This study implements pedagogical translanguaging in the L3 classroom of a primary education degree to examine future primary school teachers' experiences and reflections about the use of translanguaging strategies in Catalan and Spanish to develop the four English language skills. 65 pre-service teachers participated in the study, who took part in group discussions after receiving 8 hours of English instruction through translanguaging pedagogies. Results revealed that future teachers' experiences in the use of translanguaging were very positive. Moreover, participants recognised potential benefits of applying pedagogical translanguaging to scaffold L3 reading comprehension, oral comprehension, written production and oral production. Thus, this study suggests the adoption of a more multilingual paradigm in L3 instruction, as well as the introduction of teacher training on the use of translanguaging pedagogical strategies in language and content teaching.