This article is a response to Annika Karlsson, Pia Nygård Larsson, and Anders Jakobsson's "The continuity of learning in a translanguaging science classroom". I consider the parallels between the practice of translanguaging and border crossing, and how the research related to border crossing might inform translanguaging. In conclusion, I suggest drawing upon other theoretical frameworks related to border crossing in order to more broadly conceptualize and analyse translanguaging science classrooms. [For "The Continuity of Learning in a Translanguaging Science Classroom," see EJ1248283.]