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This qualitative case study investigates a fourth grade novicebilingual teacher's repertoire of practice during her first year of teaching.Drawing on recent work on teacher noticing, the study explores how theteacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching whilequestioning practices and policies and how she negotiated contradictionsthrough multiple attempts to redefine her teaching practices. Findingsdoi:10.18251/ijme.v19i2.1305 fatcat:borwhj5lkffcbjsygmusov7lia