While pedagogical translanguaging has been shown to have substantive positive impact on student learning outcomes internationally, adult education has not yet widely embraced the concept. This paper introduces the idea of translanguaging, the concept of encouraging students to rely on their existing linguistic knowledge when learning a new language, and the many benefits it affords adult students who are learning English as a second or other language. The results of a mixed-methods study highlight the important correlations that exist between bilingualism and ESL faculty's pedagogical philosophies of instruction, understanding of the concept of translanguaging, participation in professional development, and receptiveness to new teaching methodologies. The study further describes common misconceptions about translanguaging and suggests some easy-to-implement translanguaging activities. While the United States adult ESL system remains entrenched in centuries-old teaching methodologies, this paper demonstrates how ESL programs can eschew antiquated English-only instruction in favor of culturally sustaining, additive ESL education that is contemporary and supported by research. [For the full proceedings, see ED665621.]