This critical assessment examines the tension that has recently evolved between translanguaging advocates and advocates of two-way immersion programs. Translanguaging advocates have called for a reframing of language allocation practices and the incorporation of translanguaging pedagogy into these programs. At issue is that two-way immersion programs, through careful language allocation or separation practices, have empirical longitudinal support attesting to their effectiveness. The question then becomes whether this long-standing language separation practice ought to be abandoned, modified, or remain intact. To shed light on this matter the author attempts to gauge the theoretical, empirical and pedagogical merits of translanguaging with special reference to two-way immersion programs. The author concludes that translanguaging theory is still evolving and empirical longitudinal research to support translanguaging in two-way immersion programs is lacking. Moreover, it is unclear how the use of translanguaging pedagogy in these programs might better meet students' needs that are already being met through exemplary practices. The author concludes that there is not sufficient reason to either abandon or modify the use of language separation in two-way programs at this time.