Asadi, L. (EdRev will insert date). Review of Crossing Divides: Exploring translingual writing pedagogies and programs, by B. Horner & L. Tetreault. Education Review, 25. EdRev will insert date ISSN 1094-5296 Horner, B., & Tetreault, L. (2017). Crossing Divides. Exploring translingual writing pedagogies and programs. Utah State University Press. Pp. 216 ISBN:978-1607326199 Reviewed by Lobat Asadi Texas A & M University United States While translingual practices are emergent worldwide, especially since the global push for English as a Foreign Language, most educational spaces treat the practice as a bastardization of communication. In their edited volume, Crossing Divides: Exploring translingual writing pedagogies and programs Horner & Tetreault tackle this dilemma by presenting translingualism in three different perspectives; theorizing translinguality in writing and its teaching, pedagogical interventions and, lastly, institutional and pragmatic interventions. In Part 1, Juan C. Guerra & Anne Shivers- McNair examine the rationale for translingual praxis by delving into the theoretical frameworks and historic placement of language pedagogies. They first explain the monolingual (colonial) approaches, the multilingual (neocolonial) approaches, and the translingual, or decolonial approaches to language instruction as well as cultural differences. By doing so, they place pedagogies