Introduction Urban school districts in Texas serve one of the nation's largest populations of multilingual students from diverse ethnic, racial, and cultural backgrounds (National Center for Education Statistics [NCES], 2021). This context is rife with both nuance and tension, as at the secondary level (grades 7–12), the teacher workforce is predominantly monolingual and reports feeling underprepared to instruct Emergent Bilinguals (EBs; Rubinstein-Avila & Lee, 2014).
