Mariana Pacheco, University of Wisconsin-Madison.P. Zitlali Morales, University of Illinois at Chicago.Colleen Hamilton, University of Wisconsin-Madison

• Acknowledgments.Introduction and Overview; Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton.Section I. Theoretical Insights.Chapter 1. Spinning Trump's Language: Cracking the Code and Transforming Identities and Ideologies; Aria Razfar.Chapter 2. Dual Language Teachers as a Potentially Democratizing Force in English Learner Education; Donaldo Macedo and Lilia I. Bartolomé.Section II. Transformative Policies.Chapter 3. Transforming School District Policy for Emergent Bilinguals in New Immigrant Destinations: The Role of Community-Based Organizations; Megan Hopkins and Kristina Brezicha.Chapter 4. Reimagining the Educational Environment in California for Emergent Bilinguals: The Implications of the Passage of Proposition 58; Ursula S. Aldana and Danny C. Martinez.Chapter 5. How School- Level Practices Transform Federal and State Policies: One Dual-Immersion School's Response to the Common Core State Standards; Jamy Stillman.Section III. Transformative Pedagogies.Chapter 6. Socio-Spatial Repertoires as Tools for Resistance and Expansive Literacies; Arturo Córtez and Kris D. Gutiérrez.Chapter 7. Transforming Teaching in Multilingual Communities: Towards a Transcultural Pedagogy of Heart and Mind; Marjorie Faulstich Orellana, Janelle Franco, Sarah Jean Johnson, Krissia Martinez, G. Beatrí­z Rodrí­guez, Andréa C. Rodrí­guez-Minkoff,and Lilia Rodrí­guez.Chapter 8. Pedagogy in Hyper-Diverse Contexts: Educating Newly Arrived Immigrant Adolescents in a Science Class; Christine Malsbary and Jordan Wolf.Section IV. Transformative Practices.Chapter 9. Translanguaging and the Transformation of Classroom Space: On the Affordances of Disrupting Linguistic Boundaries; Ramón Antonio Martí­nez, Michiko Hikida, and Leah Durán.Chapter 10. Bilingual Youth and Networks of Support: Designing a Formula for Success on the Path to College; Colleen Hamilton and Mariana Pacheco.Chapter 11. Biliteracy as Emotional Practice: Latina/o Children Building Relationship Through Digital Literacy at an Afterschool Technology Program; Lucila D. Ek, Armando Garza, and Adriana Garcí­a.Chapter 12. The Practice of Cariño for Emergent Bilingual Students: Latinx Students in the United States and Indigenous Guatemaltecos; P. Zitlali Morales and Lydia A. Saravia.Section V. Conclusion.Chapter 13. Implications and Future Directions: Expanding Transformative Possibilities for Emergent Bilinguals in Contentious Times; Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton.About the Contributors.

Mariana Pacheco, University of Wisconsin-Madison.P. Zitlali Morales, University of Illinois at Chicago.Colleen Hamilton, University of Wisconsin-Madison

• Acknowledgments.Introduction and Overview; Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton.Section I. Theoretical Insights.Chapter 1. Spinning Trump's Language: Cracking the Code and Transforming Identities and Ideologies; Aria Razfar.Chapter 2. Dual Language Teachers as a Potentially Democratizing Force in English Learner Education; Donaldo Macedo and Lilia I. Bartolomé.Section II. Transformative Policies.Chapter 3. Transforming School District Policy for Emergent Bilinguals in New Immigrant Destinations: The Role of Community-Based Organizations; Megan Hopkins and Kristina Brezicha.Chapter 4. Reimagining the Educational Environment in California for Emergent Bilinguals: The Implications of the Passage of Proposition 58; Ursula S. Aldana and Danny C. Martinez.Chapter 5. How School- Level Practices Transform Federal and State Policies: One Dual-Immersion School's Response to the Common Core State Standards; Jamy Stillman.Section III. Transformative Pedagogies.Chapter 6. Socio-Spatial Repertoires as Tools for Resistance and Expansive Literacies; Arturo Córtez and Kris D. Gutiérrez.Chapter 7. Transforming Teaching in Multilingual Communities: Towards a Transcultural Pedagogy of Heart and Mind; Marjorie Faulstich Orellana, Janelle Franco, Sarah Jean Johnson, Krissia Martinez, G. Beatrí­z Rodrí­guez, Andréa C. Rodrí­guez-Minkoff,and Lilia Rodrí­guez.Chapter 8. Pedagogy in Hyper-Diverse Contexts: Educating Newly Arrived Immigrant Adolescents in a Science Class; Christine Malsbary and Jordan Wolf.Section IV. Transformative Practices.Chapter 9. Translanguaging and the Transformation of Classroom Space: On the Affordances of Disrupting Linguistic Boundaries; Ramón Antonio Martí­nez, Michiko Hikida, and Leah Durán.Chapter 10. Bilingual Youth and Networks of Support: Designing a Formula for Success on the Path to College; Colleen Hamilton and Mariana Pacheco.Chapter 11. Biliteracy as Emotional Practice: Latina/o Children Building Relationship Through Digital Literacy at an Afterschool Technology Program; Lucila D. Ek, Armando Garza, and Adriana Garcí­a.Chapter 12. The Practice of Cariño for Emergent Bilingual Students: Latinx Students in the United States and Indigenous Guatemaltecos; P. Zitlali Morales and Lydia A. Saravia.Section V. Conclusion.Chapter 13. Implications and Future Directions: Expanding Transformative Possibilities for Emergent Bilinguals in Contentious Times; Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton.About the Contributors.

Mariana Pacheco, University of Wisconsin-Madison.P. Zitlali Morales, University of Illinois at Chicago.Colleen Hamilton, University of Wisconsin-Madison

• Acknowledgments.Introduction and Overview; Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton.Section I. Theoretical Insights.Chapter 1. Spinning Trump's Language: Cracking the Code and Transforming Identities and Ideologies; Aria Razfar.Chapter 2. Dual Language Teachers as a Potentially Democratizing Force in English Learner Education; Donaldo Macedo and Lilia I. Bartolomé.Section II. Transformative Policies.Chapter 3. Transforming School District Policy for Emergent Bilinguals in New Immigrant Destinations: The Role of Community-Based Organizations; Megan Hopkins and Kristina Brezicha.Chapter 4. Reimagining the Educational Environment in California for Emergent Bilinguals: The Implications of the Passage of Proposition 58; Ursula S. Aldana and Danny C. Martinez.Chapter 5. How School- Level Practices Transform Federal and State Policies: One Dual-Immersion School's Response to the Common Core State Standards; Jamy Stillman.Section III. Transformative Pedagogies.Chapter 6. Socio-Spatial Repertoires as Tools for Resistance and Expansive Literacies; Arturo Córtez and Kris D. Gutiérrez.Chapter 7. Transforming Teaching in Multilingual Communities: Towards a Transcultural Pedagogy of Heart and Mind; Marjorie Faulstich Orellana, Janelle Franco, Sarah Jean Johnson, Krissia Martinez, G. Beatrí­z Rodrí­guez, Andréa C. Rodrí­guez-Minkoff,and Lilia Rodrí­guez.Chapter 8. Pedagogy in Hyper-Diverse Contexts: Educating Newly Arrived Immigrant Adolescents in a Science Class; Christine Malsbary and Jordan Wolf.Section IV. Transformative Practices.Chapter 9. Translanguaging and the Transformation of Classroom Space: On the Affordances of Disrupting Linguistic Boundaries; Ramón Antonio Martí­nez, Michiko Hikida, and Leah Durán.Chapter 10. Bilingual Youth and Networks of Support: Designing a Formula for Success on the Path to College; Colleen Hamilton and Mariana Pacheco.Chapter 11. Biliteracy as Emotional Practice: Latina/o Children Building Relationship Through Digital Literacy at an Afterschool Technology Program; Lucila D. Ek, Armando Garza, and Adriana Garcí­a.Chapter 12. The Practice of Cariño for Emergent Bilingual Students: Latinx Students in the United States and Indigenous Guatemaltecos; P. Zitlali Morales and Lydia A. Saravia.Section V. Conclusion.Chapter 13. Implications and Future Directions: Expanding Transformative Possibilities for Emergent Bilinguals in Contentious Times; Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton.About the Contributors.