This investigation analyses 12 EFL primary school teachers’ attitudes towards the use of translanguaging practices in the EFL classroom from education system of the Valencian Community, where foreign language lessons tend to follow a strict monolingual paradigm that does not consider students' L1s (Catalan and/or Spanish) and prior language learning experiences. The study also explores the effect of individual variables on teachers’ attitudes, which include teachers’ L1(s) and previous training on multilingualism. Practitioners responded to a written questionnaire and took part in face-to-face semi-structured interviews.Findings show that teachers recognised the benefits of translanguaging pedagogies for scaffolding target language learning in the early EFL classroom. Although attitudinal differences were noticed among teachers with different L1s, they were not statistically significant. Hence, our results suggest that these primary school teachers are open to the introduction of more multilingual approaches towards L3 teaching and learning that consider young learners’ language backgrounds and previous experience as language learners