| Gaining much prominence in the past decade, the role of Linguistic Landscape (henceforth LL), which refers to language displayed in public spaces, could serve as an educational resource in multilingual learning contexts to explore EFL students’ semiotic repertoire in facilitating teaching and learning. The present study describes how a collaborative LL-based project through co-production collage is an innovative arts activity to demonstrate visual understandings of how LLs can provide opportunities for students to explore the potential of translanguaging affordances in the EFL classroom. Drawing upon a space for translanguaging framework, initial data were obtained using video recordings from classroom observations and video-stimulated recall interviews in an EFL classroom of a shared General English class of 41 first-year Indonesian university students. Methodologically, Multimodal Conversation Analysis is conducted to examine the video recordings of classroom observations. The analysis is then triangulated with the video-stimulated recall interview data, analyzed by applying Interpretative Phenomenological Analysis. The findings reveal that through the collaborative LL-based project, EFL students demonstrated extensive use of translanguaging practices and drew on their linguistic repertoire by deploying various affordances of translanguaging for meaning-making and classroom participation. Four affordances of translanguaging were identified, namely: (1) Semiotic-discursive affordance, (2) Incidental-conceptual affordance, (3) Emotional-responsive affordance, (4) Planned-systematic affordance. With respect to the reasons for using translanguaging during the classroom interactions, they enthusiastically acknowledged that four reasons prompt the deployment of translanguaging during the classroom interaction, namely: (1) Meaning-making process, (2) Mediating each other’s understanding, (3) Addressing linguistic insecurity, (4) Deploying cultural identity and preserving local culture. In the expansion of students’ semiotic repertoire during the LL-based project, they performed spatial repertoire, which encompasses a variety of distributed semiotic resources among verbal, visual, and bodily properties (e.g., LL images, gaze, gesture, texts, digital media, and their truncated languages). Their semiotic resources were distributed among multimodal and multilingual properties and influenced by the spatial repertoire, where they provided an equal and inclusive space for meaning making . Through this project, EFL students were also provided with a space for translanguaging and are claimed to allow collaborative spaces for (1) Embracing multisensory and multimodal literacy skills, (2) Encouraging intercultural plurilingual competence, (3) Activating pragmatic competence and metalinguistic awareness, (4) Stimulating emotional representations, yet teacher and students are frequently confronted with two pedagogical challenges in implementing translanguaging in the classroom. These issues emerged at the individual level and the classroom level: (1) L2 acquisition contributions and (2) Classroom environment contributions. These findings highlight a playful collaborative LL-based project that modifies the EFL classroom into a friendly space for translanguaging, enabling the students and teacher to demonstrate numerous dynamic translanguaging affordances to promote meaning-making and participation in the classroom. These palpable pedagogical findings can effectively advance systematic and purposeful translanguaging, extending various linguistic experiences where superdiversity is a common phenomenon in EFL classrooms, where many students of different linguistic and cultural backgrounds come together. |