<![CDATA[Backround - This study explores English teachers' beliefs and practices regarding translanguaging at MTs Darul Ulum, an Islamic junior high school in East Java, Indonesia. Translanguaging has emerged as a transformative approach in multilingual education, enabling students to draw on their linguistic resources to enhance English learning. Urgency of Research - This study contributes to the field by demonstrating how translanguaging functions as a culturally responsive practice within Islamic school contexts, bridging the gap between sacred linguistic traditions and modern instructional needs. The discussion reveals a tension between teachers' beliefs and institutional English-only norms. Research Objectives - The instrument, adapted from García and Wei's translanguaging framework, aimed to reveal teachers' beliefs, classroom practices, and influencing factors. Research Method - This research used a qualitative, exploratory design, with open-ended online questionnaires distributed to three English teachers with varying teaching experience. The data collected from the open-ended questionnaires were analyzed using thematic analysis. Research Findings - The findings show that teachers hold positive beliefs toward translanguaging, recognizing its value in improving student comprehension and participation. However, their conceptual understanding varied: some perceived translanguaging as simple code-switching, while others viewed it as a pedagogical tool. Teachers used translanguaging mainly to clarify grammar, explain vocabulary, and maintain engagement. Research Conclusion & Novelty - The study concludes that translanguaging enhances learning in multilingual classrooms and recommends teacher training and flexible language policies to support its effective implementation. This study contributes to the field by demonstrating how translanguaging functions as a culturally responsive practice within Islamic school contexts, bridging the gap between sacred linguistic traditions and modern instructional needs.]]>
