M is for Apple: Biliteracy for Pre‐Service Teachers

Abstract This qualitative study explores the dynamics between pre‐service and cooperating teachers, emphasizing the need to shift traditional power structures. It highlights the value of pre‐service teachers' biliteracy knowledge and the importance of reflective practice. The study calls for more research on how to foster co‐learning between pre‐service and cooperating teachers to enhance education for multilingual learners.