The overall purpose of this study is to investigate newly arrived students' attitudes and perceptions toward translanguaging in English. Due to a dramatic increase in multicultural classrooms worldwide, translanguaging is more prevalent than ever. In 2020, 24 percent of primary school students in Sweden spoke a language other than Swedish at home (SCB. 2020: 5). In recent years, there has been an increasing interest in examining bilingualism and translanguaging in multilingual classroom. However, only a very small number of these studies have been dedicated to explore translanguaging from the perspective of bilingual and newly arrived students. This study tries to fill this gap by focusing merely on newly arrived students and their translanguaging habits when they learn English. Data was collected thorough a questionnaire, with 32 participants in a language introduction program at a high school in central Sweden, and via direct observation of fourteen participants in their English classroom. Data was analysed through a five-step-qualitative data analysis process1 from a theoretical standpoint that bilingual learners actively use their language repertoire as a readily available resource when learning a new language (Illman et al., 2018 & Torpsten 2018). The result of this study illustrates that the newly arrived students have a positive attitude toward their native languages and are heavily dependent on their already existing linguistic repertoire when learning new vocabulary, working with reading comprehension and sometimes listening. The result also showed that the more the participant’s native language is closer to English in terms of its grammatical, syntactical and phonological structure, the more person tends to use translanguaging in general.