English medium instruction (EMI) for teaching language courses is a growing global phenomenon, but the use of the learners’ L1—or translanguaging—as a resource in language classes remains controversial. While teachers’ attitudes toward translanguaging have been explored in numerous studies, fewer attempts have been made to examine learners’ perspectives on their teachers’ translanguaging practice in an EMI setting. This study collected interview data from 91 Japanese college students and categorized the transcribed recordings using thematic analysis. The results indicate that (a) approximately two-thirds of the interviewees hold a negative view on teachers’ use of translanguaging and (b) such preferences correlate with past experience of international communication but not with L2 proficiency. Main reasons for supporting or rejecting teachers’ translanguaging are discussed in relation to why teachers’ decision to translanguage needs to be context-driven and how/what translanguaging techniques can be put into practice to help maximize L2 learners’ communicative potential.