Abstract
Cultural deficit theories have long been debunked, yet Spanish continues to be treated as an impediment to Latinos' school success. With over 5 million emerging bilinguals, of which approximately 75% are Spanish speakers, Latinos' biliteracy potential should be examined as a means to support their learning. This article focuses on the spontaneous biliteracy of Latinos who, given the freedom to access their full linguistic resources, engage in frequent translanguaging and transliteracy to support their learning. The academic success of the focal students here suggests that affirming and integrating Latinos' emerging bilingual skills is key to their motivation and interest in learning and literacy.
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