Abstract ‘Translanguaging’ has recently become a buzzword in TESOL scholarship, serving as both a theoretical concept to decribe the ways in which langauge learners fluidly use their whole linguistic repertoires to communicate and convey meaning as well as a pedagogical tool to leverage those repertoires as valuable learning resources. Over the past two decades, numerous empirical studies have been conducted in many corners of the world to investigate pedagogical translingual practices inside language learning classrooms. Yet, little is known about this phenomenon within the context of KSA, wherein TESOL policies ban the use of students’ native langauge(s) and render them as an impediment to language learning. This study addresses this lacuna as it firstly explores English language teachers’ attitudes towards pedagogical translanguaging, and secondly examines the extent to which those attitudes are reflected into their reoprted pedagogical practices. 101 mono-, bi-, and multilingual English language teachers at a Saudi unveristiy voluntarily participated in this study. By drawing on survey data, the findings showcase a considerable discrepancy between teachers’ stated attitudes and reported pedagogical practices. The findings also illuminate the constraints that hindered the participants’ adoption of pedagogical translanguaging in their teaching. The study finally concludes with pedagogical and policy implications.
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