The translanguaging paradigm has taken hold as an important development in applied linguistics in the 21st century, transforming our understanding of language, speakers, and the processes around multilingualism. The present chapter provides an overview of the translanguaging literature, emphasizing the contributions that focus on different pedagogical settings concerned with the teaching and learning of Spanish, and proposing pedagogical practices for different classroom settings. In the first section, the most central concepts within the translanguaging perspective (e.g., mapping languages to nation states, flexibility, and fluidity) are presented. The chapter continues with a review of the most important studies and proposals in relation to the teaching of Spanish in different contexts (e.g., bilingual programs, content and language integrated learning, or Spanish as a heritage language). The third part presents the notions of corriente (current), stance, shifts and design as methodological cornerstones. The chapter concludes with three fundamental aspects for the articulation of translanguaging pedagogies: translanguaging habitus, decolonization, and attention to translanguaging/trans-semiotic flows.