Translanguaging is an emerging pedagogical strategy that is relevant for English as second language Classrooms. Initially this term is originated to revitalise the Welse language along with English. This term was explained by Garcia as a discursive practice in general. Later this is extended by him as a pedagogical practice for ESL learners. The paper does not study the linguistic imperialism in general but focusing on the Philipson’s idea of linguicism in which he developed fallacies of why English language should be used in higher education and why the medium of instruction should be used as English one. The idea of linguistic imperialism in the multilingual context of India, English is often treated as the dominant language of education, social mobility, and academic success, while students’ mother tongues and regional languages are frequently marginalized. Such classroom practices reflect linguistic imperialism or linguistic dominance where English gains superiority over local languages and creates unequal linguistic hierarchies. The emphasis on English-only instruction and native-like competence often limits learners’ participation and suppresses their multilingual identities. The study argues that translanguaging pedagogy offers a more inclusive and democratic approach to English language teaching by allowing learners to utilize their complete linguistic repertoire for communication, interaction, and meaning-making. The methodology of this paper is quantitative in nature. Data were collected from an M.A and PhD students from Aligarh Muslim University. It concludes that translanguaging can promote linguistic harmony, classroom participation, and inclusive education in the Indian context.