The focus of this article is on how translanguaging, which is defined as a language practice that transcends formal language boundaries, was used as a linguistic tool and resource for expressing thoughts, emotions, and understandings of and around English and Spanish texts. Focusing on translanguaging as a medium for learning, the authors begin the process of valuing two students, Thomas and Melissa, as developing bilingual and biliterate learners who have linguistic strengths. The implications of such a perspective emphasize the concept of bilingualism as a resource not only in speaking but also in reading, regardless of the languages of the texts (Faltis, 2013; Hornberger, 2003; Ruiz, 1984). The concept and practice of translanguaging has reverberated across the field of bilingual education, and researchers document its use within both oral (Garcia, 2009) and written (Makar, 2012; Velasco & Garcia, 2014) contexts. While this may be the case, less focus has been placed on this bilingual language practice within families. The languages families use for purposes of communicating when reading and discussing texts have the potential to support the bilingual oral reading performances of their children. In this research, the authors investigate how translanguaging mediated the social construction of knowledge about reading.