Despite the ideological controversies and political backlash that surround the field of bilingual education in the United States, current research indicates a growing interest in dual language (DL) programs—an additive bilingual education model. However, this growing interest has been accompanied by inequities in the implementation of DL programs that negatively affect minoritized students. One recommendation is for DL programs to center equity through sociocultural competence—the third goal of DL education (Howard et al., 2018). Through an analysis of administrator and teacher interviews, school documents, and field observations, this single case study examines educators’ ideologies and practices in regards to sociocultural competence at a high-performing Spanish-English DL school—Escuelita Montes de Oca (MdO). Findings suggest that sociocultural competence is conceptualized to include identity development, diversity awareness, justice, and action. Additionally, “gaps in knowledge,” which work to uphold the status quo, emerged as a challenge to the implementation of sociocultural competence. Through a critically conscious and culturally sustaining lens, this study provides evidence that fostering sociocultural competence is imperative for the creation of DL programs that honor minoritized students’ right to an equity-centered bilingual education. Keywords: dual language, sociocultural competence, equity, social justice
