The translanguaging movement has emerged as a pivotal concept within language education, promoting inclusive and dynamic learning environments. This chapter explores the implications of translanguaging for English Language Teaching (ELT), encompassing contexts like ESL, EFL, and TESOL. It addresses the necessity for ELT to adapt to contemporary sociopolitical and multilingual paradigms within applied linguistics. The discussion begins with a conceptualization of translanguaging, highlighting its evolution from a concept in Wales to a broad understanding of multilingual practices in diverse social contexts. Central themes include the cognitive aspects of language, identity, societal implications, and pedagogical strategies. It will be argued that translanguaging not only enriches students’ learning experiences but also empowers language teachers, particularly those marginalized due to race, ethnicity, or proficiency biases, by validating their multilingual abilities and enhancing their professional identity. This inclusive approach fosters better student–teacher connections and promotes a holistic and equitable view of language use in education.