For teachers who strive to provide all children in the classroom with just education, the application of translanguaging pedagogy will be useful. In general terms, translanguaging pedagogy means that the teacher helps the child to activate their linguistic repertoire and use it for the maximum developmental and communicational profit (Vogel & García, 2017). To do this, the teacher needs to believe in the value and usefulness of the child’s linguistic repertoire, integrate it in the lessons, for example, in the form of activities in the child’s home language, and be ready to make the on-the-spot changes to the lesson, for example, to encourage the child through translanguaging (Vogel & García, 2017). To be successful in translanguaging pedagogy, the teacher does not necessarily need to be fluent in all languages of the children. Having a positive stance on the child’s fluid linguistic repertoire, designing the lessons with translanguaging activities beforehand, and leaving some space for the translanguaging shifts during the lessons will make a big difference for linguistic, cognitive, and socio-emotional development of multilingual students. After all, as Ignacio Estrada said, “If a child can’t learn the way we teach, maybe we should teach the way they learn”. And that is exactly what translanguaging pedagogy does.