The aim of this study is to find out which conditions for translanguaging second-language learners are provided through two teaching materials in Swedish as a second language. The primary statement question concerned which kinds of expression for translanguaging occurred in the teaching materials. The secondary question statement concerned what signs of scaffolding were present for the second-language learner’s identity development. The study was implemented through a qualitative text analysis of two teaching books for the grades 7-9 in primary school and Swedish high school. The study was based on the theory of translanguaging and the cognitive perspective in language acquisition. The results of the study showed that the teaching material included expressions for translanguaging to a certain extent which also gave an opportunity to preserve one’s identity in their school work. The learners got to work with materials that can be interpreted as translanguaging. On the contrary, it is not assured that learners interpreter it as an opportunity for translanguaging. The most distinguishing in the result is that mother tongue and multilingualism were spoken about on a larger scale. However, the use of the native language was limited.