In this article, Cummins (2021) examines the emergence of translanguaging pedagogy and its potential to challenge traditional monolingual educational practices. Focusing on bilingual and multilingual contexts, he critiques the longstanding “two solitudes” and “maximum exposure” approaches that prioritize the dominant language over students’ home languages. Cummins highlights how translanguaging allows students to use their entire linguistic repertoire, promoting deeper understanding and reinforcing their bilingual identities. Drawing on historical examples from the 1990s and current classroom practices in Canada, the article illustrates how translanguaging has evolved as an inclusive teaching method. Cummins emphasizes the critical role of educators in bridging theory and practice to foster equitable learning environments. Cummins ends the article by advocating for translanguaging pedagogies to support language development and affirm students’ cultural and linguistic identities.