This paper investigates the complexities of multilingualism within one classroom in a Johannesburg city school. The study acknowledges that while South Africa's constitution and language in education policy embrace multilingualism, educational practices often remain rooted in monolingual approaches, particularly the dominance of English as the Language of Learning and Teaching (LoLT). This occurs despite research supporting the cognitive benefits of bilingual teaching strategies for multilingual learners. The research addresses this gap by exploring the nature and prevalence of multilingualism in a Grade 8 classrooms within the selected school. Findings reveal the rich linguistic repertoires that learners bring to school, highlighting the presence of multiple languages and language practices. Furthermore, the study highlights the potential of translanguaging to enhance reading skills and overall academic achievement. It argues for the recognition and utilization of learners' diverse linguistic skills as a valuable resource for epistemic access, moving beyond the limitations of monolingual instruction. The paper contributes to the growing body of knowledge advocating for a shift towards multilingual pedagogies. In conclusion, further research is needed to develop and implement effective translanguaging practices in similar multilingual classrooms elsewhere

Keywords: Translanguaging, multilingualism, township schools, Johannesburg, language policy, reading literacy, Grade 8, translanguaging pedagogy.