In a mixed-methods study, Zhou et al. (2021) explored students’ translanguaging practices within an English as a Medium of Instruction (EMI) middle school classrooms at an international school in China. Through classroom observations and interviews, the authors found students engaged in translanguaging for a variety of social and academic purposes, though some were unsure whether translanguaging should be accepted in formal contexts. The authors call for teachers to recognize the totality of their students’ linguistic resources and to provide opportunities for students to leverage their repertoire to learn academic content and to further develop their bilingual proficiency.