This ethnographic case study explores how dual language bilingual education (DLBE) educators understand, enact, and acquire their perceptions of and tools to educate for critical consciousness, especially in relation to culturally and linguistically diverse students who are often labeled as “emergent bilinguals”, “native Spanish speakers” and/or “ELLs”. The present study responds to Cervantes-Soon’s (2014) call for attention to critical consciousness in DLBE. Hence, the purpose is to gain insight into the role of critical consciousness in DLBE educators’ work. The findings inform practitioners’ as well as scholars’ work, and lend insight for those who study critical consciousness, social justice in education, and/or DLBE programming
