In this chapter, we look in detail at planning for translanguaging pedagogy. The focus of this chapter is on aspects of translanguaging, such as the source—i.e., initiator, the purpose, and the methodological aspects. We look at the various classifications, particularly those created by Garcia et al. (The translanguaging classroom: Leveraging student bilingualism for learning. Caslon, Philadelphia, PA, 2017), including the three tenets of translanguaging, five stages of pedagogy and seven principles. Translanguaging has many different classifications by different authors, and we compare Hornberger (Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Multilingual Matters, Clevedon, 2003), Moore and Nikula (Translanguaging in CLIL classrooms. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 211–234). Multilingual Matters, Bristol, 2016), and Lewis et al. (Educational Research and Evaluation, 18(7), 655–670, 2012). While these strategies were originally designed for multilingual contexts, we believe they have significant relevance in monolingual settings as well. Towards the end of the chapter, we explore Garcia et al.’s (The translanguaging classroom: Leveraging student bilingualism for learning. Caslon, Philadelphia, PA, 2017) four purposes of translanguaging, connecting them to practical in-class strategies and offering suggestions for how these strategies can be applied in EFL contexts. Finally, we consider potential approaches to assessment.