With the expansion of English as a medium of instruction (EMI) in Algerian higher education, particularly in STEM fields. A question was raised about how teachers support students’ limited English proficiency when teaching disciplinary content. Translanguaging appears to be a response to address this challenge. The present study examines teachers’ perceptions of translanguaging, its benefits, and its constraints in EMI classrooms. The study adopts a cross-sectional survey design within a quantitative framework. Data were collected using a structured questionnaire administered to 42 university teachers involved in EMI courses. The responses were tested using SPSS. for the reliability of the questionnaire, responses was confirmed through Cronbach’s alpha, which indicated a strong level of internal consistency value of (.91Then analyzed using inferential analyses, such as the Mann-Whitney U test, Spearman correlation analyses, and the Kruskal-Wallis test, which highlight an absence of significant differences between the STEM fields and teaching experience across conceptual clarity and stance; teacher extent and planning; and institutional context, pressure, and assessment alignment dimensions. In addition to descriptive statistics, analyses indicate that teachers have a positive attitude toward translanguaging, as it is commonly used in their daily teaching. Furthermore, instructors report drawing on their students’ linguistic repertoires to support their comprehension. However, the study reveals a gap between institutional expectations and classroom practice, especially in assessment. The study, therefore, argues for the official recognition of translanguaging and a flexible language policy that better reflects the multilingualism of Algerian higher education.