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This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity. The chapters provide rich empirical research and document translanguaging in varied educational contexts, with studies from pre-school to adult education in different, mainly European, countries, where English is not the dominant language. Together they expand our understanding of translanguaging and how it can be applied to a variety of settings. This book will be of interest to students and researchers, especially in education, language education and applied linguistics, as well as to professionals and policymakers. Contents include: (1) Translanguaging as an Everyday Practice (Angela Creese); (2) Perspectives on Translanguaging in Education (BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, and Åsa Wedin); (3) Translanguaging and Ideology: Moving Away from a Monolingual Norm (Carla Jonsson); (4) Spaces for Translanguaging in Swedish Education Policy (Jenny Rosén); ( 5) Multilingual Young People as Writers in a Global Age (Joke Dewilde); (6) Pedagogies to Challenge Monolingual Orientations to Bilingual Education in the United States (Susan Hopewell); (7) Translanguaging and Social Justice: The Case of Education for Immigrant Persons who are Deaf or Hard of Hearing (Karin Allard and Åsa Wedin); (8) From Silencing to Translanguaging: Turning the Tide to Support Emergent Bilinguals in Transition from Home to Pre-school (Latisha Mary and Andrea S. Young); (9) Translanguaging Space and Spaces for Translanguaging: A Case Study of a Finnish-language Pre-school in Sweden (Boglárka Straszer); (10) Unravelling Translanguaging: The Potential of Translanguaging as a Scaffold among Teachers and Pupils in Superdiverse Classrooms in Flemish Education (Kirsten Rosiers); (11) Negotiating Concepts and the Role of Translanguaging (Anna Slotte and Maria Ahlholm); (12) Agency and Affordance in Translanguaging for Learning: Case Studies from English-medium Instruction in Swedish Schools (Jeanette Toth and BethAnne Paulsrud); (13) Ideology Versus Practice: Is There a Space for Pedagogical Translanguaging in Mother Tongue Instruction? (Natalia Ganuza and Christina Hedman); and (14) Epilogue (BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer and Åsa Wedin).