This study explores the influence of pragmatic instruction through translanguaging pedagogies in primary students’ pragmatic awareness of Catalan, Spanish and English requests, focusing on both sociopragmatics and pragmalinguistics. The sample was composed of 28 young learners from a public trilingual school in the Valencian Community that offers Catalan, Spanish and English as languages of instruction. Students filled in a multilingual test on pragmatic awareness before and after receiving multilingual pragmatic instruction through pedagogical translanguaging. Results showed that translanguaging pedagogies had a positive influence in students’ pragmatic awareness in the three languages, although differences among languages were observed, as well as multilingual pragmatic transfer phenomena. Thus, in this study, pedagogical translanguaging increased young students’ pragmatic awareness of Catalan, Spanish and English requests, which leads to suggest that students’ language repertoire represents an efficient learning strategy to enhance young students’ pragmatic abilities.