Abstract
This study explores the relationship between translanguaging practices and language learning motivation among multilingual English learners in T & uuml;rkiye, using the L2 Motivational Self System as a guiding framework. By adopting a quantitative approach, it examines how learners' use of their full linguistic repertoires influences their English learning experiences and motivational self-concepts. The results indicate that translanguaging is positively associated with learners' engagement and idealized visions of themselves as English users, while the connection with externally driven expectations is less evident. These results highlight the motivational affordances of translanguaging in EFL contexts and underscore the importance of legitimizing such practices not only as pedagogical strategies but also as essential components of language learners' identity and motivation in TESOL.