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Objective: This study provides reliable literature studies focusing on trends and recommendations that have a direct relationship under the issue of translanguaging practice in EFL throughout the time span of publications from 2014 to 2023. Methods: The method used a comprehensive bibliometric analysis design as a novel method for gathering the body of contributions for the supplied research. The data was retrieved from Scopus and ScienceDirect scientific databases. This endeavour revealed 18 articles as the final set of data to be analysed after the data selection and sourcing, data retrieval and screening, data analysis, and conclusions processes. Publish or Perish, VOSviewer and other tools are utilized in four steps of the four steps of research procedure. Results and Discussion: The trends expand beyond the two primary emphasis areas of teachers and pedagogy including students. Meanwhile, future study recommendations from those articles revolve around student and teacher development, instructional practice, hybrid courses, and socio-cultural identity. Originality/Value: This study contributes to the literature by taking into account a new paradigm in studying bi/multi-lingualism in education after García and Wei coined the term "translanguaging practice" in 2014, a growing body of research has emerged from scholars worldwide. Conducting reliable literature studies focusing on trends and recommendations that have a direct relationship under the issue of “translanguaging practice in EFL” is becoming increasingly challenging and time-consuming. This study presents a concise summary the body of the contributions for the supplied research.
Agung et al. (Mon,) studied this question.