This conceptual essay examines the historic, ideological foundations of bilingual education in the United States as influenced by various perspectives and policies related to multilingual learners. Additionally, past and current curricular models of bilingual education are analyzed through an ideological lens, illustrating connections between monoglossic and heteroglossic ideologies and the curricular models. The practice of translanguaging is discussed as a heteroglossic practice that supports bilingualism in current and future curricular models and recommendations for stakeholders are addressed.