“I Don't Let What I Don't Know Stop What I Can do”—How Monolingual English Teachers Constructed a Translanguaging <scp>Pre‐K</scp> Classroom in China

Abstract Guided by translanguaging pedagogy, this study examines how monolingual English teachers in a Pre‐K school China navigate between and Chinese to construct classroom. Findings based on classroom observations interviews reveal that, despite being constrained their monolingualism, the enacted multiple ways creating three components: assistance, assessment, showcases. Translanguaging assistance enables children learn with of first language; assessment evaluates children's language skills within spectrum multilingual funds knowledge, showcases define strategic activities unlock full linguistic repertoires, activate creative voices, let bilingualism shine. This provides pedagogical guidelines that balance goal learning developing through an iterative enactment components.