The present volume draws on translanguaging and disciplinary language from seven studies that link to international contexts of language use, namely, to the countries of Cyprus, Estonia, Pakistan and Sweden. It spans different home environments as well as a variety of school stages from pre-school to university andadult education. The different perspectives relate, for example, to mothers' concern to maintain their children's mother tongue, teachers' concern to implement and apply translanguaging and students' concern about multilingual education. The articles reflect contemporary society with its distinguishing features of globalization and multiculturalism.