This paper seeks to investigate how teachers within the course Swedish for immigrants approach translanguaging as a method for language and knowledge development and to what extent translanguaging strategies are used in the classroom. The study was conducted through semi-structured interviews with four in-service teachers. The result shows that the teachers in the study to some extent use multilingual practices to create meaning in conversations and texts and to create a connection between students' linguistic identities. They are also to some extent positive towards translanguaging but expresses that Swedish should be the main language of instruction.