This chapter explores the BorderlandsBorderlands identities of bilingual teacher educatorsbilingual teacher educators and candidates as a starting point for crafting innovative decolonizing pedagogiesdecolonizing pedagogies in language teacher education. Drawing from an empirical study of translanguagingTranslanguaging in bilingual teacher education at a Midwest Hispanic-Serving InstitutionHispanic-Serving Institution (HSIHSI), we explore how teacher educators and candidates leveraged their bilingual/bicultural experiencesbilingual/bicultural experiences to teach and learn through a translanguaging pedagogical innovationtranslanguaging pedagogical innovation. In the study, teacher educator-researchers utilized design-based researchdesign-based research (DBRDBR) methodology framed by decolonizing epistemologiesdecolonizing epistemologies to codesign a translanguaging pedagogical innovation supporting candidates’ biliteracy. Data sources included faculty interviews, classroom observations, teacher candidate writing, multimodal learning artifacts, and collaborative design process artifacts modeled on cultural intuition. Data analysis utilized a decolonial Borderlands frameworkBorderlands framework to illuminate the fluid language identitieslanguage identities and practices of bilinguals who disrupt the epistemological racismepistemological racism and linguicismlinguicism of deficit-orienteddeficit-oriented research and practice in education. Returning to decolonizing epistemologies to center the cultural wealth of mestiza communitiesmestiza communities, findings show how bilingual teacher educators and candidates leveraged the pedagogical innovation for learning through metaphorical border-crossing and enacting linguistic ideological claritylinguistic ideological clarity. That is, the people designing the pedagogy created the conditions for meaningful learning across languages.