Embracing Multilingualism in the EFL Classroom: Investigating Students’ Perspectives on Translanguaging in the English Department at Batna 2 University

Abstract

Abstract: This paper examines the effectiveness of translanguaging as a pedagogical strategy from the perspective of a sample of plurilingual students, enrolled in the English Department at the Algerian University Batna 2. In this mixed-methods research, the researcher employs a questionnaire and a focus group interview to gather data from 110 English as Foreign Language (EFL) students. By examining students’ perceptions of their language choice, use, and learning outcomes in a classroom where translanguaging is practiced, this study contributes to a deeper understanding of how embracing multilingualism through translanguaging strategies can enhance learning in EFL contexts. The affirmative findings support the implementation of translanguaging and hold implications for pedagogical approaches and language policy development to create more inclusive and effective EFL classrooms. Keywords: EFL, multilingualism, students’ perspectives, translanguaging