RECENTLY, SEVERAL NEWS ARTICLES WERE published celebrating the bilingualism of Princess Charlotte, the young daughter of Prince William and Catherine Middleton. A headline from Independent noted," Princess Charlotte is already bilingual at age two," with the author insisting that this was" a skill most people cannot claim" and that she" can't help but feel inferior"(Ritschel, 2018). In a similar vein, a headline from Harper's Bazaar reported" Princess Charlotte may have just started nursery but can already speak two lan-guages"(Fowler, 2018). As scholars who study the intersections of language, race, and social class we cannot help but be struck by the vast differences in the ways that the bilingualism of Princess Charlotte has been discussed versus the ways that it is typically discussed when associated with low-income students from racialized backgrounds. In our experience as US educators, we have typically heard low-income bilingual students from racialized backgrounds framed as" English learners"(ELs) who pose a challenge for public schools. This also appears to be the case in the United Kingdom, with a Guardian article reporting that English-as-an-additional-language (EAL) children are typically placed in intensive English interventions classes focused on basic communi-cation skills before being integrated with their classmates (Morrison, 2014). Based on this remedial framing, the increasing number of low-income bilingual students from racialized backgrounds is typically met with alarm