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Multilingual students arrive in classrooms with rich language knowledge and funds of knowledge. Educators must recognize that emergent bilinguals speak multiple languages. They have one unitary language system; their language is bilingualism. Whether in a monolingual classroom setting or a multilingual setting, when working with emergent bilinguals, it is important that all of the students’ linguistic resources are welcomed into the classroom. The author describes how, as a first‐grade dual‐language (Spanish–English) teacher, she used children's literature and translanguaging to support her emergent bilinguals in using all of their linguistic resources to make meaning and build a linguistically sustaining space. The use of the text created a space for the teacher to model translanguaging and for the students to use all of their linguistic resources.

Educators consider guided reading one of the most powerful instructional tools in a reading teacher’s arsenal. Yet, when it comes to emergent bilinguals in both monolingual English and bilingual settings, guided reading is implemented monolingually, or in one language at a time. As the field of reading instruction has moved toward a more asset‐based take on students’ bilingualism, integrating a bilingual approach to guided reading is necessary. The authors offer educators a lens to understand how emergent bilinguals’ resources and bilingualism can be incorporated into guided reading, along with concrete examples that can assist teachers in enacting these practices in their classrooms.

Arabic is the second most common home language of English learners in the United States. Educators seek to design culturally sustaining pedagogy to develop Arabic‐speaking English learners’ English skills while nourishing their heritage language and affirming their culture's values. The authors report on a series of interviews with three Arabic mothers on their perceptions of North American and Arabic award‐winning picture books and their experience of reading with their children. Based on the analysis of the interviews, the authors put forward five culturally sustaining pedagogical possibilities.

Culturally relevant and sustaining pedagogy is an asset‐based approach to teaching and learning. In this way, students’ identities, languages, and cultures are centered in the learning experience, creating a sense of belonging. The authors observed culturally relevant and sustaining approaches to teaching and learning while visiting schools in New Zealand as part of a three‐week study abroad program. Specifically, the authors observed how teachers in New Zealand centered Maori and Pasifika cultures into daily instruction and learning. Together as teacher educators, an inservice teacher, and a preservice teacher, the authors examine the importance of culturally relevant and sustaining teaching and share their observations of how students’ cultures are honored through writing and arts integration in the classrooms visited in New Zealand. The authors describe how a fifth‐grade teacher applied lessons learned from her visit to New Zealand in her own classroom context in the United States.

Educators are expected to take into account students’ linguistic experiences when designing literacy instruction. However, official school records traditionally provide limited information about students’ linguistic histories. This article presents educators with a linguistic survey that can help bridge this gap. The survey is an easy‐to‐use classroom resource through which educators can gather information about their students’ linguistic experiences. Notably, it is based on ideas about and research on bilingualism that are not traditionally discussed in mainstream literacy education. To illustrate the survey's potential for instruction, the article includes a case study of a 10th‐grade student and discusses the implications of the type of information garnered by the survey for literacy pedagogy. As a whole, this article supports educators in making more linguistically informed decisions about literacy instruction.

Emergent bilingual students draw on their linguistic repertoires, moving fluidly between named languages and varieties to meet communicative ends. However, these translanguaging abilities are often not supported in English‐dominant school settings. The author proposes six design principles that educators can use to create instructional strategies that support emergent bilinguals’ translanguaging in the classroom. The author then describes an instructional activity that was created and implemented following the design principles. During this activity, second‐grade emergent bilingual students used tablets to record and share multilingual e‐books. As a result, not only were students’ translanguaging abilities supported, but students were also able to create bilingual written texts and develop strategies to effectively translate for one another.

The terminology that we use to refer to English learners has shifted over the past two decades, from limited English proficient to English language learner to what is now the preferred term in California and, increasingly, other states: English learner. Yet, what has not changed is how this category continues to limit our thinking about bilingual/multilingual students. English learner is a label that conceals more than it reveals. It emphasizes what these students supposedly do not know instead of highlighting what they do know. As a category, “English learner” constrains our ability to perceive the many strengths that bilingual/multilingual students bring to the classroom—strengths on which we might build to support their language and literacy learning. The author describes how this label distorts our view of bilingual/multilingual students and proposes an alternative perspective that highlights the richness of these students’ linguistic repertoires.

This article examines instances of a U.S.-Mexican transnational youth honing his critical translingual literacy skills through his engagement with corridos, Mexican balladry in Spanish that often emphasizes injustice and border strife. The author relies on ethnographic classroom observations, the student's journals, and semistructured interviews to provide a glimpse into the complexities and sophistication of the bilingual youth's everyday language and literacy practices in an era of vehement anti-immigrant rhetoric. This inquiry asks, (a) What do literacy practices deeply rooted in corridos look like? (b) How does one youth read and engage with the Mexican musical genre of corridos to make sense of his social and political world? and (c) What are the environments and educational settings that supported this literacy development? Findings detail a transnational youth's corridista (balladeer) consciousness and its concomitant language and literacy practices that shape and are shaped by his participation in both his Tijuana communities of origin and his Los Angeles communities. Specifically, this study showcases a student's uses of literary devices, including allegory, to describe myriad forms of oppression and resistance found in corrido lyrics and throughout the lives of U.S.-Mexican transnational youths. Attention to literary genres that are often unsanctioned in traditional English-medium classrooms and recognizing the complex cognitive abilities of bilinguals can harvest critical insight about literacy education in and out of school. Implications from this study highlight meaningful learning contexts for transnational adolescents' literacies and how engagement of these literacies might be (re)conceptualized through an ethnic studies and Chicanx/Latinx Studies lens.

Across the globe, students increasingly use literacies to cross boundaries, locally and globally, virtually and geographically, willingly and involuntarily. They cross these boundaries with versatile linguistic backgrounds that allow them to effectively navigate new school and life worlds. Many students who cross boundaries are students of color who wrestle with what it means to critically read the word and the world even as they grapple with racialization. At the intersection of students’ border-crossing, languaging, and racialization are opportunities for understanding how teachers can center race by identifying and leveraging literate assets that immigrant and transnational students of color use to make meaning in and beyond classrooms. In this article, I present a transraciolinguistic approach as an intersectional and critical tool for centering race and racialized language while also addressing border-crossing in students’ literacy practice. Recommendations for teachers who wish to foster a transraciolinguistic approach to support critical literacy practice for all students are discussed.

In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi‐/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto‐Manning establishes the understanding that education is a human, civil, and legal right and briefly reviews the laws determining the education of bilingual children in the United States. In doing so, she explores issues of access and equity in education, then focuses on Ladson‐Billings's concept of culturally relevant teaching and shares examples of culturally relevant teaching in action. These examples come from dual‐language and ESOL classrooms in the United States. She concludes by inviting readers to consider ways to honor and build on the language and literacy practices of bilingual and multilingual learners.