A Systematic Review of Translanguaging Practices Perceptions and the Attitude Practice Gap in Saudi Education

Translanguaging (TL) conceptualizes multilingual language use as the flexible deployment of learners’ linguistic repertoires and, pedagogically, as the strategic use of these resources for learning. In Saudi Arabia, TL operates at the intersection of English-proficiency goals, Arabic language ideologies, institutional language expectations, and a diglossic Arabic environment involving Modern Standard Arabic and local varieties. This systematic review synthesizes empirical research on TL practices and perceptions in Saudi education and examines the methodological characteristics of the evidence base. Following PRISMA 2020, Scopus, Web of Science, ERIC, and Google Scholar were systematically searched, supplemented by backward citation searching. The review was not prospectively registered. Twenty-five empirical publications were included in descriptive and thematic synthesis, with methodological appraisal covering sampling, instruments, analysis, and disclosure of limitations. Nineteen publications (76%) reported predominantly favourable perceptions of TL, particularly regarding comprehension, participation, confidence, motivation, and classroom interaction. However, favourable perceptions were not consistently accompanied by evidence of systematic classroom implementation. Reported practices ranged from reactive linguistic support to planned pedagogical scaffolding, while implementation was constrained by English-dominant orientations, limited teacher preparation, assessment pressures, and language-ideological concerns. Evidence from the United Arab Emirates, Oman, and Qatar indicates comparable tensions between multilingual practices and English-medium expectations, although contextual differences limit direct policy transfer. Because much of the Saudi evidence is self-reported and cross-sectional, the findings indicate patterns of association and contextual variation rather than causal effects. The review highlights the need for context-sensitive teacher education, clearer institutional guidance, and further observational, longitudinal, intervention-based, and comparative research across Saudi and Gulf educational contexts.