This study explores the decolonial potential of Chinese bilingual postgraduate students' translanguaging practices in English academic writing. It investigates the ways that students enact translanguaging to delink from monolingual standard English norms and integrate their authentic bilingual voices in the writing process. A case study was conducted to collect the students' written products and record and analyze their approaches and views to language use in academic writing in an English for academic purpose course. The findings reveal that students could employ the integrated multilingual repertoires to enhance learning outcomes, negotiate deficit linguistic views, and voice cultural identities in the writing process. Their translanguaging enactment transcends linguistic boundaries and English-dominated norms, providing empirical support for the decolonization of academic writing in Chinese higher education. The study underscores the importance of student-led negotiation of linguistic and cultural differences, advocating for critical engagement with translanguaging to deconstruct social inequalities perpetuated by hegemonic ideologies and promote bilingual subjectivities in non-Anglophone academic contexts.