The study investigates translanguaging in Malaysian tertiary-level TESOL classrooms, focusing on lecturers' and students' attitudes toward its use in English language teaching and learning at Politeknik Mukah. By examining teacher-directed and student-directed translanguaging practices, the research aims to uncover lecturers’ and students’ perceptions towards translanguaging approach in teaching and learning of English courses and challenges they faced in its implementation. Using a mixed-method case study approach, data were collected via questionnaires and semi-structured interviews. The findings reported that lecturers show selectively positive inclinations towards translanguaging approach in English language classroom, particularly for teacher-directed practices such as in providing instructional clarity and supporting students’ confidence level in English classes. Lecturers’ reservations were more notable in allowing student-directed translanguaging, depicting that the approach should be judiciously utilised than deliberately. Students significantly favour translanguaging for both teacher-directed and student-directed, claiming that the practice is beneficial for their learning experience. Despite its observed potentials, several challenges were also noted for its use in TESOL instructions by both lecturers and students. Ultimately, the research advocates for shifting from monoglossic ideologies to embracing multilingual approaches to foster equitable and effective English language education in Malaysian tertiary education, especially among students of various language proficiencies and language backgrounds.