This article explores the interactional conduct and the socio-pedagogical valorization of teachers and pupils' translanguaging practices in a multilingual and a monolingual Belgian classroom. Incorporating the latter widens the translanguaging scope. Translanguaging practices can be norm-breaking or imply a turning back to the norm. They happen in the margins and centre of classroom activities and can serve a socio-emotional aim. Pedagogical translanguaging aims solely happen in the multilingual classroom.