The Little Mexican Girl that Could: An Immigrant Child Becoming a Bilingual Teacher

This article reveals findings from a narrative inquiry into the experiences of Marlene, a young Latina woman, and her journey to becoming a Spanish Bilingual elementary teacher. The article begins by demonstrating the increasing need for certified Bilingual and ESL teachers that can effectively address the needs of linguistically and culturally diverse students within the context of shifting population and public school demographics in the United States. It then provides an overview of the inquiry and explores salient themes related to how Marlene’s stories reflect challenges and supports to becoming a Spanish Bilingual teacher, and how her experiences shaped her emerging professional identity as a teacher. The article concludes by considering potential implications for PK-12 and higher education institutions’ practices and policies