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Teachers who are prepared to work with the language minority student population are in short supply. National data highlight the difficulty of filling positions for bilingual/bicultural education and English-as-a-secondlanguage teachers in all settings–urban, suburban, and rural. Yet language minorities, particularly Latino and Asian American, are the fastest growing student populations. This subset of the population exhibits limited English proficiency at rates almost three times higher (36.1%) in urban schools than in the nation as a whole (Council of the Great City Schools, 1992). There is great pressure on the limited number ofbilingual/bicultural and ESL teachers to adequately serve the large number of students who need their special expertise. Furthermore, the suspicion raised by national debates on language and ethnicity poses additional quality demands on these teachers. Although teacher education programs …