This chapter explores the nature and role of texts in translanguaging classrooms, both written and audiovisual texts. It acknowledges current norms of monolingual texts in ELT, exploring how we can make our interaction with and understanding of such texts more multilingual. Translanguaging with written texts is explored in detail, including through how a translanguaging teacher in China uses a mainly monolingual textbook for translingual learning in receptive skills lessons. This leads to exemplified analysis of different stages in such lessons, including preparing learners for reading, building lexis with written text, strengthening comprehension of texts and consolidating learning as we move from receptive to productive skills. Genre-based translanguaging, as an example of integrated skills work, is discussed, as is translanguaging in extensive reading for pleasure. Translanguaging with audio and video texts and the use of multimodal skills, particularly when watching, are both explored, compared and contrasted with written text usage. The chapter also investigates how both phonological awareness and initial literacy can be developed with the support of translanguaging.