This article introduces basic strategies for teachers initiating translanguaging pedagogy for emergent bilingual students in mathematics classrooms to support linguistic identities, create inclusive environments, and enhance learning. The authors collaborated with Algebra 1 teachers who exclusively taught emergent bilingual students, implementing research-based strategies through monthly sessions focused on co-planning, co-teaching, and co-reflecting. Translanguaging emerged as a particularly effective strategy for enhancing student participation and mathematical comprehension.