Historically, Spanish-speaking students have not been allowed to use their home and community linguistic practices in their schooling in the U.S., even in most Spanish-English dual language bilingual education (DLBE) programs, which require standard Spanish with strict language separation policies. These pedagogical practices have led to the reproduction of deficit language ideologies in DLBE classrooms that may harm students. In this essay, we call for programs to adopt vernacular forms of Spanish, including translanguaging practices, in bilingual and biliteracy instruction in order to meet the needs of Spanish-speaking students and combat deficit language ideologies and practices. From a critical pedagogical perspective, deliberate inclusion of vernacular Spanish (and translanguaging) in bilingualism and biliteracy is an ideal means to develop critical consciousness for students in DLBE, which can serve to combat deficit language ideologies, and aligns to the proposal of critical consciousness as the fourth goal of DLBE. We offer recommendations for teacher educators and DLBE practitioners.