Cultivating cultural competence among teachers in dual language bilingual education who work with culturally and linguistically diverse students is especially crucial as their training usually emphasizes language-focused/language-content integration teaching strategies. Training programs rarely center teacher preparation to affirm students’ identities, develop students’ sense of belonging in their communities, and enhance their socio-historical knowledge in times of U.S. racism and xenophobia. This article examines the participation of one Latina bilingual teacher in a series of capacitaciones in ethnic studies as part of the Translingual Latinx Ethnic Studies Summer School project, a culturally and linguistically responsive summer program for Latinx children, specifically her sense-making of the gaps in her teacher training, her personal and professional (re)discoveries, and her new pedagogical understandings.

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