This article provides an overview of translanguaging that allows readers to engage in informed discussions in response to the evolving use of language in globalized and transnational contexts. Leung and Valdés describe 1) a range of contextual climates in which additional language instruction takes place (e.g., a country with refugee or international students), 2) a comparison of additional language teaching settings, 3) early social and political environments that proposed the theorization of translanguaging, and 4) a synthesis of the evolving theoretical scholarship from which translanguaging theorists and educators continue to draw from. This well-rounded overview of translanguaging includes relevant historical insights that encapsulate what led to current developments and extensions in theory and practice in various contexts. Leung and Valdés conclude the article by raising issues in need of further debate and research, including the evaluation and assessment of actual language use and the promotion of languages “as a separate and distinct linguistic system” in contexts where the aim is to uplift the learning and use of minoritized languages (e.g., indigenous languages).