There is very little debate on whether the use of translanguaging is disruptive of monolingual ideologies and practices that predominate schooling systems globally. Recent studies in the field focus on what seems contradictory yet clear discourses on removing boundaries between languages so that there are no named-languages while at the same time talking about ‘languages’. This complexity may not be resolved in the current discourses of the “I” and the “E” languages, of which very little is known about the efficacy of postgraduate students' induction on the notion of translanguaging and how they apply it in their mini-research projects. This paper explores the effectiveness of introducing Master of Education postgraduate students, their test of the framework and self-efficacy towards future practices. This study adopted qualitative ethnographic research design in which seven master’s students were purposively sampled for data collection purposes. The data was collected through observing participant presentations where the researcher took notes and audio-recorded the presentations. While thematic content analysis served as a method of analysis the researcher analysed the students’ verbatim responses closely, finding links and similarities in their responses. The results of qualitative analysis of their verbatim responses revealed a shift of lenses from monolingual and parochial biases to a full embrace of multilingualism and translanguaging as a ‘normal’ practice they encounter in their daily teaching experiences. The study therefore recommends for multilingualism practices in education where students can make use of their linguistic repertoire for meaning making.