Although monolingualism and the exclusive use of English have traditionally prevailed in English language classroom teaching, they are no longer adequate to meet the demands of the current dynamic landscape of socio-linguistic and socio-cultural diversity in the globalized context of linguistic and cultural diversity. Monolingual approaches, which prioritize language and emphasize English language purity, have challenged the promotion of inclusiveness and equity in English language education, often marginalizing or ignoring students’ linguistic resources. The concept of translanguaging has created more opportunities for students to utilize their diverse linguistic repertoires to express themselves and enhance learning in the classroom. This paper aims to explore students’ perceptions and practices of translanguaging at a university in southeast China, with the goal of undoing the sociopolitical constraints imposed by dominant monolingualism. Data were collected through semi-structured interviews and reflective journals with ten Chinese university students taking courses taught in English. The paper addresses two research questions: 1) How do students express their language beliefs, language usage, and identity construction when acquiring content knowledge through English? 2) To what extent do students pursue linguistic and epistemic equity by understanding and adopting translanguaging in their language usage? A qualitative content analysis was conducted to determine how the construct of a translanguaging space can enhance students’ access to linguistic and epistemic equity. The findings reveal the complexity of attitudes towards translanguaging, as well as the potential for inclusion of translanguaging in language learning and knowledge acquisition, primarily at the level of language use. The paper concludes with recommendations and implications emphasizing the significance of promoting awareness of translanguaging among students to embrace all languages, meaning-making resources, and prior knowledge for the purpose of achieving equitable English language education.