ABSTRACT There is a need to better prepare teachers for bilingual classrooms that have students with and without disabilities. This inspired the creation of a new graduate teacher preparation program for the inclusive bilingual classroom in NYC. The program aims to help candidates understand theories and research across bilingual/bicultural education and the teaching of students with disabilities, and how the intersectionality of differences in ability, culture, and language impact learning. This study reports on two candidates’ student teaching experiences. It highlights ways in which the candidates reflected on the intersectionality of differences through teaching, as well as the multi-layered positive reactions of students and classroom teachers to their teaching, describing the emotional connections and manifold learning outcomes that resulted. The findings from this study provide valuable information for mentor teachers and teacher preparation programs interested in promoting equity in education through the preparation of inclusive bilingual educators, and has implications for policy development.

中文翻译：

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纽约市的双语特殊教育教师预备课程：教师候选人学生教学经历的案例研究

摘要 有必要为有残疾和没有残疾的学生的双语教室更好地准备教师。这激发了为纽约包容性双语教室创建新的研究生教师准备计划的灵感。该计划旨在帮助候选人了解双语/双文化教育和残疾学生教学的理论和研究，以及能力、文化和语言差异的交叉性如何影响学习。本研究报告了两位候选人的学生教学经历。它突出了考生通过教学反思差异交叉性的方式，以及学生和课堂教师对其教学的多层次积极反应，描述了由此产生的情感联系和多方面的学习成果。