"Pedagogical translanguaging" or "translanguaging education" alludes to the "intentional instructional strategies that integrate two or more languages and aim at the development of the multilingual repertoire as well as metalinguistic and language awareness" (Cenoz & Gorter, 2020, p. 300), thus "a translanguaging classroom is any classroom in which students may deploy their full linguistic repertoires, and not just the particular language(s) that are officially used for instructional purposes in that space" (García, Ibarra Johnson, & Seltzer, 2017, p. 2). Consequently, the principles of pedagogical translanguaging can be applied to any classroom, at any level, and on any subject where more than one language is proactively being used. In the context of multilingual classrooms, facilitating pedagogical translanguaging represents a way to vindicate bilingual and heritage speakers' identities, and contributes to social justice. In the case of language teaching, pedagogical translanguaging plunges into the recurrent debate on the suitability of using additional languages, on top of the target language, for instructional purposes. This chapter provides examples of translanguaging implemented in different contexts and describes the benefits and potential drawbacks of using translanguaging pedagogies in the language learning classroom. [For the complete volume, see ED612143.]