This chapter explores multilingual communication, both in wider society and in educational contexts. It discusses the term ‘translanguaging’ in detail, providing and explaining useful definitions of the term. The chapter also identifies and unpacks key terminology that is often used within translanguaging theory and pedagogy. It then goes on to examine real examples from research on translanguaging, including in wider society, in the family and in the classroom. The chapter reveals that translanguaging is a natural part of who we are and what we do in our lives as bi/multilingual citizens. There is also time to explore the difference between translanguaging and terms such as ‘codeswitching’ and ‘using the L1’, explaining why we prefer to write and think about translanguaging. Finally, the chapter concludes with a historical discussion of how and why countries and education systems have tended to promote monolingual practices, particularly in classrooms, and the challenges that this presents for us as teachers interested in adopting more multilingual practices in our teaching.