This practice report, developed by the City University of New York-New York State Initiative on Emergent Bilinguals (CUNY–NYSIEB), illustrates how translanguaging can be implemented in dual language bilingual education (DLBE) programs. Traditionally, some DLBE models have allocated specific instructional blocks to one language, such as the Two-Way Immersion “50/50 Dual Language Model” in which students spend equal time learning in English and a target language. This report explores how a different DLBE approach, translanguaging, might be used to support emergent bilingual students in learning with their full linguistic repertoires rather than keeping languages separated in DLBE classrooms. The report is organized into five chapters: the first two introduce the translanguaging theoretical framework and pedagogical components, while the remaining three present classroom examples, including units of study, lesson plans, and assessments.