Lujic’s (2017) study investigates translanguaging in two International Baccalaureate schools in Croatia, where English is the main instructional language. The study included 78 multilingual students aged 10 to 18, who completed a questionnaire gathering demographic information, the frequency and context of their translanguaging practices, and their attitudes toward teacher-directed translanguaging (TDT). Students reported how often they mixed languages or used hybrid words and gestures, with whom they did so, and why. Statistical analyses examined differences by gender and grade level.
Despite the English-only classroom environment, many students reported frequent, spontaneous translanguaging, especially with friends and familiar teachers. Girls were more likely than boys to engage in translanguaging, and younger elementary students used it more frequently with teachers than their older peers. Attitudes toward TDT were generally positive, with about 51% of students viewing it favorably, though fewer supported making it a regular classroom practice. Elementary students showed significantly stronger support for TDT than grammar-level students. Lujic concludes that translanguaging continues to be a valuable communication and learning tool, even in educational settings that emphasize monolingual instruction.