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Dual‐language books (DLBs) are often seen as positive resources for biliteracy development, but most contain implicit messages about the status of the languages used. Through a large content analysis of 100 dual‐language children’s books (DLCBs), across 10 publishing companies, the authors developed a linguistic typology of DLBs in order to expose messages of linguistic hierarchy. In this article, educators are provided a lens for understanding the hegemony of English in DLBs, provided with exemplars of community‐based biliteracy development via holistic language use and translanguaging in DLCBs, and invited into a discussion on the vulnerability and compassion that would be required for creating more equity and effectiveness in biliteracy development.

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