In this article, Lin and He (2017) examine the role of translanguaging in Content and Language Integrated Learning (CLIL) classrooms, particularly focusing on its implementation with South Asian ethnic minority students in a Hong Kong secondary school. The study investigates how translanguaging facilitates both content learning and identity affirmation in a multilingual setting, despite the dominant monolingual policies in place. The authors argue that translanguaging not only aids in pedagogical scaffolding but also plays a critical role in affirming students’ cultural identities. The study highlights how translanguaging practices emerge naturally in classroom interactions, enabling students to bridge linguistic gaps and enhance their understanding of complex academic content. The article provides practical examples of how students use their home languages alongside English to grasp scientific concepts, thus challenging the monolingual norms typically enforced in educational settings. The findings suggest that embracing translanguaging in CLIL classrooms can create more inclusive and effective learning environments, ultimately supporting both academic achievement and cultural identity development.