The present study examines Indonesian lecturers' attitudes towards translanguaging and its pedagogical benefits in their English as a foreign language classroom. It also explores the significant relationships between lecturers' attitudes and the variables of gender, age, experience, university and faculty. The study included English as a foreign language lecturers using surveys (n = 50) and in-depth interviews (n = 5). The collected data were analysed through mixed-methods analyses. The findings reveal that, in general, Indonesian lecturers hold optimal, virtual and maximal attitudes towards translanguaging. They perceive translanguaging as beneficial, as it facilitates student-student and student-teacher interactions, scaffolds students' understanding, and creates a familiar and secure classroom atmosphere. Integrating translanguaging supports the development of students' critical thinking skills and self-confidence. The lecturers' feel a sense of agency to reclaim their identity and question the perceived linguistic hierarchy that dominates their English as a foreign language landscape. Additionally, the findings revealed a disparity in the perceived benefits of translanguaging depending on the lecturers' age and experience, indicating a potential generational gap that might influence their adaptability to multilingual teaching methodologies.