Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris VOL. 13, No.1 : 76-87 Juli 2022 P-ISSN 2301-5292 E-ISSN 2598-9995 76 TRANSLANGUAGING AS A PRACTICAL PEDAGOGY BASED ON EDUCATORS’ PERSPECTIVE Akhmad Hairul Umam Tanri Abeng University, Jakarta Email: ahmad.umam@tau.ac.id Abstract As new approach of language teaching, translanguaging has become a popular topic and widely debated in applied linguistic for the last few years. This study explored educators’ perspective about the use of translangaging as practical pedagogy in EFL classroom in relation to their position that play a significant role in shifting educational practices. The research data was taken in the form of quantitative and qualitative using questionnaires and interview with participants by involving 15 English educators of Higher Education in Jakarta. The findings revealed positive outlooks on the use translanguaging as pedagogical practices in EFL that gave them opportunities rather as weaknesses like lack of proficiency. In addition, the educators also expressed various perceptions about language as separated system, language mixing, and language as single system that support each other. Keywords: EFL, Pedagogy, Repertoire, Translanguanging. INTRODUCTION The concept of translanguaging has been frequently studied by scholars in recent years, particularly in applied linguistics and sociolinguistics. Translangugaing as a new theory of language, according to Li Wei (2018), is beyond the language itself. The "trans" preamble emphasizes the concept of translanguaging, which refers to fluid behaviors that transcend beyond socially created language systems and structures to engage diverse multiple meaning-making systems and subjective experiences (Wei, 2018). Garcia (2009) broadened the definition of translanguaging to include processes in which students freely and flexibly adapt school language practices into their personal linguistic repertoire. For example, students may use their native language productively or receptively, and they are free to share what they know. Translanguaging as a pedagogy has evolved alongside the concept of translanguaging. Williams, a Welsh educationist, created the term "translanguaging" which refers to the intentional alternation of language within student activities in a