Abstract            Volume:14  Issue-8  Year-2026         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

In multilingual Francophone countries such as Benin, the teaching of English as a foreign language gives rise to debate regarding the most appropriate approaches to help learners master the language and develop effective communicative competence for social integration. This research paper investigates translanguaging as a pedagogical approach proposed as an alternative for EFL learning in the Republic of Benin. It first examines the challenges faced by learners and teachers in implementing the monolingual approach, then explores the importance of learners’ first language (L1) in the EFL learning process, and finally evaluates the influence of translanguaging on learners’ language competences. In this study, Translanguaging is viewed as a pedagogical approach that can significantly improve students’ learning outcomes in EFL classrooms in Benin by increasing classroom participation and enhancing learners’ confidence. Furthermore, it can contribute to developing of learners’ socio-pragmatic and cultural competences, which are essential for effective communication. Data collected through a mixed-methods approach reveal that number of teachers, as a result of difficulties related to syllabus completion and various pedagogical challenges, unofficially adopt translanguaging strategies to achieve their instructional objectives. However, classroom observations also show that some teachers tend to overuse French during EFL lessons, which may limit students’ exposure to the target language. Given the numerous linguistic advantages that translanguaging offers, it is recommended that curriculum designers officially mainstream this approach into pedagogical frameworks for both French and English language instruction. Additionally, EFL teachers are encouraged to maintain a balanced use of learners’ first language and English, as this can support cultural learning and promote effective social integration.

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