| Bi/multilingual practices in EFL classroom settings have long been a subject of debate in academic literature. The controversies surrounding this issue have prompted many scholars to further investigate and explore its implications. Therefore, this study aims at examining the translanguaging practices employed by English teachers and learners in Indonesian EFL classrooms. The research was conducted in two different schools where three languages were used. This study utilised a Classroom Ethnographic approach and involved 177 participants, consisting of seven English teachers and 170 students. Data were collected through classroom observations, questionnaires, and semi-structured interviews. The qualitative data obtained from classroom observation and interviews were analysed qualitatively. In addition, the data obtained from questionnaires were analysed quantitatively. Based on the results of data analysis, this study reveals several interesting findings. Firstly, both teachers and students tend to employ three languages (English, Indonesian, and Arabic) in their EFL classrooms for various pedagogical functions. Secondly, the choice of language by teachers and students was closely related to their attitudes and beliefs about language teaching and learning in EFL settings. The study empirically demonstrated that translanguaging practices foster interactive, effective, and meaningful learning experiences. These practices also enhanced students' comprehension, participation, and engagement. In Indonesian EFL classrooms, English served as the primary language of instruction (LoI), while Indonesian and Arabic functioned as supporting languages for various pedagogical purposes, such as explaining, simplifying, correcting, and confirming difficult concepts. The findings further indicate the need for a paradigm shift in English teaching within the EFL context, from rigid monolingual ideology toward a multilingual perspective. Through translanguaging, students can leverage their linguistic repertoire, thereby enriching and strengthening the learning process. It is recommended that future research explore translanguaging practices in broader, or even cross-national contexts, to provide more comprehensive insights and a holistic understanding of the pedagogical implications. In conclusion, integrating English, Indonesian, and Arabic in EFL classroom contexts can significantly enrich students’ linguistic repertoire and enhance their comprehension of the subject matter |