In Wang’s (2019) study, the use of translanguaging pedagogies in Chinese Foreign Language (CFL) classrooms is explored in response to the challenges faced by both students and teachers as classrooms become more linguistically diverse. Traditionally CFL classrooms were dominated by monolingual teaching methods. As the number of students in these classrooms coming from diverse language backgrounds has increased, translanguaging has emerged as a strategy. Wang’s research, conducted through surveys and interviews with students and teachers, reveals mixed attitudes toward this method. While some educators struggle to adapt to multilingualism, others embrace it, using translanguaging to create a more interactive and communicative classroom. This approach reflects a broader shift from monolingualism toward a more flexible, pluralistic form of language education, which aligns with the increasingly international and multilingual reality of CFL classrooms. Wang finished the article calling for further teacher education and a reconceptualization of language teaching to better support these diverse learning environments.