Abstract: This study examines lecturers’ and students’ perspectives towards translanguaging practices as well as unearthing the real practices of translanguaging in the EFL classroom. A case study is adopted as the research design. The data were collected by semi-structured interviews involving 3 EFL lecturers and 6 university students and observations of the classes. The findings reveal that lecturers view translanguaging practices as quite helpful for building up more active interactions during the classes. Besides, the lecturers also perceive that translanguaging is beneficial to achieve the goal of the subjects taught in the classroom. However, there has been a different viewpoint asserted by students. They demonstrate that the use of translanguaging in the classroom is potentially able to disrupt their English exposure which eventually can inhibit their language proficiency. In relation to the practice of translanguaging, it is recognized that translanguaging is dominantly used to explain content subjects. What is interesting is that the lecturers provide spaces for the practice of translanguaging for classroom interactions, but they restrict the usage of translanguaging in writing. The lecturers asserted that writing is a formal academic activity which should be anchored to the standard norms of the language.

Keywords: Translanguaging, EFL Classrooms, lecturers’ and students’ perspective.