<![CDATA[This study examines the relationship between vocabulary development, self-confidence, and translanguaging among prospective elementary school teachers. The study employed a quantitative associative design involving 60 prospective elementary school teachers as participants. Data were collected using questionnaires measuring perceived vocabulary development, self-confidence, and translanguaging. The data were analyzed using multiple linear regression to examine the relationship between the two predictor variables and translanguaging. The results showed a multiple correlation coefficient (R) of 0.772, with an R Square value of 0.596 and an Adjusted R Square value of 0.583. Vocabulary development was positively and significantly associated with translanguaging, with a regression coefficient of 0.431, t = 4.862, and p < 0.001. Self-confidence also showed a positive and significant association with translanguaging, with a regression coefficient of 0.512, t = 5.337, and p < 0.001. These findings indicate that vocabulary development and self-confidence are both significantly associated with translanguaging among prospective elementary school teachers. The findings should be interpreted as associative relationships rather than causal effects, as the study did not employ an experimental design. The study highlights the importance of considering both linguistic resources and affective factors in understanding translanguaging practices among prospective elementary school teachers.]]>
