Abstract
Objective: Translingual practices among English teachers in India play an important role in improving students' multilingual skills and second language learning. This study examines their effective integration in language education and assesses the associated benefits. Set against India's rich linguistic background, it seeks to contribute to the broader discourse on multilingualism in a globalized world.
 
 Method: The methodology highlights the importance of translingual strategies and multilingual proficiencies in enhancing second language learning. It delineates key multilingual skills, including bilingualism, code-switching, and bicultural understanding, and links them to their respective advantages in education. By weaving translingual methods into language instruction, the research aims to promote inclusivity, question monolingual standards, and strengthen intercultural communication abilities.
 
 Results: English teachers in India largely support translingual practices in teaching, recognizing its value in enhancing language learning by drawing on students' existing linguistic and cultural backgrounds. However, school language policies that favor English and insufficient teacher training on multilingual methods pose challenges. These challenges limit the comprehensive integration of translingual approaches in classrooms.
 
 Conclusion: The study offers insights into translingual practices among English teachers in India, highlighting its potential to enrich language education by tapping into existing linguistic and cultural knowledge. Despite teachers' favorable attitudes, institutional barriers, such as language policies and a lack of adequate training, restrict its full implementation. Addressing these barriers necessitates a revision of language policies and providing specialized training for teachers.
Published Version
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