Espinosa and Ascenzi-Moreno demonstrate how our emergent bilingual students who speak two or more languages in their daily lives- thrive when they are able to use translanguaging to tap the power of their entire linguistic and sociocultural repertoires. Additionally, the authors present rich and thoughtful literacy practices that propel emergent bilinguals into reading and writing success. The core of this approach is honoring and leveraging the language and cultural resources emergent bilinguals bring to school- and rooting instruction in their strengths. Knowing more than one language is, indeed, a gift to the classroom! Includes a foreword by Ofelia Garcia.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life.

Justin is an educator and an EdD student at CUNY - Hunter College, USA pursuing a doctoral degree in Instructional Leadership. His scholarship focuses on the intersection between language teaching, race, and whiteness. He lives in New York with his wife, his dog, and his very young son, and is an avid runner in his limited free time.