الآداب و اللغات
Volume 20, Numéro 2, Pages 41-55
2025-12-31

Understanding The Impact Of Translanguaging On Efl Learners’classroom Immersion From Teachers’ Perspectives: A Critical Review Of Three Empirical Studies



Authors : Oufai Imane Maria . Aoudar Louiza . Souadkia Mounya .

Abstract

Despitetheincreasingrecognitionoflinguisticdiversityinmultilingualclassrooms,the role of translanguaging in supporting classroom immersion for (EFL) learners remains contested. Many EFL contexts continue to uphold English-only ideologies, which can marginalise learners’ linguistic resources and hinder inclusive participation. This paperinvestigatesthisissuebyconductingacriticalreviewofthreeempiricalstudies, each of which explores teachers’ perspectives on translanguaging and its perceived effects on learners’ immersion and engagement in EFL classrooms. The review reveals that when implemented strategically, translanguaging functionsasascaffoldthatenhancescomprehension,lowerslearneranxiety,andaffirms students’ linguistic identities. These factors contribute positively to classroom immersion. The results of these studies provide evidence that some teachers were generally supportive of pedagogical translanguaging, recognising its benefits in increasing participation and clarity, while others were uncertain about translanguaging’s role and expressed a preference for English-only instruction. These findings underscore the importance of contextual and institutionalfactorsinshapingtranslanguagingpracticesandcallforclearerpoliciesand teacher training to ensure balanced, purposeful integration.

Keywords

translanguaging, classroom immersion, EFL learners, teacher perspectives,

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