ABSTRACT
This chapter discusses differences between translanguaging theory and practice as espoused by CUNY-NYSIEB (City University of New York-New York State Initiative on Emergent Bilinguals) and the language education policies of the state. It shows the important role that the development of a school's Language Policy Vision Statement played in opening up spaces for teachers to leverage their students' translanguaging in instruction. These vision statements emerged through a joint process with the schools' Emergent Bilingual Leadership Teams, composed of stakeholders in the schools, and supported by the CUNY-NYSIEB team. We share how three different schools developed their language policy vision statements and the process of implementation. All schools developed different programs according to their needs, the viability of the program for their school population and teachers, and their broader vision. And, all schools moved toward incorporating children's multilingual practices and taking up a heteroglossic translanguaging stance. This chapter shows how translanguaging theory and practices can be brought together with the language education policies of states for their emergent bilinguals.
