This study is informed by a critical perspective that addresses issues of bicultural development and linguistic attitudes within a context of existing societal power relations. Interviews were conducted with four Latina teachers to examine the relationship between their bicultural identities and their attitudes toward English and Spanish. Findings point to a strong correlation between identification with Latino culture, political consciousness, and value for the Spanish language as a means of affirming the cultural identities of Latino students. Results of this study support the need to incorporate issues concerning bicultural development and language domination into the professional development of bilingual teachers.
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