Adichie asserts that “stories matter” because they help us to humanize and empower one another. Stories allow us to make sense of our experiences or the “lived stories” of our lives. This qualitative case study draws from a federally funded, multiyear mixed-methods study focusing on an alternative route to teaching program designed to certify English language learning and bilingual teachers. Using Yosso’s Community Cultural Wealth (CCW) model and the Funds of Knowledge (FoK) framework via the analysis of video-recorded classes, observations, interviews, and written artifacts, we explore how six Latina paraeducators draw from their personal FoK and CCW to overcome great challenges before, during, and after they obtained their teaching credentials. This study points to the need for institutions of higher education, particularly teacher education programs, to apply asset-based perspectives in the recruitment, retention, and graduation of culturally and linguistically diverse teachers.

Adichie断言“故事很重要”，因为它们帮助我们彼此人性化和相互赋予力量。故事使我们能够理解自己的经历或生活中的“生动故事”。该定性案例研究来自联邦政府资助的多年混合方法研究，该研究侧重于设计旨在认证英语学习和双语教师的教学计划的替代途径。通过分析视频记录的课堂，观察，访谈和书面文物，使用Yosso的社区文化财富（CCW）模型和知识基金（FoK）框架，我们探索了六个拉丁裔教育者如何从他们的个人FoK和CCW中汲取克服的知识他们获得教学证书之前，之中和之后的巨大挑战。这项研究指出了对高等教育机构的需求，