Recently, I have been thinking about whether we should adopt full translanguaging or stick with TG when giving instructions to second language learners. I gave a teaching demonstration in one of the graduate classes I took this fall semester, and I used like 80% TG to teach Yorùbá to my peers who have no proficiency in it. I noticed that some of my peers did not understand the language. I could see my colleagues' frustration, just as the students feel when we teach only in the target language.Â
Their feedback was mixed: some were very receptive to using the target language with visual materials to enhance comprehension, while others wanted me to explain all the tasks in English before doing them. I then imagine how students feel when we teach them only in the target language, which made me reflect that we still need some translanguaging. As shown in East and Wang (2024), if we do not want our students, especially the beginners who know nothing about the language, to be frustrated. I also believe it is a reality check for teachers to feel what students feel in their language class.
 In addition, the use of TG or translanguaging is like a pendulum, where we can agree to use about 50-50 TG and translanguaging when teaching beginners with no prior knowledge of the language. As they progress to the next level, we can gradually reduce translanguaging until they reach an advanced level where we can remove it completely. The use of translanguaging at the initial learning process is significant for comprehension and task completion.
 In conclusion, there is no gainsaying that translanguaging helps understanding in second language learning, especially at the initial level. However, I still feel that the teacher should decide and design what works for the students, because the students' needs must be addressed first.