Abstract
ABSTRACT Translanguaging refers to the communicative practices that go between and beyond defined linguistic systems. In language learning, it can be applied by helping learners access their whole linguistic and semiotic repertoires, thus enhancing language acquisition. This paper draws on quantitative data provided by language teachers of both elementary and secondary education in Greece through an online survey, in order to study their attitudes and practices towards translanguaging in the classroom. A combination of convenience sampling and snowball sampling was applied. The findings indicate that the majority of participants found translanguaging beneficial. Moreover, participants incorporate translanguaging practices quite often, while they encourage students’ translanguaging slightly less often, and there is a small positive correlation between attitudes and practices.
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