English-medium instruction, or EMI, may be defined as the “use of the English language toteach academic subjects (other than English itself) in countries or jurisdictions where the firstlanguage of the majority of the population is not English” (Macaro 2018, p. 1). EMI programmesoften simply involve the practice of using English to teach academic subjects, withlittle or no attention paid to linguistic issues (e.g. Yoxsimer Paulsrud 2014; Toth and Paulsrud2017). However, recent research suggests that students in EMI programmes may benefit fromthe opportunity to use all of their linguistic resources, through pedagogical translanguaging(e.g. Toth and Paulsrud 2017; Toth 2018). Pedagogical translanguaging may include “differenttypes of pedagogical strategies that soften boundaries between languages . . . such as usinginput and output in different languages, translation, comparison of language structures, or theuse of cognates” (Cenoz and Gorter 2017, p. 314). The use of students’ full range of linguisticresources through translanguaging pedagogy may have implications for students’ contentlearning as well as language development, making this a matter of interest for researchers andteachers alike. In the present chapter, we explore the potential role of translanguaging in EMIprogrammes, focusing specifically on the use of translation as part of a translanguaging theoryand pedagogy.