There has been a significant paradigm shift in the judicious use of learners' L1 in language classes in recent decades. However, monolingual teaching approaches, which legitimize language hierarchies, dominate the private schools and language institutions in Nepal. These pedagogical approaches exclude students whose linguistic resources differ from the accepted school/institution standard. Translanguaging pedagogy challenges the traditional belief that L1 should be kept separate from the target language. Pedagogical translanguaging values learners’ full linguistics repertoire and incorporates two or more languages systematically. This instructional approach has the potential to promote a richer understanding of the subject matter and facilitate home-school cooperation by valuing learners’ home language. In this paper, I argue that translanguaging pedagogy can be effective in teaching English for academic purposes (EAP) courses in EFL contexts.