“So crazy to think about”: A critical discourse analysis of dual language teacher’s notions of language, culture, and their mediation of the goal of sociocultural competence

Dual Language (DL) programs prioritize the intertwined development of linguistic and cultural competencies, emphasizing bilingualism/biliteracy, academic success, and sociocultural competence. However, existing scholarship highlights ambiguities surrounding the definition of sociocultural competence and its practical application, particularly how educators’ conceptualizations of language and culture influence their efforts to cultivate this competence. This study analyzes the narratives of two DL teachers, examining their perceptions of linguistic and cultural dynamics within educational contexts. Employing critical discourse analysis, findings reveal how participants’ understandings of the role of language and culture inform their pedagogical practices, contributing valuable insights for advancing sociocultural competence in DL programs.