This brief aims to contextualize and promote translanguaging as an approach to educating bi-/ multilingual students in US literacy classrooms. Broadly, "translanguaging" has been defined as "the deployment of a speaker's full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages" (Otheguy, García, & Reid, 2015, p. 281) and "an approach to language pedagogy that affirms and leverages students' diverse and dynamic language practices in teaching and learning" (Vogel & García, 2017, p. 1). To take up a translanguaging perspective, then, means creating opportunities for bi-/multilingual students to "engage in literacy in ways that deepen their understanding of texts, generate more diverse texts, develop students' confianza in performing literacies, and foster their critical metalinguistic awareness" (García & Kleifgen, 2020, p. 561)--no matter what the language of instruction. The brief begins by foregrounding bi-/multilingualism as the longstanding norm in the United States and describing translanguaging as a lens for understanding and organizing instruction around students' dynamic language practices. The authors provide research-based examples from classrooms that have taken up translanguaging and describe the creative and critical literacies (Li Wei, 2011) that came to the surface as a result. Lastly, they explore policies that would enable schools and teachers to recognize bi-/multilingualism as the norm and leverage it for language and literacy learning.