The field of language testing has made great strides in measuring language use. It is a monolingual construct, however, that anchors standardized language testing operations and classroom practices. Language use and performance research, see for example the MLJ special issue of 2011, demands that language testing operations also consider multilingual constructs. The present paper, generally guided by the published research as well as contributions in this special issue, examines how to expand the field's theoretical foundations to consider integrated multilingual testing constructs and translanguaging pedagogies.