This study investigates the impact of translanguaging as scaffolding in teaching to support language acquisition and participation among newly arrived students in Swedish classrooms. Through thematic and linguistic analysis of collected data, the study explores if translanguaging fosters language understanding and usage among students with varying levels of proficiency in Swedish. The findings demonstrate that translanguaging helps students draw on their entire linguistic repertoire, enhancing their ability to comprehend and use the Swedish language. Additionally, the study highlights the role of peer and teacher support in encouraging active participation and the use of multiple languages as learning resources. The results suggest that translanguaging not only aids language development but also promotes inclusive and equitable classroom environments.