Contemporary human mobility has brought subjects and communities into inevitable contact with diverse sociocultural repertoires. The coexistence between these groups promotes a series of challenges whose main one is the elaboration of common platforms in which they can anchor their interactions. The language classroom is one of those scenarios in which communities and subjects try to create shared references to interact. In the specific case of the educational context of Macau and China, one of the elements that promote multiple interpretations and noises in the elaboration of common platforms is silence. Traditionally, the interpretation of Chinese silence by Chinese and non-Chinese teachers and even by students is usually associated with a passivity that is a direct product of a general culture and, specifically, a culture of learning. This generalist interpretation comes from analyzes that ignore that meanings are not fixed and that they are produced by us, situated in social negotiation. Especially, these are perceptions that create classroom realities in which subjects are taken as linear and Cartesian and, therefore, rigid. Thus, in order to debate interpretations of silence, we reflect on the perspective that the world and the senses are in motion and that the search for coexistence strategies can generate possibilities for encounters. Therefore, we approach the concept of cultural translation as a posture that can shed light on the dynamics we experience in the search for the construction of a common space of coexistence. To carry out our discussion, we worked with a set of testimonies and popular phrases (sayings, proverbs, etc.) quoted by Chinese students in a written interaction in which they were invited to ponder about silence in the classroom. Based on this data set, we have access to the diversity and instability of meanings that silence can assume inside and outside the classroom; thus, we refuse arguments that still defend the possibility of building rigid identities.