Regarding the heated discussions on the possible benefits and drawbacks of translanguaging in the EFL classroom, this thesis focuses on the attitudes towards and practices of translanguaging by EFL teachers and student, as well as possible functions of translanguaging in language learning and teaching. Through a comprehensive analysis of questionnaires and classroom observations, this thesis also aims to provide an insight into possible discrepancies between the respondents’ attitudes and practice. The findings of the study suggest that teachers and most students accept translanguaging as a medium of instruction and acknowledge its benefits in language teaching and learning. Moreover, examples of translanguaging were found in both teaching and learning contexts. Teachers mostly translanguaged while explaining and revising vocabulary and grammar, managing class, facilitating student responses, emphasizing important points, and giving feedback and directions. Student translanguaging was observed while helping colleagues during activities, responding to teachers’ questions, as well as discussing content and activities. Hence, the findings of this study indicate that the respondents’ attitudes are in accordance with their practices of translanguaging.