This phenomenological study explores English language teachers’ perspectives on the implementation of translanguaging as an educational strategy in Turkey. Translanguaging, conceptualized as a dynamic practice accepting bilingual output as a singular linguistic repertoire, challenges traditional models of bilingualism. Guided by García and Li (Translanguaging: Language, bilingualism and education. Palgrave Macmillan, 2014), teachers design lessons and activities motivating meaningful interactions, fostering collaboration, and facilitating the production of the target language. Applying a constructivist educational philosophy, the study utilizes individual and social constructivism alongside the zone of proximal development. Data, collected through semi-structured interviews and framed narratives from ten English language teachers, underwent thematic analysis using MAXQDA software. The study reveals that English language teachers in Turkey find translanguaging effective across tasks, collaborative work, knowledge enhancement in both L1 and L2, teaching content, and as a feedback mechanism. Teachers have positive perceptions, firmly believing that translanguaging enhances learners’ literacies while emphasizing its pivotal role in fostering enriched language learning experiences. This study contributes to the discourse on translanguaging, offering insights into its diverse applications and affirming its potential as a transformative pedagogy in the context of English language teaching in Turkey.