Abstract

Translanguaging has emerged as a promising pedagogical approach in English as a Second Language (ESL) education, particularly for establishing inclusive and successful learning environments. However, its implementation remains limited, especially in adult education contexts, where English-only policies, ideological practices, and institutional norms continue to dominate. Gaining insight into ESL instructors’ views on incorporating learners’ complete linguistic repertoires is vital for examining the key factors that shape these attitudes. This qualitative multiple case study research explored the attitudes of four ESL instructors working in English for Academic Purposes (EAP) programs at an adult private language school in Montreal. Using semi-structured interviews, the research explored how instructors perceive the integration of translanguaging in their classrooms and the contextual factors that shape these perceptions. The findings offer insights into instructors’ varying stances toward translanguaging and how factors such as their own language learning histories, teaching experiences, language ideologies, and classroom management strategies relate to instructors’ classroom language policies. The study emphasizes the need for targeted professional development and institutional support to bridge the gap between translanguaging theory and classroom practice.