English language learners represent one of the fastest growing, and diverse, group of students in California community colleges. The successful adoption of translanguaging to English as a second language (ESL) classrooms may provide an equitable way for teachers to ensure students reach their academic goals and foster bilingual identity development. With the advent of the Covid-19 pandemic comes new challenges for ensuring continued access to learning for ESL students. The pandemic also calls into question the traditional norms of language teaching as students and teachers must move to digital spaces to learn and teach. Using a theoretical framework rooted in critical and culturally sustaining pedagogies, this qualitative study explores San Diego county community college ESL instructors’ understanding of translanguaging and teaching for equity through the lens of permission, authenticity, scaffolding, expectation, and outcomes, to form them P.A.S.E.O. rubric for translanguaging. This study also seeks to understand the immediate impact the Covid-19 pandemic has had on ESL teaching. Findings and implications reveal a variety of areas for continued inquiry, such as support for the continued development and use of the P.A.S.E.O. rubric for community college ESL and further support of college instructors in order to meet the needs of linguistically diverse students in community college.