Globalization has increased the presence of multilingual students in US classrooms, where usually they must discard their linguistic repertoires for forced monolingualism. However, translanguaging can give back their voice while enhancing target language acquisition. Colleagues Tsukuru Kamiyama, Him Ibro, and I carried out a multi-year qualitative study looking at instances of written translanguaging from multilingual adult students. Inductive textual analysis and interviews found that translanguaging depends on individual responses to contextualization, linguistic gaps, language frequency, and identity. Forced monolingualism led to relatively less expressive facility and information depths; hence language teachers are recommended to encourage translanguaging so students can maximize their multiple linguistic and domain repertoires for more successful learning and communicating.