This study investigates the role of translanguaging in Swedish secondary school English as a Foreign Language (EFL) classrooms, examining its impact on multilingual learners. By analysing multiple studies, this paper explores translanguaging's positive effects, challenges, and effects on language learning experiences among newly arrived students. The paper examines the use of students' native languages (L1) alongside English (L2/L3, etc) and Swedish to enhance language acquisition in a multilingual classroom setting. Methodologically, the research involves a systematic review of educational databases focusing on translanguaging, English language learning, classroom practices, and multilingualism in Swedish secondary schools. Findings highlight the benefits of translanguaging, including improved language proficiency, enhanced academic writing, and the promotion of an inclusive classroom environment. However, challenges such as time constraints and inconsistent integration are identified as limitations. Furthermore, the importance of incorporating translanguaging practices in the EFL classroom is underscored to promote linguistic diversity and deeper comprehension. The paper advocates for a paradigm shift in language education, emphasising the need for educators to recognize and leverage students' native languages to create inclusive, multilingual learning environments. While translanguaging shows promise in enriching language acquisition and fostering inclusive classrooms, further research is needed. Areas such as long-term impacts, comparative analyses across diverse educational contexts, and understanding pedagogical influences on translanguaging implementation remain for future exploration. In conclusion, this study highlights the pivotal role of translanguaging in nurturing multilingualism within Swedish EFL classrooms for diverse student populations.