In this practitioner focused article, Templeton (2023) examines the implementation of translanguaging pedagogy in international school settings, addressing the linguistic and cultural homogeneity often present in educational policies. In the article, Translanguaging is defined as the fluid use of linguistic resources by bilingual individuals to make meaning and communicate. Templeton argues for the consistent application of translanguaging practices to celebrate and utilize students’ plurilingualism as an asset rather than a deficit. She proposes various strategies to support English as an Additional Language (EAL) students, including small group and pair work, think-pair-share, modeling, pre-teaching vocabulary, and using visual aids. Practical examples highlight activities where students initially engage in their home language before translating their work into the target language. This approach aims to create an inclusive classroom environment that values students’ native languages and cultural identities, promoting a more effective and engaging learning experience.