Understanding Translanguaging in US Literacy Classrooms Kate Seltzer, Rowan University Cati V. de los Ríos, University of California, Berkeley Introduction Bi-/Multilingualism as the Longstanding Norm A Translanguaging Lens: Centering the Language and Literacy Practices of Bi-/Multilinguals in Classrooms Policy Recommendations Conclusion Reframing Bi-/Multilingualism as the Norm This publication of the James R. Squire Ofﬁce on Policy Research offers perspectives with implications for policy decisions that affect literacy education, teaching, and learning. Ernest Morrell, professor and director of the Notre Dame University Center on Literacy Education, directs the Squire Ofﬁce on behalf of NCTE and creates research and reports with the involvement of literacy education leaders in the ﬁeld. All policy briefs from the Squire Ofﬁce are available at NCTE.org. For information on this publication, contact NCTE at executivedirector@ncte.org. ©2021 by the National Council of Teachers of English, 340 N. Neil St. #104, Champaign, IL 61820. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or included in any information storage and retrieval system without permission from the copyright holder. To request permission to reprint, contact NCTE at permissions@ncte.org. A full-text PDF of this document may be downloaded free for personal, noncommercial use through the NCTE website: https://ncte.org/resources/policy-briefs/ (requires Adobe Acrobat Reader).