The growing number of multilingual classrooms led by monolingual teachers necessitates the use of research-informed strategies and methods. Translanguaging, the practice of encouraging students to use their full repertoire of languages to collaborate and respond, is gaining momentum in Emergent Multilingual pedagogy. The following dimensions of translanguaging are examined: its elements, practice, research, implementation, and impact. The research data are analyzed, revealing strengths, weaknesses, and potential. Unique challenges for the monolingual teacher are reviewed and three potential keys to translanguaging are detailed. Finally, future research opportunities concerning comparative data between monolingual and bilingual teachers are identified.