Abstract
Franco et al detail approaches utilized to bridge theory and practice in a class on second language acquisition for preservice teachers. Teacher educators are grappling with how to prepare teachers to address the language needs of students, especially in the current sociopolitical context. Through language mapping, teacher candidates see that they have more extensive linguistic repertoires than they originally thought and become more aware of language styles, registers, and practices as they speak, read, and write with and for different people in different settings.