<![CDATA[In multilingual English Language Teaching (ELT) classes, language policies play a crucial role in shaping classroom practices and influencing both teacher autonomy and the creation of translanguaging spaces where multiple languages can be used as learning resources. This study investigated how the lack of language policy shaped translanguaging spaces in Indonesian ELT classrooms. It also examined how teachers and faculty members with structural positions perceived the role of translanguaging in ELT. This study used a qualitative approach, drawing on semi-structured interviews with six teachers and five faculty members with structural positions. The data were examined using thematic analysis, uncovering key themes and patterns that provided a deeper understanding of the issue from multiple perspectives. The findings revealed that the absence of a formal language policy led to teacher-driven language practices, thereby enabling translanguaging to emerge as a flexible pedagogical tool. However, this autonomy led to inconsistencies in language instruction across classrooms. While many teachers recognized the benefits of translanguaging for student engagement and comprehension, they also faced challenges in balancing multilingual practices with expectations for English proficiency. The study highlights the need for universities to develop structured yet adaptable guidelines that acknowledge the advantages of translanguaging while ensuring coherence in teaching approaches. Future research should further explore student perspectives to better understand how language policy shapes learning experiences, equal opportunities, and academic success.]]>
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