Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why an understanding of language policy and the decision making involved with it is a crucial dimension of the professional roles of teachers who have second-language learners in their classrooms. Thus, the authors broaden the discussion on the teacher preparation for the instruction of English-language-learner students, which has narrowly focused on an awareness of language and methods, to include the dimension of policy making.
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