Through a critical articulation of tensions and contentions in language education, this book opens a space for conversation and action around experience, history, and expression for Latin@s in the United States. Across diverse contexts, which may include bilingual education, English as a second language, foreign language, heritage language, and languages for specific purposes, these students enter into struggles, controversies, debates, and contestable affirmations that also intersect with lived experiences around personal, family, and social histories of human mobility and the learners' complex translingual experiences within, between, and across languages. This book highlights the pedagogic and ethical urgency of teacher responsibility and learner agency in critically addressing the consequences, constraints, and affordances of the language education Latin@ students experience across different historically situated and institutionally defined spaces of practice, ideology, and policy.