As a teacher educator at the university level and frequent provider of professional development (PD) to educators in local schools in the northeastern United States, I often find myself grappling with the balance between equipping future and current teachers with practical skills and developing a linguistically responsive orientation to working with culturally and linguistically diverse (CLD) learners (Lucas & Villegas, 2013). This is because being a linguistically responsive teacher involves not only the ability to utilize pedagogical skills to scaffold learning for CLD learners, but also a linguistically responsive orientation that includes an understanding of the sociolinguistic realities of CLD students and communities, an advocacy stance, valuing multilingualism, critical language awareness, and ideological clarity (Bartolomé