With the advancement of globalization (KUMARAVADIVELU, 2006), associated with the economic growth of Brazil, we observe an increasing number of people who seek to learn and know the Brazilian language and culture. In this way, there is an increase in interinstitutional academic programs that promote transnational flows of people and privilege the contact between Brazilian universities and other universities around the world. As a reflection of these new motilities, it is easier to exchange students whom, when they arrive in a new country, bring with them cultures and languages that come into contact with others. Thus, from the perspective of applied linguistics, this article aims to reflect the importance of creating translingual didactic spaces (CANAGARAJAH, 2013) that cover the different linguistic repertoires (RYMES, 2010) that constitute the PLE classroom.