Abstract This study examines high school students’ perceptions of pedagogical translanguaging within a multilingual educational context, using Morocco as a case study to explore issues of language use, motivation, and engagement in multilingual classrooms. Drawing on a quantitative research design, data were collected through a researcher-developed questionnaire administered to 131 secondary school students from public and private institutions. The results reveal that learners overwhelmingly favor the integration of translanguaging practices, which they associate with improved comprehension, greater motivation, and more active engagement during instruction. The study has pedagogical implications for designing inclusive learning environments in which translanguaging operates as a means of supporting learner agency, equity, and meaningful participation across multilingual educational settings.
Belhiah et al. (Tue,) studied this question.