The translanguaging theory encourages language teachers to view their learners' linguistic backgrounds as a resource for creative expression. This article proposes an autoethnographically oriented application of the translanguging approach to studying emergent bilingual creativity in online communication. It includes three steps--storytelling, cultural interpretation, and online research--thus linking personal experiences of bilingual creativity with communal practice. To illustrate the approach's usefulness, the author applies it to his own observed cases of bilingual creativity in Chinese-English bilingual communication. Pedagogical implications for teaching language, World Englishes, and creative writing courses are provided.