Jonsson (2013) investigated how six adolescents at an international boarding school in Sweden engaged in translanguaging practices through their personal diaries. Through an analysis of the diaries, as well as interviews with the students, Jonsson demonstrates how students engaged in translanguaging for their own purposes and how translanguaging was an integral part of their identities as plurilingual students. Her study also sheds light on how students’ languaging practices often do not match with the language ideologies or policies at the school level. The study sheds light on the importance of recognizing translanguaging within international school spaces, as part of students’ daily lives and identities regardless of whether it is permitted within official school spaces.