Traditionally, languages have been isolated from each other in the school curriculum and there has been little contemplation of resources that learners have as rising multilinguals. This policy targets the protection of minority languages and has sought to evade cross-linguistic influence and codeswitching. However, these ideas have been contested by current multilingual ideologies in a society that is becoming more globalised. Within the domain of multilingual education studies, there is a strong trend towards substituting the idea of isolated linguistic systems with approaches that take multilingual speakers and their linguistic repertoire as a reference. This paper centers on translanguaging, a notion that was evolved in bilingual schools in Wales and refers both to pedagogically oriented strategies and to spontaneous language practices. In this paper, translanguaging will be assayed as linked to the protection and advancement of minority languages. Examples from multilingual education including minority languages will be displayed in order to see how translanguaging can be at the same time a danger for the survival of minority languages and an chance for their evolution. A set of principles that can add to stable translanguaging in a context of regional minority language use will be debated.