Effects of translanguaging practices and linguistic inclusivity on foreign language enjoyment, anxiety, and engagement in multilingual language classrooms

Recent discussions highlight the multilingual nature of today’s language classrooms, yet empirical evidence on how translanguaging affects learners’ emotions and engagement remains scarce. This study investigated the relationships among Translanguaging Practices (TP), Foreign Language Anxiety (FLA), perceived linguistic inclusivity (LI), Foreign Language Enjoyment (FLE), and Learner Engagement (LE) in learners enrolled in universities across several countries using a quantitative design and structural equation modelling. Findings revealed that TP and perceived LI significantly predicted emotional experiences and engagement. Specifically, both TP and LI showed positive relationships with FLE and LE, while demonstrating negative relationships with FLA. Furthermore, FLE positively predicted LE, whereas FLA was negatively associated with engagement. These results suggest that when students perceive their classroom as linguistically inclusive and are allowed to draw on all available linguistic resources, they tend to experience more positive emotions and participate more actively. This study contributes empirical evidence on the emotional and behavioural outcomes of multilingual pedagogies, highlighting the importance of considering learners’ affective experiences. Pedagogically, the findings advocate for flexible translanguaging practices and inclusive classroom environments to foster more positive and participatory learning experiences in EFL contexts.