Supervising, Coaching, and Preparing Dual Language Bilingual Education Teachers: A Collaborative Autoethnography.

This article examines how the identities and lived experiences of university supervisors influence the feedback they provide to preservice teachers (PSTs) preparing for dual language bilingual education (DLBE) classrooms. Using a collaborative autoethnographic approach, three supervisors with diverse linguistic, cultural, and academic backgrounds analyzed their feedback to 13 Spanish–English bilingual PSTs in elementary DLBE settings. Findings reveal that while supervisors shared common feedback practices—such as emphasizing strengths and differentiating guidance based on PST development—the content of their feedback varied according to their distinct funds of identity, including focuses on language and literacy, bilingual practices and language policy, and sociocultural aspects of teaching. The study highlights the importance of reflective professional learning for supervisors to recognize how their backgrounds shape feedback, which in turn affects PSTs’ preparation for the specialized demands of DLBE teaching.