<![CDATA[Translanguaging has emerged as an effective approach in multilingual classroom, allowing teachers and students to use their full linguistic repertoire to support learning. In English as a Foreign Language (EFL) contexts, translanguaging is often realized through code-switching and code-mixing, which help learners understand lesson content and participate actively in classroom interaction. However, limited research has examined translanguaging as a broader framework that integrates both code-switching and code-mixing in English classroom interaction, analyzes their functions within translanguaging practices, and explores teachers and students perspectives on their effectiveness in improving English learning. This study employed a descriptive qualitative method involving one English teacher and 35 students of XI Mas Mualimin NW Gunung Rajak. Data were collected through classroom observations, semi-structured interviews, and documentation. The findings revealed that inter-sentential switching was the most dominant type of code-switching, accounting 75% of the occurences, followed by intra-sentential switching and tag-switching 12.5% each. In terms of code-mixing, insertion was te most frequent type 70%, followed by congruent lexicalization 20% and alternation 10%. The study also found that code-switching and code-mixing functioned to clarify lesson materials, provide instructions, introduce vocabulary, motivate students, and support comprehension. Furthermore, both teachers and students perceived translanguaging positively, as it enhanced understanding, participation, and confidence in English learning.]]>
