Translanguaging involves communication by means of a common linguistic repertoire that is not distinctively separated into named languages, in an inclusive and dynamic manner, away from the monoglossic perspective or the native-speaker approach in language education. As a policy, it has gained momentum at European level, along the lines of a non-discriminating learning environment in order to blur learning, professional and social inequalities. The present paper investigates its potential as a dynamic pedagogical tool in the ESP (English for Specific Purposes) classroom involving pre-intermediate and intermediate students of Food Science and Technology at USAMV (University of Agricultural Sciences and Veterinary Medicine), Cluj-Napoca, Romania. The students were presented with a mirror reading comprehension and writing tasks, which involved Romanian as their first language (L1) and English as a target language (TL), with 2 texts in the TL and 1 text in L1, with questions in both languages and a summary in their first language in a code-switching manner. A Kahoot! quiz was applied to check students’ semi-technical and technical vocabulary comprehension and consolidation, followed by a final semi-structured interview with open and closed-questions in Google forms to grasp their perception of the activity usefulness and enjoyment. Translanguaging proved to be an efficient tool for ESP language comprehension at pre-intermediate and intermediate level, with all, but mostly pre-intermediate students being more particularly supported and efficient in their reading, writing and vocabulary tasks than with previous classroom activities where only English was used. This addresses the popular opinion in ESP learning, that specialised language can be efficiently learnt solely from B1 general English level and above. In the world of inclusiveness and acceptance, this begs the question of whether the ESP language provider should make use of every available and functional tool that would pave the way for students’ academic and professional success, translanguaging included, or simply ride the established wave of monoglossic approach in English language learning.

Keywords: Translanguaging, higher-education students, mirror language activities, native language use.