Considering the argument that Zambia is a multilingual country and that all the classrooms are multilingual while the current Language in Education Policy only mentions English as the language of instruction from grade five onwards, it was imperative to study the sociolinguistic situation of the grade 6 classrooms of Chibombo district and their corresponding teachers' language practices. The study was guided by the following objectives:(a) to establish the sociolinguistic composition of the classrooms and (b) to analyse teachers' language practices in selected grade six classrooms. The study utilised the sequential explanatory research design; a mixed methods approach that involves the collection and analysis of quantitative data first and then qualitative data. Cluster random, simple random and purposive sampling techniques were used to come up with 260 respondents of which 60 were grade 6 teachers and 200 were grade 6 pupils. The findings of the study showed that the grade 6 classrooms of Chibombo district were multilingual as teachers and learners came from diverse linguistic background and were able to speak more than one language. The findings also showed that while some teachers democratised their classrooms through the adoption of translanguaging as a pedagogic language practice, others insisted on monolingual language practices which resulted in symbolic violence. Thus, the study concluded that teachers' language practices did not fully democratise the classrooms due to semi-translanguaging.