This study examines the implementation of translanguaging in English as a Foreign
Language (EFL) classrooms at vocational high schools in Bantul, Yogyakarta,
Indonesia, with an emphasis on its role in supporting students’ comprehension,
linguistic sensitivity, and cross-cultural awareness. Recognizing the multilingual
reality of Indonesian education, this research specifically explores the students’
perceptions of translanguaging and the impact of its implementation in vocational
EFL classrooms. Employing an explanatory sequential mixed methods design, data
were collected from 2,171 students and 45 English teachers across ten vocational
schools through questionnaires, classroom observations, and semi-structured
interviews. This study’s findings revealed that most students perceived
translanguaging as beneficial for enhancing confidence, motivation, and classroom
participation. Additionally, the impact of translanguaging implementation included
facilitating a more profound understanding, strengthening linguistic identities, and
promoting cultural reflection. A comparative analysis across schools further
demonstrated that flexible bilingual policies encouraged richer interaction and
intercultural engagement, whereas monolingual English instructions tended to limit
communication and comprehension. The study concludes that translanguaging
serves not only as an effective pedagogical strategy but also as a sociocultural
practice that supports language preservation and prepares students for multilingual