The debate on how English should be taught in school is always up on the table, but the term translanguaging is brand new teaching approach/term and is barely explored. This research synthesis will attempt to answer the question what different benefits there are in pupils’ language development with teaching English only using English, or by using the translanguaging approach. This will be done by investigating different perspectives in pupils ́ learning process and assess different ways of teaching. The curriculum for primary school states that the teaching of English should aim to teach the pupils ́ knowledge of the English language and knowledge of areas and contexts in which English is used, as well as their confidence in their ability to use English. This is where the question was raised, how do we achieve this in the best possible way and which approach will profit pupils’ most? Studies implicate that the translanguaging approach, which simplified means that if the pupils’ read a text in English afterwards will discuss and work with it in their first language, will benefit and develop both their language knowledge and increase their expertise in other school subjects. But it all comes down to how it is used. This would open up to for discussion but also a deeper understanding of how to use and apply the translanguaging approach to the classroom.