Abstract

In the evolving landscape of language education, particularly in the French as a Foreign Language (FLE) classroom, code-switching and translanguaging have emerged as pivotal concepts in bilingual and multilingual pedagogy. This study critically examines the dual roles these practices play either as pedagogical strategies that enhance language acquisition or as potential barriers that impede learning. Drawing on sociolinguistic and educational theories, the paper investigates how students and instructors utilize multiple languages as cognitive and communicative resources. While code-switching traditionally refers to the alternation between languages within discourse, translanguaging extends beyond this, enabling learners to draw on their entire linguistic repertoire to construct meaning. Through classroom observations, teacher interviews, and learner reflections, this research explores how these linguistic behaviors are enacted and perceived in FLE contexts. Findings suggest that when intentionally implemented, translanguaging can foster metalinguistic awareness, increase learner confidence, and bridge gaps in comprehension. Conversely, unregulated or excessive code-switching may hinder immersion, reduce exposure to the target language, and reinforce linguistic dependence. The study also highlights the role of teacher attitudes and institutional policies in shaping the pedagogical value or limitation of these practices. Rather than viewing code-switching and translanguaging through a binary lens of right or wrong, the paper advocates for a nuanced approach that recognizes their contextual appropriateness. It proposes a framework where educators strategically integrate both practices to scaffold learning, promote intercultural competence, and support linguistic equity. Ultimately, the paper argues that code-switching and translanguaging are not inherently detrimental but must be purposefully aligned with instructional goals to optimize language learning outcomes. The findings contribute to the ongoing debate on multilingual pedagogy in FLE settings and offer practical insights for teachers navigating linguistically diverse classrooms.