Classrooms worldwide have become increasingly linguistically diverse. Many students today use more than one first language (L1) in their everyday lives. Research suggests that multilingualism can be a valuable resource for knowledge development. However, using learners' full linguistic repertoires — known as translanguaging — in English language teaching remains controversial. Many educational contexts still favor the use of the target language only. This systematic literature review (SLR) aims to explore how translanguaging practices influence the English language development of multilingual learners in primary EFL/ESL classrooms, with particular attention to the potential benefits and challenges associated with L1 use. The SLR analyzes ten empirical, peer-reviewed studies published from 2018 onwards, focusing on primary EFL/ESL contexts. The studies were identified through searches in the ERIC and ERC databases, followed by the application of a thematic analysis. The findings indicate that translanguaging is frequently used in instructional explanations, vocabulary and grammar clarification, and to support motivation and interaction. Overall, L1 use was found to enhance comprehension, participation, and metalinguistic awareness, particularly among learners with limited English proficiency. At the same time, tensions were identified concerning an overreliance on L1, leading to reduced exposure to English. The study concludes that strategic translanguaging can complement a communicative approach to English teaching, rather than undermining it. Furthermore, translanguaging aligns with key principles of the Swedish Curriculum for Compulsory School, Preschool Class, and School-Age Educare (Lgr22), including inclusion, participation, and the development of plurilingual competence.
Rix et al. (Thu,) studied this question.