Pedagogical translanguaging (PT) cannot rest on positive attitudes alone. In monolingual accountability regimes in which reliance on PT is not professionally and institutionally supported, teachers need ways to defend multilingual practice as legitimate teaching. Although short-cycle continuing professional development (CPD) can contribute to legitimizing PT, its role in making public endorsement professionally available has hitherto been underexamined. To fill this gap, this study analyzes workshop-embedded discussions from a CPD intervention with 48 teachers in four schools in Poland and Azerbaijan. The analysis focused on how teachers positioned PT within professional practice, and the findings revealed that, where target-language exclusivity remained salient, teachers described multilingual practices but withheld endorsement. However, where discussion was more open, PT entered shared professional reasoning, although across sites, acceptance remained bounded by proficiency, stage or function. With these results in mind, legitimation of PT is specified as a bridging CPD outcome visible in teacher talk.