Abstract
Drawing on examples of how two teacher educators have developed a critical SFL approach to teacher education, this chapter discusses specific principles of critical SFL to guide analysis of texts in the content areas and planning instruction that integrates these principles. It shows how we have prepared elementary and secondary teachers to use CSFL to plan instruction for culturally and linguistically diverse students, especially English language learners. The chapter concludes by providing some reflections on this process and a few guidelines for teacher educators to integrate this approach into teacher education programs.