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This case study examines the pedagogical measures taken for Spanish development for a group of bilingual preservice teachers in a university-based teacher education program in Texas. Classroom language policies were developed collaboratively and deliberately throughout the semester, which included discussion and negotiation between instructor and students about the language demands and expectations. Following the language development of four bilingual pre-service teachers in their quest to speak educación using discourse analysis, complexity and accuracy analysis, and critical narrative analysis, this study aims to highlight explicit experiences integrating content mastery and language development in a translanguaging university classroom. Implications include the need for horizontal language policies that foster effective cross-linguistic and pedagogical choices.
