This study is a classroom linguistic ethnography with a Year 4 class of 18 students, aged 9 years, in a village primary school in bidialectal South Eastern Cyprus. The research methods include a year of participant observation, in-depth interviews and fieldnotes. The study applies Hornberger’s (1989) theoretical framework of the biliteracy continuum for a critical perspective on the way this Greek Cypriot community reflects hierarchical views of Cypriot Dialect, (CD) and Standard Modern Greek, (SMG) in academic contexts which involve both linguistic varieties. The study analyses translanguaging and literacy practices in classroom talk to focus on students’ collective efforts when negotiating meanings of texts, helping them to jointly construct knowledge (Garcia, 2009; Creese & Blackledge, 2010). The analysis shows that, regardless of negative views of CD, children and teacher use CD as a learning resource. The students draw on all their available linguistic resources to understand and construct knowledge through types of talk, such as exploratory talk (Mercer, 2000; 2004) enacted through translanguaging practices. Evidence showed that learning through translanguaging can be both cognitive, such as understanding the pedagogic task, as well as social and cultural, based on and embedded in, the way students shared their ideas and reasoned together.