The context of this paper is the historical division of Foreign Language collegiate programs between scholarly approaches emphasizing literature study and pragmatic approaches emphasizing language communicative skills. This bifurcation resulted in a ‘curricular gap’ between lower-level language classes and advanced-level classes (Kern, 2002). The language-literature split is methodological, political (Kern, 2002), and theoretical (Kramsch & Nolden, 1994). Similarly, Arabic Foreign Language programs in U.S. universities also suffer from Language-literature dichotomy (Ben Amor, 2017). This paper proposes Translanguaging (Garcia & Wei, 2014), as a way to bridge the gap between higher and lower level language classes, and allow for students’ in depth engagement with foreign language content. Data of the study derives from an ethnographic study of Contemporary Arabic literature class which utilizes Translanguaging in all class activities and assignments. Data of the study include field notes, audio-recordings of a semester long class discussions, in-depth interviews of students, students’ written work in both English and Arabic. Findings of the study Analysis of data is ongoing, but preliminary examination indicates that the pedagogical use of translanguaging, which allows students to use their full linguistic repertoire, provides opportunities for authentic engagement in meaning making and literacy practices in foreign language classrooms. Keywords Translanguaging, Foreign Language Education, Literacy, Literature, Collegiate education, Alterity, Ethics.