Translanguaging as a Pedagogical Scaffold in Algerian University EFL Classrooms

This study investigates the use of translanguaging as a pedagogical scaffold to enhance comprehension and learner participation in EFL classrooms at the University of 08 Mai 1945, Guelma, Algeria. Translanguaging refers to the strategic and flexible use of learners’ full linguistic repertoires (including Arabic, French, and English) to support meaning-making and facilitate communication in multilingual classrooms. In Algerian higher education, where students frequently navigate multiple languages, translanguaging offers a practical means to bridge linguistic gaps, clarify complex concepts, and promote active engagement.The study adopts a qualitative case study design, drawing on classroom observations, student questionnaires, and semi-structured instructor interviews to explore the ways in which translanguaging supports comprehension and participation. Findings indicate that learners benefit from the deliberate integration of multiple languages, showing enhanced understanding of lesson content, increased confidence, and higher levels of interaction during classroom activities. Instructors’ purposeful use of translanguaging fosters a more inclusive learning environment, allowing all students to contribute meaningfully to classroom discourse. The research also highlights challenges associated with translanguaging, including balancing English exposure with multilingual support and navigating institutional expectations for English-only instruction. The findings underscore the potential of translanguaging as an effective pedagogical strategy in Algerian EFL classrooms and provide practical recommendations for teacher training, curriculum design, and instructional practices that leverage students’ multilingual resources to improve both cognitive and interactional learning outcomes.