A Review of Studies on EFL Teachers’ and Students’ Perceptions of Tranglanguaging as a Pedagogical Approach

Translanguaging has emerged as an adjustment to English the medium of instruction programs, which challenges traditional monolingual approach language teaching. This paper aims provide insights into perceptions EFL teachers and students toward translanguaging a pedagogical through making systematic review findings five recent empirical studies. The analysis those secondary sources shows that majority hold positive attitudes activities in EMI classrooms. Additionally, most reported need for training on planning deploying practice classroom setting. Future research focusing strategic uses pedagogy their explicit instructions is recommended result findings’ interpretation.