LAUSR

This paper aims to explore the epistemological decentring in a language other than English classroom through pedagogical translanguaging and examine students’ attitudes toward translanguaging practices. Data were collected from a six‐week classroom observation with 20 French major undergraduates and interviews with the students in a comprehensive university in China. Analysis revealed that the teacher employs three forms of translanguaging pedagogy: form‐focused strategy, dual‐language substantiation, and multi‐semiotic strategy, which promote students’ understanding of epistemological decentring. The interviews indicated the advantages of translanguaging integrated with epistemological decentring including heightened engagement, the development of cross‐language awareness, and enhanced critical language awareness. The study shows how pedagogical translanguaging aligns with a decentring perspective, promoting the use of diverse knowledge systems, and highlighting the importance of creating a decentring space for multilingual education. It also underscores the need to challenge monolingual ideologies, question conventional approaches to multilingualism, and actively embrace a diverse range of meaning‐making systems.