In this article, Moses, Hajdun, and Alvarado Aguirre (2021) detail their work in two bilingual first-grade classrooms in the United States and Colombia, focusing on translanguaging practices among emerging bilingual students. The authors describe a series of instructional activities that encouraged students to use both English and Spanish in their writing and communication. The study highlighted how the strategic use of bilingual texts and translanguaging not only supported language development but also reinforced students’ bilingual identities. Key methods included iterative readings of bilingual books, interactive picture labeling, vocabulary building, and letter writing, all scaffolded to support students’ bilingual abilities. The article emphasizes the importance of creating classroom environments that value and promote bilingualism, allowing students to draw on their full linguistic repertoire. The authors conclude with a call for educators to adopt translanguaging pedagogies to foster positive bilingual identities and enhance educational outcomes for bilingual students.