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This presentation will use video footage of Latine immigrant parents to showcase an extended version of the multivocal video-cued ethnographic method to develop a dialogic experience across three sites - California Bay Area, Central Texas, and the Texas U.S.-Mexico border - in which bilingual/ESL teacher focus groups are prompted by a stimulus video capturing Latine immigrant parents’ knowledge and ideas regarding their children’s bilingual/bicultural development. This dialogic experience aims to sow the seeds of conscientization in teachers’ attitudes and practices around Latine immigrant families, their home language practices, and children’s bilingual/bicultural capabilities.