In this chapter, García and Li Wei (2015) explore the concept of translanguaging within bilingual and multilingual education, challenging traditional bilingual education models such as subtractive and additive bilingualism. Translanguaging is defined as the dynamic and fluid use of multiple languages by bilingual individuals, which transcends conventional linguistic boundaries. The authors argue that translanguaging should be central to bilingual education as it reflects the natural language practices of multilingual individuals and can transform educational structures and practices. The chapter emphasizes the importance of recognizing students’ entire linguistic repertoires as valuable resources for learning, rather than treating bilingualism as a challenge to be managed. Strategies discussed include fostering translanguaging spaces within the classroom, where students can utilize all their language practices to engage with content and develop critical thinking skills. Practical examples highlight how translanguaging can be used to promote deeper understanding, cognitive engagement, and the construction of multiple identities. This approach not only supports bilingual students but also challenges monolingual ideologies in education, advocating for more inclusive and equitable practices that recognize and celebrate linguistic diversity.