Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations

•Translanguaging is a common practice in EMI classes, initiated by both students and lecturers.•Lecturers tend to follow the institutional English-only policy, while students recognize the value of L1 resources in content knowledge and socio-emotional support.•Discrepancies exist between institutional policies and actual practices, calling for more inclusive language policies.•Translanguaging practices can serve vibrant functions in content teaching and learning, enhancing students’ learning experiences. This qualitative study explored the perspectives of 15 EMI students on translanguaging in EMI classes, as well as the functions of translanguaging in content teaching and learning. It also examined how EMI stakeholders orient to such practices against the continuum of perspectives on bi/multilingual language use. Drawing on semi-structured interviews and qualitative content analysis, the data revealed that most lecturers tend to operate through English only, barring the use of L1 resources in classes, in line with the virtual position, which prefers English use only. On the other hand, most students adopt the optimal position, which values L1 resources in teaching, recognizing the vital role and pedagogical value of such resources in accessing content knowledge and socio-emotional resources. However, the study found that many lecturers, who demonstrated pejorative orientations towards bi/multilingual practices, did not hold the optimal position. Overall, the study underscores the need for a shift towards a multilingual turn in EMI classes with an understanding of English within multilingualism.