In South Africa, efforts by the Department of Higher Education and Training promote transformative multilingualism across public universities, a shift driven by the dismantling of Apartheid, which created racial and linguistic segregation and hierarchies. Despite university policies advocating multilingualism, practical implementation remains underexplored. This chapter narrows the focus to discipline-specific guidelines, addressing multilingualism in English classrooms, especially among first-year students in Extended Curriculum Programmes, who are often at risk. It proposes a guideline for English lecturers to promote multilingualism when teaching figurative language, using local idioms and translanguaging to bridge understanding and demarginalise home languages. The study includes a diagnostic activity and discusses applicability through a fictional case. Thus, emphasising meaningful multilingual classroom integration, it further advocates translanguaging as a decolonial strategy to empower multilingual identities, improve comprehension, and challenge English dominance.