This chapter explores how multilingual societies shape human intelligence and the implications this has for language pedagogy. It draws on the idea of “Multilingual Intelligence (MI)” (Panda, 2022), grounded in the uniquely human capacities for multilanguaging and transknowledging, and argues that MI fosters cognitive flexibility, working memory, metaphorization, theory of mind, and intersubjectivity. Drawing on empirical language-use data from India, the chapter distinguishes between two forms of languaging—multilanguaging and spontaneous translanguaging—while rejecting the notion of deliberate translanguaging. It cautions that uncritical use of translanguaging, without systematic inclusion of children’s home languages, risks reinforcing early-exit English or regional-medium instruction models in India. Such practices, it argues, inadvertently sustain the dominance of the English/majority language education market. As an alternative, the chapter proposes a multilingual policy and pedagogy built on principles of multi-/translanguaging and transknowledging as a transformative pathway. To operationalize this, it outlines nine foundational principles of “Multi-/Translanguaging and Transknowledging Pedagogy” (MTTP), drawing upon two complementary theoretical frameworks: Cultural-Historical Psychology and Critical Social Theory of Knowledge. Together, these provide a conceptual foundation for reimagining multilingual education as a site of cognitive development, epistemic justice, and pedagogical innovation.