The aim of this chapter is to explore teachers’ views of the potential of translanguaging pedagogy (García, 2017) in working with literature in basic second language learning and literacy instruction. The study was conducted among teachers in a learning programme targeting adult immigrants who lack basic competence in the dominant language, in this case Swedish. Following a collaborative research design, the material analysed consist of group conversations with the teachers, observation protocols, teaching material and teachers’ evaluation. Using the model of continua of biliteracy as a framework, the study indicates a shift towards translanguaging pedagogy as teachers created a space where students could use their voice and agency to talk about their own experiences of migration and settlement in Sweden using varied linguistic repertoires.