The purpose of "Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices" is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what is known about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In this book, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research. Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. The aim of this book is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities. Following the Introduction and Overview by Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton, this book contains the following chapters: (1) Spinning Trump's Language: Cracking the Code and Transforming Identities and Ideologies (Aria Razfar); (2) Dual Language Teachers as a Potentially Democratizing Force in English Learner Education (Donaldo Macedo and Lilia I. Bartolomé); (3) Transforming School District Policy for Emergent Bilinguals in New Immigrant Destinations: The Role of Community-Based Organizations (Megan Hopkins and Kristina Brezicha); (4) Reimagining the Educational Environment in California for Emergent Bilinguals: The Implications of the Passage of Proposition 58 (Ursula S. Aldana and Danny C. Martinez); (5) How School-Level Practices Transform Federal and State Policies: One Dual-Immersion School's Response to the Common Core State Standards (Jamy Stillman); (6) Socio-Spatial Repertoires as Tools for Resistance and Expansive Literacies (Arturo Córtez and Kris D. Gutiérrez); (7) Transforming Teaching in Multilingual Communities: Towards a Transcultural Pedagogy of Heart and Mind (Marjorie Faulstich Orellana, Janelle Franco, Sarah Jean Johnson, Krissia Martinez, G. Beatríz Rodríguez, Andréa C. Rodríguez-Minkoff, and Lilia Rodríguez); (8) Pedagogy in Hyper-Diverse Contexts: Educating Newly Arrived Immigrant Adolescents in a Science Class (Christine Malsbary and Jordan Wolf); (9) Translanguaging and the Transformation of Classroom Space: On the Affordances of Disrupting Linguistic Boundaries (Ramón Antonio Martínez, Michiko Hikida, and Leah Durán); (10) Bilingual Youth and Networks of Support: Designing a Formula for Success on the Path to College (Colleen Hamilton and Mariana Pacheco); (11) Biliteracy as Emotional Practice: Latina/o Children Building Relationship Through Digital Literacy at an Afterschool Technology Program (Lucila D. Ek, Armando Garza, and Adriana García); (12) The Practice of Cariño for Emergent Bilingual Students: Latinx Students in the United States and Indigenous Guatemaltecos (P. Zitlali Morales and Lydia A. Saravia); and (13) Implications and Future Directions: Expanding Transformative Possibilities for Emergent Bilinguals in Contentious Times (Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton).