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The study concentrated on how hybrid language (translanguaging) practices were demonstrated in four bilingual students’ writing products. Data were collected through classroom observations and the analysis of students’ artifacts produced during writing-related activities in Heritage Language school. The findings were presented following a sociocultural theoretical approach in three ways; first, illustrating translanguaging practices across the four participants in informal context, providing actual writing samples involving two or more languages; and finally, offering an analysis of students’ writing excerpts supported (or unsupported) by relevant literature. The findings of the study hold several implications for bilingual education and language instruction such as supporting biliteracy development and enhancing writing and communication skills.