Our degree project is built on our experience from our teacher’s practice. In this study, we researched how subject integration and translanguaging influence the educational process and the language development in a multicultural school context. Further, we described translanguaging in pedagogy and for individuals, as well as its disadvantages in the learning process. Moreover, we performed our study through observations, interviews and evaluation of the learning materials used in a third-grade class. The participants were three teachers in a multicultural school with their respective classes. In our research, we found out that using translanguaging as a pedagogical approach in multicultural classrooms can support the communicative and interactive process that enables students to accomplish their tasks and progress. Finally, we found out how teachers can accomplish their teaching goals through subject integration and translanguaging, and conclusively, the two approaches can be beneficial for English teaching due to the possibility of languages to strengthen each other.