While the challenges that educators faced during the COVID-19 pandemic are widely acknowledged, there is little scholarship that highlights the positive lessons. This manuscript documents the experiences of an individual dual language bilingual education elementary teacher that was a part of a longitudinal qualitative study of United States educators during the COVID-19 pandemic. She named the ways that her literacy pedagogy in the emergency virtual learning portion of Spring of 2020 changed to reflect translanguaging pedagogy due to the suspension of monolingual standardized testing expectations. The teacher's experiences are a call to action to dismantle strict language barriers in dual language bilingual education in service of bi/multilingual children being able to draw on and develop their full linguistic repertoires.