Maite T. Sánchez is an Assistant Professor of Bilingual Education at Hunter College of the City University of New York, USA. Her research focuses on language education policy and practice, particularly related to Latinx and other minoritized bilingual students, translanguaging pedagogy, and the experiences of novice bilingual education teachers entering the profession. She has published in journals such as Bilingual Research Journal, International Journal of Bilingual Education and Bilingualism and TESOL Quarterly.Ofelia García is Professor Emerita in the PhD programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center of the City University of New York, USA. She has published widely in the areas of bilingualism/multilingualism and bilingual education, language education, language policy, and sociology of language. The American Educational Research Association has awarded her three Lifetime Research Achievement Awards – Distinguished Contributions to Social Contexts in Education (2019), Bilingual Education (2017), and Second Language Acquisition Leadership through Research (2019).

• AgradecimientosContributorsNelson Flores: Foreword: The Transformative Possibilities of TranslanguagingMaite T. Sánchez and Ofelia García: Introducción: Transforming Educational Espacios: Translanguaging Sin MiedoPart 1: Latinx Children and Youth, Translanguaging and TransformationChapter 1. Ofelia García and Maite T. Sánchez: The Making of the Language of US Latinxs: Translanguaging TejidosPart 2: Good and Agency ¿Para Quién?Chapter 2. Dan Heiman, Claudia G. Cervantes-Soon and Andrew H. Hurie: 'Well Good Para Quién?': Disrupting Two-Way Bilingual Education Gentrification and Reclaiming Space through a Critical Translanguaging PedagogyChapter 3. Luis E. Poza and Aaron Stites: 'They Are Going to Forget about Us': Translanguaging and Student Agency in a Gentrifying NeighborhoodPart 3: Possibilities from the FronterasChapter 4. Ramón Antonio Martínez, Victoria Melgarejo Vieyra, Neida Basheer Ahmad and Jessica Lee Stovall: Prefiguring Translingual Possibilities: The Transformative Potential of Translanguaging for Dual Language Bilingual EducationChapter 5. María Teresa (Mayte) de la Piedra and Alberto Esquinca: Translanguaging and Other Forms of Capital in Dual Language Bilingual Education: Lessons from la FronteraChapter 6. Maite T. Sánchez, Ivana Espinet and Victoria Hunt: Student Inquiry into the Language Practices de sus Comunidades: Rompiendo Fronteras in a Dual Language Bilingual SchoolChapter 7. Suzanne García-Mateus, Kathryn I. Henderson, Mónica Téllez-Arsté and Deborah K. Palmer: An Experienced Bilingual Latina Teacher and Pre-K Latinx Students in the Borderlands: Translanguaging as Humanizing PedagogyPart 4: Corridos y Cuentos Across and BeyondChapter 8. Cati V. de los Ríos and Kate Seltzer: Collaborative Corridos: Ballads of Unity and JusticeChapter 9. Luz Yadira Herrera and Carla España: Critical Translanguaging Literacies and Latinx Children's Literature: Making Space for a Transformative and Liberating PedagogyPart 5: Raising the Potencial of 'Los Otros' Latinx Bilingual Children and YouthChapter 10. Maribel Gárate-Estes, Gloshanda L. Lawyer and Carla García-Fernández: The US Latinx Deaf Communities: Situating and Envisioning the Transformative Potential of TranslanguagingChapter 11. María Cioè-Peña and Rebecca E. Linares: What We Experience is What We Value: Perceptions of Home Language Practices by Latinx Emergent Bilinguals Labeled as DisabledPart 6: ConclusiónChapter 12. Maite T. Sánchez: A Path Pa’lante! Amplifying Translanguaging Espacios Sin MiedoGuadalupe Valdés: Afterword: No Quiero Que Me Le Vayan A Hacer Burla: Issues to Ponder and Consider in the Context of TranslanguagingIndex

This important and inspirational volume brings hope and justice to K-12 schools. It deepens the understanding of translanguaging pedagogies towards transformative translanguaging spaces for bilingual students. The book rompe fronteras y muros sin miedo and stays true to the academic, linguistic, and political origins and purposes of the translanguaging movement in the field.

Maite T. Sánchez is an Assistant Professor of Bilingual Education at Hunter College of the City University of New York, USA. Her research focuses on language education policy and practice, particularly related to Latinx and other minoritized bilingual students, translanguaging pedagogy, and the experiences of novice bilingual education teachers entering the profession. She has published in journals such as Bilingual Research Journal, International Journal of Bilingual Education and Bilingualism and TESOL Quarterly.Ofelia García is Professor Emerita in the PhD programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center of the City University of New York, USA. She has published widely in the areas of bilingualism/multilingualism and bilingual education, language education, language policy, and sociology of language. The American Educational Research Association has awarded her three Lifetime Research Achievement Awards – Distinguished Contributions to Social Contexts in Education (2019), Bilingual Education (2017), and Second Language Acquisition Leadership through Research (2019).

• AgradecimientosContributorsNelson Flores: Foreword: The Transformative Possibilities of TranslanguagingMaite T. Sánchez and Ofelia García: Introducción: Transforming Educational Espacios: Translanguaging Sin MiedoPart 1: Latinx Children and Youth, Translanguaging and TransformationChapter 1. Ofelia García and Maite T. Sánchez: The Making of the Language of US Latinxs: Translanguaging TejidosPart 2: Good and Agency ¿Para Quién?Chapter 2. Dan Heiman, Claudia G. Cervantes-Soon and Andrew H. Hurie: 'Well Good Para Quién?': Disrupting Two-Way Bilingual Education Gentrification and Reclaiming Space through a Critical Translanguaging PedagogyChapter 3. Luis E. Poza and Aaron Stites: 'They Are Going to Forget about Us': Translanguaging and Student Agency in a Gentrifying NeighborhoodPart 3: Possibilities from the FronterasChapter 4. Ramón Antonio Martínez, Victoria Melgarejo Vieyra, Neida Basheer Ahmad and Jessica Lee Stovall: Prefiguring Translingual Possibilities: The Transformative Potential of Translanguaging for Dual Language Bilingual EducationChapter 5. María Teresa (Mayte) de la Piedra and Alberto Esquinca: Translanguaging and Other Forms of Capital in Dual Language Bilingual Education: Lessons from la FronteraChapter 6. Maite T. Sánchez, Ivana Espinet and Victoria Hunt: Student Inquiry into the Language Practices de sus Comunidades: Rompiendo Fronteras in a Dual Language Bilingual SchoolChapter 7. Suzanne García-Mateus, Kathryn I. Henderson, Mónica Téllez-Arsté and Deborah K. Palmer: An Experienced Bilingual Latina Teacher and Pre-K Latinx Students in the Borderlands: Translanguaging as Humanizing PedagogyPart 4: Corridos y Cuentos Across and BeyondChapter 8. Cati V. de los Ríos and Kate Seltzer: Collaborative Corridos: Ballads of Unity and JusticeChapter 9. Luz Yadira Herrera and Carla España: Critical Translanguaging Literacies and Latinx Children's Literature: Making Space for a Transformative and Liberating PedagogyPart 5: Raising the Potencial of 'Los Otros' Latinx Bilingual Children and YouthChapter 10. Maribel Gárate-Estes, Gloshanda L. Lawyer and Carla García-Fernández: The US Latinx Deaf Communities: Situating and Envisioning the Transformative Potential of TranslanguagingChapter 11. María Cioè-Peña and Rebecca E. Linares: What We Experience is What We Value: Perceptions of Home Language Practices by Latinx Emergent Bilinguals Labeled as DisabledPart 6: ConclusiónChapter 12. Maite T. Sánchez: A Path Pa’lante! Amplifying Translanguaging Espacios Sin MiedoGuadalupe Valdés: Afterword: No Quiero Que Me Le Vayan A Hacer Burla: Issues to Ponder and Consider in the Context of TranslanguagingIndex

This important and inspirational volume brings hope and justice to K-12 schools. It deepens the understanding of translanguaging pedagogies towards transformative translanguaging spaces for bilingual students. The book rompe fronteras y muros sin miedo and stays true to the academic, linguistic, and political origins and purposes of the translanguaging movement in the field.

Maite T. Sánchez is an Assistant Professor of Bilingual Education at Hunter College of the City University of New York, USA. Her research focuses on language education policy and practice, particularly related to Latinx and other minoritized bilingual students, translanguaging pedagogy, and the experiences of novice bilingual education teachers entering the profession. She has published in journals such as Bilingual Research Journal, International Journal of Bilingual Education and Bilingualism and TESOL Quarterly.Ofelia García is Professor Emerita in the PhD programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center of the City University of New York, USA. She has published widely in the areas of bilingualism/multilingualism and bilingual education, language education, language policy, and sociology of language. The American Educational Research Association has awarded her three Lifetime Research Achievement Awards – Distinguished Contributions to Social Contexts in Education (2019), Bilingual Education (2017), and Second Language Acquisition Leadership through Research (2019).

• AgradecimientosContributorsNelson Flores: Foreword: The Transformative Possibilities of TranslanguagingMaite T. Sánchez and Ofelia García: Introducción: Transforming Educational Espacios: Translanguaging Sin MiedoPart 1: Latinx Children and Youth, Translanguaging and TransformationChapter 1. Ofelia García and Maite T. Sánchez: The Making of the Language of US Latinxs: Translanguaging TejidosPart 2: Good and Agency ¿Para Quién?Chapter 2. Dan Heiman, Claudia G. Cervantes-Soon and Andrew H. Hurie: 'Well Good Para Quién?': Disrupting Two-Way Bilingual Education Gentrification and Reclaiming Space through a Critical Translanguaging PedagogyChapter 3. Luis E. Poza and Aaron Stites: 'They Are Going to Forget about Us': Translanguaging and Student Agency in a Gentrifying NeighborhoodPart 3: Possibilities from the FronterasChapter 4. Ramón Antonio Martínez, Victoria Melgarejo Vieyra, Neida Basheer Ahmad and Jessica Lee Stovall: Prefiguring Translingual Possibilities: The Transformative Potential of Translanguaging for Dual Language Bilingual EducationChapter 5. María Teresa (Mayte) de la Piedra and Alberto Esquinca: Translanguaging and Other Forms of Capital in Dual Language Bilingual Education: Lessons from la FronteraChapter 6. Maite T. Sánchez, Ivana Espinet and Victoria Hunt: Student Inquiry into the Language Practices de sus Comunidades: Rompiendo Fronteras in a Dual Language Bilingual SchoolChapter 7. Suzanne García-Mateus, Kathryn I. Henderson, Mónica Téllez-Arsté and Deborah K. Palmer: An Experienced Bilingual Latina Teacher and Pre-K Latinx Students in the Borderlands: Translanguaging as Humanizing PedagogyPart 4: Corridos y Cuentos Across and BeyondChapter 8. Cati V. de los Ríos and Kate Seltzer: Collaborative Corridos: Ballads of Unity and JusticeChapter 9. Luz Yadira Herrera and Carla España: Critical Translanguaging Literacies and Latinx Children's Literature: Making Space for a Transformative and Liberating PedagogyPart 5: Raising the Potencial of 'Los Otros' Latinx Bilingual Children and YouthChapter 10. Maribel Gárate-Estes, Gloshanda L. Lawyer and Carla García-Fernández: The US Latinx Deaf Communities: Situating and Envisioning the Transformative Potential of TranslanguagingChapter 11. María Cioè-Peña and Rebecca E. Linares: What We Experience is What We Value: Perceptions of Home Language Practices by Latinx Emergent Bilinguals Labeled as DisabledPart 6: ConclusiónChapter 12. Maite T. Sánchez: A Path Pa’lante! Amplifying Translanguaging Espacios Sin MiedoGuadalupe Valdés: Afterword: No Quiero Que Me Le Vayan A Hacer Burla: Issues to Ponder and Consider in the Context of TranslanguagingIndex

This important and inspirational volume brings hope and justice to K-12 schools. It deepens the understanding of translanguaging pedagogies towards transformative translanguaging spaces for bilingual students. The book rompe fronteras y muros sin miedo and stays true to the academic, linguistic, and political origins and purposes of the translanguaging movement in the field.