<p>This study examines language practices and policy orientations in Moroccan science education through the lens of translanguaging and teacher agency, situating the analysis within sociocultural perspectives on learning. Drawing on interviews with fifteen secondary school science teachers, the research explores how educators navigate multilingual classrooms and enact language policy in practice. Thematic analysis demonstrates that teachers actively exercise agency by employing flexible, student-centered translanguaging strategies to enhance comprehension, foster interaction, and promote equitable participation. These bottom-up practices stand in contrast to the Ministry of Education’s top-down monolingual policy orientations. The findings further reveal teachers’ calls for policy approaches that reflect learners’ linguistic repertoires, strengthen early language preparation, and support more coherent and context-responsive medium-of-instruction decisions. It shows that humanizing language policy praxis in science education requires recognizing teachers as central actors and valuing translanguaging as a powerful pedagogical resource capable of creating more inclusive and effective learning environments.</p>