There is scant research on how the translanguaging approach can be employed in mainstream education to increase knowledge. This study uses videographic data from 59 10th grade (15-year-olds) subject-matter classes in 4 secondary schools. Applying sociocultural discourse assay to peer–peer interaction, it unveils that multilingual adolescents employ their multilingualism to cognitively engage with content-based tasks and generate high-order speech acts embedded in intricate talk.