David Schwarzer is a Full Professor at Montclair State University. His research centers on literacy development in transnational and multilingual learning communities. He is a leading scholar in the theorical and practical distinctions between bilingual/multilingual/translingual education and its impact on monolingual teachers. Mary Petrón is a Full Professor of Bilingual/ESL Education in the School of Teaching and Learning at Sam Houston State University. Her research interests include bilingual/ESL teacher education, U.S.-Mexico transnationalism, and decolonizing language education. Her recent work has focused on educating teachers about working with children who are undocumented and/or from mixed status families.Clarena Larrotta is a Full Professor in the Adult, Professional, and Community Education programs at Texas State University. Utilizing engaged scholarship and Freirean/participatory approaches, her research interests focus on best teaching practices and action research related to adult literacy, family literacy, and language-culture teaching/learning.

“Let me start with my conclusion: This book is a mandatory read for all bilingual education pre-service teachers! And I expect that this is the first of many more books in this translingual format—felicitaciones! This volume pushes the reader to reconsider their preconceived ideas about language separation and mixing from a different stand-point. The authors of this anthology have a history of producing critical, relevant, and sophisticated work, which obviously will push the reader to think and do different work around the relationships between language, power, justice, and pedagogy. I was thrilled to write the endorsement for the book: I always had admired the pioneering work of the editors of the volume that break schemes of the academic taken-for-granted common-sense assumptions. This unique cutting-edge volume is commendable not only for its academic contributions BUT for the way in which Spanish and English interact in a dynamic and fluid way.”—Jaime Grinberg, Full Professor, Montclair State University

• Acknowledgments – David Schwarzer/Mary Petrón/Clarena Larrotta: Introduction – Theory – Angela Valenzuela/Cori Salmerón/Nathaly Batista-Morales: Subtractive Schooling and Authentic Cariño: Translanguaging in the Bilingual and Dual Language Classroom – Lucila D. Ek/Christian Fallas-Escobar/Patricia Sánchez: Retrospective Ideological Work: Leveraging Latina/o/x Bilingual Teacher Educators’ Personal Narratives – María Teresa de la Piedra/Blanca E. Araujo: Maestras Transfronterizas – Patrick H. Smith/Luz A. Murillo: Funds of Linguistic Knowledge en Prácticas Transnacionales to Promote Biliteracy Development – Practice – Blanca Caldas Chumbes/Deborah Palmer/Desiree Pallais: Embracing our Bilingual Selves in Reflection & Dialogue: Hacia una Praxis Bilingüe en Espacios de Preparación de Docentes – David Schwarzer/Lina M. Caswell: Translingüismo for The Bilingual Teacher: Phenomenon, Ideology, y Estrategia en el Salón de Clase – Imelda De La Rosa: English Learner Strategies: Should Teachers Be Torn Between Los Dos Idiomas o Capatilize en Los Two? – Action – Diana Cedeño/Julio C. Parra: Breaking Walls: Language Inclusion y Familias Latinas – Clarena Larrotta: Parent Roles in Hybrid Parental Engagement – Mary Petrón/Helen Berg: Pero No Sé Bien el Español: Formación de Docentes Bilingües and High Stakes Language Proficiency Testing – David Schwarzer/Mary Petrón/Clarena Larrotta: Conclusion – Contributors.

David Schwarzer is a Full Professor at Montclair State University. His research centers on literacy development in transnational and multilingual learning communities. He is a leading scholar in the theorical and practical distinctions between bilingual/multilingual/translingual education and its impact on monolingual teachers. Mary Petrón is a Full Professor of Bilingual/ESL Education in the School of Teaching and Learning at Sam Houston State University. Her research interests include bilingual/ESL teacher education, U.S.-Mexico transnationalism, and decolonizing language education. Her recent work has focused on educating teachers about working with children who are undocumented and/or from mixed status families.Clarena Larrotta is a Full Professor in the Adult, Professional, and Community Education programs at Texas State University. Utilizing engaged scholarship and Freirean/participatory approaches, her research interests focus on best teaching practices and action research related to adult literacy, family literacy, and language-culture teaching/learning.

“Let me start with my conclusion: This book is a mandatory read for all bilingual education pre-service teachers! And I expect that this is the first of many more books in this translingual format—felicitaciones! This volume pushes the reader to reconsider their preconceived ideas about language separation and mixing from a different stand-point. The authors of this anthology have a history of producing critical, relevant, and sophisticated work, which obviously will push the reader to think and do different work around the relationships between language, power, justice, and pedagogy. I was thrilled to write the endorsement for the book: I always had admired the pioneering work of the editors of the volume that break schemes of the academic taken-for-granted common-sense assumptions. This unique cutting-edge volume is commendable not only for its academic contributions BUT for the way in which Spanish and English interact in a dynamic and fluid way.”—Jaime Grinberg, Full Professor, Montclair State University

• Acknowledgments – David Schwarzer/Mary Petrón/Clarena Larrotta: Introduction – Theory – Angela Valenzuela/Cori Salmerón/Nathaly Batista-Morales: Subtractive Schooling and Authentic Cariño: Translanguaging in the Bilingual and Dual Language Classroom – Lucila D. Ek/Christian Fallas-Escobar/Patricia Sánchez: Retrospective Ideological Work: Leveraging Latina/o/x Bilingual Teacher Educators’ Personal Narratives – María Teresa de la Piedra/Blanca E. Araujo: Maestras Transfronterizas – Patrick H. Smith/Luz A. Murillo: Funds of Linguistic Knowledge en Prácticas Transnacionales to Promote Biliteracy Development – Practice – Blanca Caldas Chumbes/Deborah Palmer/Desiree Pallais: Embracing our Bilingual Selves in Reflection & Dialogue: Hacia una Praxis Bilingüe en Espacios de Preparación de Docentes – David Schwarzer/Lina M. Caswell: Translingüismo for The Bilingual Teacher: Phenomenon, Ideology, y Estrategia en el Salón de Clase – Imelda De La Rosa: English Learner Strategies: Should Teachers Be Torn Between Los Dos Idiomas o Capatilize en Los Two? – Action – Diana Cedeño/Julio C. Parra: Breaking Walls: Language Inclusion y Familias Latinas – Clarena Larrotta: Parent Roles in Hybrid Parental Engagement – Mary Petrón/Helen Berg: Pero No Sé Bien el Español: Formación de Docentes Bilingües and High Stakes Language Proficiency Testing – David Schwarzer/Mary Petrón/Clarena Larrotta: Conclusion – Contributors.

David Schwarzer is a Full Professor at Montclair State University. His research centers on literacy development in transnational and multilingual learning communities. He is a leading scholar in the theorical and practical distinctions between bilingual/multilingual/translingual education and its impact on monolingual teachers. Mary Petrón is a Full Professor of Bilingual/ESL Education in the School of Teaching and Learning at Sam Houston State University. Her research interests include bilingual/ESL teacher education, U.S.-Mexico transnationalism, and decolonizing language education. Her recent work has focused on educating teachers about working with children who are undocumented and/or from mixed status families.Clarena Larrotta is a Full Professor in the Adult, Professional, and Community Education programs at Texas State University. Utilizing engaged scholarship and Freirean/participatory approaches, her research interests focus on best teaching practices and action research related to adult literacy, family literacy, and language-culture teaching/learning.

“Let me start with my conclusion: This book is a mandatory read for all bilingual education pre-service teachers! And I expect that this is the first of many more books in this translingual format—felicitaciones! This volume pushes the reader to reconsider their preconceived ideas about language separation and mixing from a different stand-point. The authors of this anthology have a history of producing critical, relevant, and sophisticated work, which obviously will push the reader to think and do different work around the relationships between language, power, justice, and pedagogy. I was thrilled to write the endorsement for the book: I always had admired the pioneering work of the editors of the volume that break schemes of the academic taken-for-granted common-sense assumptions. This unique cutting-edge volume is commendable not only for its academic contributions BUT for the way in which Spanish and English interact in a dynamic and fluid way.”—Jaime Grinberg, Full Professor, Montclair State University

• Acknowledgments – David Schwarzer/Mary Petrón/Clarena Larrotta: Introduction – Theory – Angela Valenzuela/Cori Salmerón/Nathaly Batista-Morales: Subtractive Schooling and Authentic Cariño: Translanguaging in the Bilingual and Dual Language Classroom – Lucila D. Ek/Christian Fallas-Escobar/Patricia Sánchez: Retrospective Ideological Work: Leveraging Latina/o/x Bilingual Teacher Educators’ Personal Narratives – María Teresa de la Piedra/Blanca E. Araujo: Maestras Transfronterizas – Patrick H. Smith/Luz A. Murillo: Funds of Linguistic Knowledge en Prácticas Transnacionales to Promote Biliteracy Development – Practice – Blanca Caldas Chumbes/Deborah Palmer/Desiree Pallais: Embracing our Bilingual Selves in Reflection & Dialogue: Hacia una Praxis Bilingüe en Espacios de Preparación de Docentes – David Schwarzer/Lina M. Caswell: Translingüismo for The Bilingual Teacher: Phenomenon, Ideology, y Estrategia en el Salón de Clase – Imelda De La Rosa: English Learner Strategies: Should Teachers Be Torn Between Los Dos Idiomas o Capatilize en Los Two? – Action – Diana Cedeño/Julio C. Parra: Breaking Walls: Language Inclusion y Familias Latinas – Clarena Larrotta: Parent Roles in Hybrid Parental Engagement – Mary Petrón/Helen Berg: Pero No Sé Bien el Español: Formación de Docentes Bilingües and High Stakes Language Proficiency Testing – David Schwarzer/Mary Petrón/Clarena Larrotta: Conclusion – Contributors.