I am Yetunde S. Alabede (Yétúndé Alábẹdé), a graduate of the Federal College of Education, Abeokuta-Nigeria (Associate Degree in Teaching), University of Lagos, Nigeria (B.A. Ed.), Bowling Green State University (M.A. Ed.), and Confucius (Hanyu Shuiping Kaoshi (HSK) Chinese Proficiency Levels 1–3), Beijing-China. I am completing my doctorate in Curriculum, Instruction, and Teacher Education (CITE) at Michigan State University's College of Education. I am a multilingual educator, teacher-educator, and community-engaged researcher whose interdisciplinary work sits at the intersection of family language policy, heritage language education, multilingualism, and transnational African mothering. Drawing on my lived experiences as a mother-scholar and cultural advocate, I explore the sociopolitical realities of African families navigating language and identity in both African and diasporic contexts. My scholarship is grounded in critical frameworks, including Global Southern Theory, Decolonial Theory, Culturally Sustaining Pedagogy, Feminism, Intersectionality, Multimodality, Digital Multiliteracy, and Critical Language Pedagogy. These perspectives inform my work in multilingual education, with a focus on cultivating critical multilingual awareness in homes, schools, and communities. My goal is to empower learners in multilingual, multicultural classrooms regardless of their backgrounds while equipping teachers and parents with the tools to support this vision. My work in Yorùbá heritage language education is shaped by my conceptual framework, ẹ̀bùnlingualism, which frames language transmission as both a cultural gift and an act of resistance against epistemic injustice.