translanguaging and emotional landscape in efl classrooms: a loving pedagogy perspective

Translanguaging pedagogy permits the utilization of all linguistic repertoire within the language classroom. however, to date, language teachers have less explored the psycho-emotional consequences of translanguaging. thus, the present study looked upon translanguaging from an emotionally-driven perspective to provide evidence on possible constructive roles of the concept and theorize its inclusion within the loving pedagogy (lp) framework, which advocates peace, flourishing, and well-being of the teachers and learners. the study aimed to explore how translanguaging contributes to creating emotionally enriching classroom experiences for educators and students. in this vein, the qualitative data was obtained from 15 iranian efl teachers through semi-structured interviews in a multilingual context. thematic analysis revealed that language teachers who rely on translanguaging are more prone to benefit from an emotionally supportive classroom environment, a boosted sense of self-efficacy, and a self-decentralized teaching context. the study suggests that by incorporating translanguaging practices, educators foster inclusivity and emotional safety, which ultimately improves the overall learning experience. theoretical and pedagogical implications for teachers were also discussed, along with directions for future research, emphasizing the need for further exploration of the connections between translanguaging, emotional resilience, and pedagogical practices in diverse educational settings.