Research shows that bilingual learners move naturally between their languages to learn; however, this practice is not welcomed in many second/foreign language classrooms given the belief that first language (L1) use negatively affects second language (L2) development, despite much empirical evidence to the contrary. Moreover, translanguaging practices calling for the use of full linguistic repertories can also benefit L2 learning, especially during collaborative tasks. It is thus important to explore translanguaging practices in classroom contexts. This study investigates code choice and translanguaging within collaborative oral tasks by focusing on the way college-level, Spanish language learners strategically alternate between languages to sustain and enhance their interactions. In particular, the positive role of L1 use during the pretask phase and its relation to L2 use during the task phase are examined.