Translanguaging as a necessity and a hindrance in english additional language learning contexts

School populations are becoming more diverse worldwide, and teachers and decision-makers are constantly looking for new methods to use a variety of linguistic and cultural resources available to their learners, and one pedagogy that can be used is translanguaging. Thus, in this paper, based on a systematic review of literature, which reports on a study that is situated in the context of English First Additional Language pedagogy, the researchers explored the advantages and criticisms of translanguaging in English First Additional Language learning contexts. This paper addressed two research questions: What are the advantages of translanguaging in English First Additional Language learning contexts? What are the criticisms of translanguaging in English First Additional Language learning contexts? After screening the empirical studies, the researchers settled for only those that met all the inclusion criteria for data extraction and analysis. The study revealed that although some learners may routinely activate prior knowledge while doing exercises, such as reading, many learners need external guidance and support to make their existing knowledge accessible and connected to the textual content, and that is where translanguaging comes in, because it is about employing learners’ linguistic knowledge to master new content in additional language learning. Translanguaging supports multilingual learners’ social-emotional learning; hence, incorporating learners’ home languages into school learning is culturally relevant and socially just for multilingual learners. The criticism of translanguaging is that overuse of translingual practices in an EFAL classroom can overshadow the need for an official language of teaching and learning. Besides, translanguaging is sometimes confused with other terms, such as code-switching or translation. The paper recommends that teachers be trained to incorporate translingual practices in additional language teaching.