linguistica, 35(1-2), 50–70.

Levine, T. H., Mitoma, G. T., Anagnostopoulos, D. M., & Roselle, R. (2023). Exploring the nature, facilitators, and challenges of program coherence in a case of teacher education program redesign using core practices. Journal of Teacher Education, 74(1), 69–84. https://doi.org/10.1177/0022487122110864

Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361–373. https://doi.org/10.1177/0022487108322110

Mora, J. K. (2024). Reaffirming multilingual educators’ pedagogical knowledge base. Multilingual Educator, February(CABE 2024 Edition), 12–14.

Musanti, S. I., & Rodríguez, A. D. (2017). Translanguaging in bilingual teacher preparation: Exploring pre-service bilingual teachers’ academic writing. Bilingual Research Journal, 40(1), 38–54. https://doi.org/10.1080/15235882.2016.1276028

Mora, J. K. (2008). Bilingual Teacher Licensure. In J. M. González (Ed.), Encyclopedia of Bilingual Education (Vol. 1, pp. 93–100). Sage.

Mora, J. K. (2000). Staying the course in times of change: Preparing teachers for language minority education. Journal of Teacher Education, 51(5), 345–357.

Mora, J. K., & Grisham, D. (2001). !What deliches tortillas! Preparing teachers for literacy instruction in linguistically diverse classrooms. Teacher Education Quarterly, 28(4), 51–70.

Ortiz, A. A., & Robertson, P. M. (2018). Preparing teachers to serve English Learners with language and/or literacy-related difficulties and disabilities. Teacher Education and Special Education, 41(3), 176–187.

Pérez, B., & Huerta, M. E. (2010). Dynamic biliteracy: Teacher knowledge and practice. In F. B. Bustos, S. R. Hernández, & C. E. Riojas (Eds.), Teacher preparation for bilingual student populations: Educar para transformar (pp. 115–130). Taylor & Francis Group.

Phelps, R., Ataide Pinheiro, W., Cherry Shive, E., Carrizales, D., Greenlees, L., Valle, F., & Sartor, K. (2025). Bilingual education preparation programs across the United States: A review of the past decade’s literature. International Journal of Bilingual Education and Bilingualism. Advance online publication. https://doi.org/10.1080/13670050.2025.2576060

Purvis, C., McNeill, B. C., & Everatt, J. (2016). Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge. Annals of Dyslexia, 66(1), 55–70.

Ramírez, R., López, L. M., & Ferron, J. (2019). Teacher characteristics that play a role in the language, literacy and math development of dual language learners. Early Childhood Education Journal, 47, 85–96.

Reagan, E. M., Schram, T., McCurdy, K., Chang, T.-H., & Evans, C. M. (2016). Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA. Education Policy Analysis Archives, 24(9), 1–27.

Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central and backward design. RELC Journal, 44(1), 5–33.

Risko, V. J., Roller, C. M., Cummins , C., Bean, R. M., Collins Block, C., Anders, P. L., & Flood, J. (2008). A critical analysis of research on reading teacher education. Reading Research Quarterly, 43(3), 252–288.

Roberts, A. D. (2012). The role of metalinguistic awareness in the effective teaching of foreign languages. Peter Lang.

Romijin, B. R., Slot, P. L., & Leseman, P. P. M. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 103236.

Rowe, L. W., Crook, K. M., Howell, E., Vega, H., & Bates, C. C. (2026). Experienced literacy teachers’ instructional practices with multilingual learners: Benefits, challenges and adaptations in response to the science of reading. Literacy, 60(January), e70023.

Rowe, E. E., & Skourdoumbis, A. (2019). Calling for ‘urgent national action to improve the quality of initial teacher education’: The reification of evidence and accountability in reform agendas. Journal of Education Policy, 34(1), 44–60.

Santos, M., Darling-Hammond, L., & Cheuk, T. (2012). Teacher development to support English language learners in the context of Common Core State Standards. (Understanding Language). Stanford University. http://ell.stanford.edu/publication/teacher-development-appropriate-support-ells

Sarmiento-Quezada, B., & Solís, J. L. (2025). Tracing translanguaged voices in bilingual teacher narratives. International Journal of Multicultural Education, 27(1), 163–189.

Scherzinger, L., & Brahm, T. (2023). A systematic review of bilingual education teachers’ competences. Educational Research Review, 39(March), 00531. https://doi.org/10.1016/j.edurev.2023.100531

Schoorman, D., & Bogotch, I. (2010). Conceptualisations of multicultural education among teachers: Implications for practice in universities and schools. Teaching and Teacher Education, 26, 1041–1048.

Schussler, D. L., Stooksberry, L. M., & Bercaw, L. A. (2010). Understanding teacher candidate dispositions: Reflecting to build self-awareness. Journal of Teacher Education, 61(4), 350–363.

Shelton, A., Hogan, E., Chow, J., & Wexler, J. (2023). A synthesis of professional development targeting literacy instruction and intervention for English Learners. Review of Educational Research, 93(1), 37–72.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

Siwatu, K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23, 1086–1101.

Sleeter, C. (2014). Toward teacher education research that informs policy. Educational Researcher, 43(3), 146–153.

Solsona-Puig, J., Son, M., & Rodriguez-Valls, F. F. (2024). Assessment of bilingual teachers in California: Exploring the complexities of a changing policy landscape. CCTE Fall 2024 Research Monograph, 25–42.

Soto-Peña, M. (2026). Preparing bilingual teachers: A culturally sustaining model for clinical practice. Issues in Teacher Education, Winter, 52–80.

Stairs-Davenport, A. (2023). “Where do I start? Inquiry into K-12 mainstream teachers’ knowledge about differentiating instruction for ELLs in one U.S. school district. Education Inquiry, 14(2), 163–177. https://doi.org/10.1080/20004508.2021.1969078

Stemhagen, K., & Nomi, B. C. (2021). Scientifically based research and teacher agency: Combating “conspiracies of certainty.” Democracy and Education, 29(2),
1–9.

Taboada, D. S., Mora, J. K., & Vernon, S. (2005). Early literacy instruction in Mexico: Finding congruence between theory and practice. 55th National Reading Conference, Miami, Florida. https://zenodo.org/records/6792238

Téllez, K., & Mosqueda, E. (2015). Developing teachers’ knowledge and skills at the intersection of English language learners and language assessment. Review of Research in Education, 39, 87–121.

Toth, P. D., & Davin, K. J. (2016). The sociocognitive imperative of L2 pedagogy. The Modern Language Journal, 16, 148–168.

Villegas, A. M., SaizdeLaMora, K. M., Adrian D., & Mills, T. (2018). Preparing future mainstream teachers to teach English Language Learners: A review of the empirical literature. The Educational Forum, 82(2), 138–155. https://doi.org/10.1080/00131725.2018.1420850

Wang, E. L., Tuma, A. P., Doan, S., Henry, D., Lawrence, A., Woo, A., & Kaufman, J. H. (2021). Teachers’ perceptions of what makes instructional materials engaging, appropriately challenging, and usable: A survey and interview study of teachers. R. Corporation. https://www.rand.org/pubs/research_reports/RRA134-2.html.

Warner, C. D., Beatrice. (2018). Moving toward multiliteracies in foreign language teaching: Past and present perspectives…and beyond. Foreign Language Annals, 51, 116–128.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Yang-Helm, G. Y. A. (2026). Elementary teachers’ perspectives on science of reading mandates: A Q methodology study of autonomy and cultural responsiveness. Quality & Quantity, 60, 10253–10273. https://doi.org/10.1007/s11135-026-02689-y

Zeichner, K., & Conklin, H. G. (2016). Beyond knowledge ventriloquism and echo chambers: Raising the quality of the debate in teacher education. Teachers College Record, 118(120305), 1–38.

Zúñiga, C. E. (2019). Supporting “pedagogical” Spanish language competencies: Bilingual teacher education en la frontera. Teacher Education Quarterly, 46(3), 79–98.

Zwozdiak-Myers, P. N. (2023). The teacher’s reflective practice handbook: Becoming an extended professional through enacting evidence-informed practice (Second ed.). Routledge.