Voices Across the EFL Classroom: Narratives and Perspectives on Multilingualism

Aims and Objectives: Global technologies and demographic trends have impacted English as a foreign language instruction on widespread scale. Despite the abundance of studies on multilingual paradigms in higher education context, research remains rather scant on perspectives that account for the entirety of stakeholders involved in the process. This study analyzes learners’, teachers’, and administrators’ conceptual and pedagogical engagement with diversity and multilingual practice. Design/Methodology: Data obtained through semi-structured interviews, field notes, and informal chats indicate that participants perceive multilingualism as an epitome of internationalism and educational quality. Participants maintain, however, that translanguaging pedagogies propagate chaos and hamper the process of learning, which signifies nonembracement of individual-centered bottom-up designs for multilingual approaches. Findings/Conclusion: The findings highlight the marked contrast between the participants’ positive perceptions of diversity and their monoglossic orientations and classroom practices. Originality: This article offers a distinctive contribution by integrating perspectives from a tripartite participant group, an approach that remains scarce in current scholarly landscape. Significance/Implications: The study recommends a reappraisal of institutional language policy structures, advocating for professional development, pedagogical approaches that value student agency as well as student orientation and support programs.