This paper is separated into two parts: (1) an investigation and analysis of the separation of languages in dual language schools in the United States and (2) a guide for educators in developing translanguaging spaces within a Spanish/English dual language Unit of Study. The first part of this paper looks at the current popular trend of dual language instruction with the notion that bilingual programs are implemented to serve the interests of the dominant group in society; in this case, White families of privilege. Along this vein, a clear separation of languages in dual language instruction models is seen as a way of perpetuating the social stratification and marginalization of language minority students. The sociopolitical, pedagogical, theoretical, historical, and legal factors that have contributed to the current nature of dual language program models in the United States are explored in depth.The second part of this paper is organized into a guide for educators on how to design translanguaging spaces within a dual language Unit of Study
