Enhancing EFL students’ participation through translanguaging

Abstract This study explored multilingual students’ attitudes towards translanguaging after the practice was introduced in group activities aimed at improving their English language skills and classroom engagement. A cohort of students taking a pre-sessional course college technology Rwanda were initiated into translanguaging. They then observed while interviewed later focus groups to understand acceptance as resource for learning. Findings show that engaged acknowledged its benefits activities. nevertheless expressed reservations about embracing formal pedagogy L2 classes. willing opt English-only classes regardless level abilities. Students’ mixed feelings appeared come from perception more relevant professionally internationally than other local languages constituted multilingualism.