In their study, Scibetta and Carbonara (2020) explore the implementation of translanguaging pedagogy within primary schools in Italy through the L’AltRoparlante project. This transformative action research project promotes inclusive multilingual education in schools with high percentages of immigrant minority students. The project aims to legitimize and leverage students’ diverse linguistic repertoires, challenging the monolingual norms prevalent in Italian education. The authors analyze data from interviews and focus groups conducted with teachers and students in two of the participating schools. They highlight the perceptual shifts among teachers, who initially viewed linguistic diversity through an assimilationist lens but gradually embraced the value of maintaining and promoting minority languages. This shift towards a multilingual paradigm enabled a more inclusive educational environment where students’ home languages were recognized as assets rather than obstacles. Students’ responses also reflected a transformation, with initial resistance to using their heritage languages in school giving way to a sense of empowerment as their linguistic identities were affirmed. The study underscores the potential of translanguaging to create a “third space” in classrooms, fostering intercultural dialogue and challenging traditional power dynamics between majority and minority languages.