effectively in English. In this conception of English language, it should be treated as a heterogeneous global language wherein standard varieties of English such as Indian English, Nigerian English, and Trinidadian English would still have the same status as the orthodox varieties of British and American English. Reinforcing only one variety of English in academic situations is disadvantageous for students, since students will ultimately encounter many varied communicative contexts, and as society becomes more digitally advanced, many of those communicative contexts will be transnational. Since translanguaging is not yet a widely sanctioned language practice in educational systems, it is often practiced by students in secret and kept hidden from instructors. The practice of natural translanguaging without the presence of direct pedagogical effort can lead to issues of competence and transfer in academic contexts for students. This issue is why academics call for the inclusion of translanguaging in language acquisition programs, since students need to practice their translanguaging in a semi-structured environment in order to acquire competence and proficiency in communicating across academic contexts. If they are given the appropriate context in which to practice, students can integrate dominant writing conventions into their language practices and negotiate critically between language systems as they engage in translanguaging. For students to be successful at translanguaging in academic and other varied contexts, they must exercise critical metacognitive awareness about their language practices. Teachers Making use of translanguaging in the classroom does not require the teacher to be bilingual; however, it does require the teacher to be a co-learner. Monolingual teachers working with bilingual or multilingual students can successfully use this teaching practice; however, they must rely on the students, their parents, the community, texts, and technology more than the bilingual teacher, in order to support the learning and leverage the students' existing resources. As translanguaging allows the legitimization of all varieties, teachers can participate by being open to learning the varieties of their students, and by incorporating words from unfamiliar languages into their own use, serving as a model for their students to begin working with their non-native languages. The traditional prohibition of translanguaging in high-stakes writing assignments can prevent multilingual students from practicing their translanguaging abilities, and so it is the responsibility of the instructor to provide safe spaces for students to practice and develop their translanguaging skills. Teachers must plan out the translanguaging practices to be used with their students just as