<![CDATA[This study explored teachers' views on translanguaging to enhance learners' learning and classroom participation in secondary schools in the O.R. Tambo Inland District, Eastern Cape. It investigated the benefits of translanguaging in daily teaching practices within multilingual English First Additional Language classrooms. A qualitative approach was adopted within an interpretivist paradigm using a case study design. Data were collected through semi-structured interviews and classroom observations involving five purposively selected English teachers from two secondary schools. Thematic analysis, following Braun and Clarke's six phases, was used. Findings revealed that teachers primarily view translanguaging as a responsive strategy that enhances comprehension, learner participation, and confidence. It promotes inclusivity, affirms learners' linguistic and cultural identities, and provides effective cognitive scaffolding. However, implementation is constrained by limited multilingual resources, inadequate teacher training, classroom management challenges, restrictive language policies, and tensions between home language use and English proficiency development. Translanguaging remains largely informal, reactive, and excluded from formal lesson planning and assessment. The study contributes empirical evidence from a rural South African district, highlighting the gap between teachers' pedagogical realities and existing policy frameworks. It extends translanguaging theory by demonstrating practical constraints in under-resourced, superdiverse classrooms. Recommendations include integrating translanguaging into lesson planning, developing multilingual resources, strengthening policy support, providing targeted professional development, adopting balanced language approaches, and reforming assessment to accommodate linguistic diversity.]]>
