Abstract
Translanguaging, as a dynamic use of many languages to assist learning, has been gathering attention since the rise of multilingual education. However, research on its role in enhancing teachers’professional competence is limited, particularly in southern Kazakhstani state schools. The current study examines the teacher’s understanding, attitudes, classroom practices, and beliefs about institutional and personal policiesof English as a Foreign Language (EFL) in 5 state secondary schools in southern Kazakhstan. 16 teachers participated in a structured written interviews, which were analysed using qualitative analysis in MaxQDA. The findings show that the majority of instructors are knowledgeable with translanguaging and have generally positive opinions about using students’native tongues to improve understanding, confidence, and cognitive development. In spite of the fact that institutional English-only policies and insufficient expertise with some languages provide problems, teachers reported strategically using translanguaging in scaffolding, brainstorming, and explanation of complex topics. The research implies the need for professional development and policy changes that balance multilingual pedagogy with institutional expectations by accentuating a discrepancy between ideal teaching philosophies and actual classroom practice.