The implementation of multilingual strategies in an English as a Foreign Language (EFL) classroom can serve as a bridge between students’ linguistic backgrounds and target language acquisition. This study explores the application of translanguaging and code-switching in an EFL setting, focusing on their benefits and the challenges they present in classroom implementation. The findings show that translanguaging was implemented through activities such as understanding students’ language backgrounds, discussions in multiple languages, presentations in English, reflection and feedback, as well as contrastive analysis and the use of multilingual glossaries. Meanwhile, code-switching was selectively applied through the use of the mother tongue to explain difficult concepts, mixed language use in small tasks, and spoken assessments. These strategies were adapted to students’ language backgrounds and English proficiency. The results indicate that translanguaging improved comprehension, intercultural sensitivity, and peer learning and support. Code-switching, on the other hand, helped clarify cultural concepts, increased speaking confidence, and facilitated smoother transitions into English. Despite these benefits, several challenges emerged. In translanguaging, students tended to overuse Bahasa Indonesia as a default lingua franca, which led to unequal participation and difficulty transitioning to academic English. Challenges in code-switching included inconsistent classroom practices, delayed fluency development, and reduced English input. The study concludes that while multilingual approaches can enhance inclusivity and support EFL learning, their effectiveness depends on structured implementation, clear language policies, and sensitivity to students’ diverse linguistic profiles.
Keywords: Multilingual strategies, translanguaging, code-switching, EFL teaching, language learning.